Cognitive Therapy for Adolescents in School Settings

193 Pages·2011·5.862 MB·English

by  Torrey A. Creed, Jarrod Reisweber, Aaron T. Beck

Cognitive Therapy for Adolescents in School Settings
The Guilford Practical Intervention in the Schools Series
Kenneth W. Merrell, Series Editor
This series presents the most reader-friendly resources available in key areas of evidence-based practice in
school settings. Practitioners will find trustworthy guides on effective behavioral, mental health, and academic
interventions, and assessment and measurement approaches. Covering all aspects of planning, implementing,
and evaluating high-quality services for students, books in the series are carefully crafted for everyday utility.
Features include ready-to-use reproducibles, lay-flat binding to facilitate photocopying, appealing visual ele-
ments, and an oversized format.
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Cognitive Therapy for Adolescents in School Settings
Torrey A. Creed, Jarrod Reisweber, and Aaron T. Beck
Cognitive Therapy
for Adolescents
in School Settings
TorrEy A. CrEEd
JArrod rEiSWEbEr
AAron T. bECK
THE GUiLFord PrESS
new york London
© 2011 The Guilford Press
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information that is complete and generally in accord with the standards of practice that are
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Library of Congress Cataloging-in-Publication Data
Creed, Torrey, A.
Cognitive therapy for adolescents in school settings / by Torrey A. Creed, Jarrod Reisweber,
and Aaron T. Beck.
p. cm.—(The Guilford practical intervention in the schools series)
Includes bibliographical references and index.
ISBN 978-1-60918-133-8 (pbk.: alk. paper)
1. Cognitive therapy for children. 2. School mental health services. 3. Emotional problems
of children—Treatment. 4. Behavior disorders in children—Treatment. 5. Cognitive
Therapy—methods. 6. Education, Special—methods. I. Reisweber, Jarrod. II. Beck,
Aaron T. III. Title.
LB3430.C74 2011
371.7′13—dc22
2010048042
About the Authors
Torrey A. Creed, PhD, is a clinical psychologist with the Psychopathology Research Unit at
the University of Pennsylvania and the Center for Family Intervention Science at the Chil-
dren’s Hospital of Philadelphia. She is also Project Director and Lead Trainer in the Child
Expansion of the Beck Initiative, a collaboration between the University of Pennsylvania
and the City of Philadelphia’s Department of Behavioral Health and Mental Retardation
Services, which trains community therapists to conduct cognitive therapy for prevention
and treatment of a variety of problems and disorders, including suicide, depression, trauma,
substance misuse, depression, and anxiety in youth. Dr. Creed’s primary research interests
include cognitive therapy, treatment outcome with youth and families, suicide, and trauma.
She has provided direct intervention for children and adolescents in schools and trained
mental health care professionals to practice cognitive therapy in a range of school settings.
Jarrod Reisweber, PsyD, is Acute Services Coordinator for veterans in Philadelphia and a
program director in the Psychopathology Research Unit at the University of Pennsylvania.
His clinical interests include suicide prevention, substance abuse treatment, intervention
programs for externalizing males, and cognitive therapy for individuals with schizophrenia.
Dr. Reisweber has trained clinicians to conduct cognitive therapy in school, correctional,
and community mental health settings; presented internationally on anger management and
suicide prevention programs for high school students; and published on interventions and
consultation in high schools.
v
vi About the Authors
Aaron T. Beck, MD, is University Professor Emeritus of Psychiatry at the University of
Pennsylvania School of Medicine and the founder of cognitive therapy. He has published
more than 21 books and over 560 articles in professional and scientific journals. Dr. Beck is
the recipient of numerous awards, including the Rhoda and Bernard Sarnat International
Prize in Mental Health (2003), the Albert Lasker Clinical Medical Research Award (2006),
the Gustav O. Lienhard Award (2006), the American Psychological Association Lifetime
Achievement Award (2007), the American Psychiatric Association Distinguished Service
Award (2008), and the Robert J. and Claire Pasarow Foundation Award for Research in
Neuropsychiatry (2008). He is President of The Beck Institute for Cognitive Therapy and
Research and Honorary President of the Academy of Cognitive Therapy.
Acknowledgments
We would like to thank the City of Philadelphia’s Department of Behavioral Health and
Mental Retardation Services and Community Behavioral Health for their collaboration on
the Beck Initiative, a program through which community clinicians are trained to conduct
cognitive therapy for prevention and treatment of a variety of problems and disorders. This
program and the trainees were the inspiration for the development of this book. Specifi-
cally, we would like to thank Drs. Arthur C. Evans, Gail Edelsohn, Marc Forman, and
J. Bryce McLaulin as well as Regina Xhezo for their exceptional commitment to bringing
evidence-based practices to community mental health. We would also like to thank the
clinicians and administrators at the Warren E. Smith satellite clinic located at Frankford
High School in Philadelphia, and the clinicians and administrators at Silver Springs–Mar-
tin Luther School in Plymouth Meeting, Pennsylvania, for their valuable insights. Finally,
we acknowledge Heath Hodge’s contributions to the diagrams and handouts in this text,
which support our mission of bridging the gap between the research and practice sides of
psychology.
Torrey A. Creed: I would like to thank my mentors, Drs. Aaron T. Beck, Guy S. Diamond,
and Philip C. Kendall, for their guidance and support in building a professional path that is
meaningful, fulfilling, and balanced. I am also grateful—always—for the love and support
of my parents, Trevor and Cathryn Weiss. Finally, I thank my son, Jeremy Creed, for his
love, advice, and wonderful distractions.
vii
viii Acknowledgments
Jarrod Reisweber: I would like to express appreciation to Dr. Aaron T. Beck, an outstanding
coauthor, clinical supervisor, and mentor. Above all, I must also thank Erika D. Curiel for
her continued support and love; without it, my work on this project would not have been
possible.
Aaron T. Beck: I would like to dedicate this work to my wife, children, grandchildren, and
great-grandchildren.
Contents
List of Figures, Tables, and Appendices xiii
1. An overview of Cognitive Therapy 1
Character Introductions 3
Alfred 3
Anjanae 4
David 5
Michele 6
Summary of Vignettes 7
An Introduction to Cognitive Theory and the Cognitive Model 8
Introducing the Cognitive Model to Students 10
The Rollercoaster Story 11
Cognitive Therapy Concepts 15
Automatic Thoughts and Images 15
Underlying Beliefs 19
Compensatory Strategies 20
Levels of Change in Cognitive Therapy in School Settings 22
A Brief Introduction to the Structure of Cognitive Therapy 27
Supporting Evidence 27
Summary 29
Reader Activity: The Cognitive Model 29
2. Cognitive Therapy Case Conceptualization 31
Psychologically Speaking, Why Do Students Do What They Do? 31
Cognitive Conceptualization 33
Core Beliefs 34
Intermediate Beliefs 35
Compensatory Strategies 36
Simplifying the Cognitive Conceptualization 39
Using Your Cognitive Conceptualization 41
ix