Evidence-Based CBT for Anxiety and Depression in Children and Adolescents: A Competencies Based Approach

456 Pages·2014·4.45 MB·English

by  Elizabeth S. Sburlati

CONTENTS
Cover
Title page
Copyright page
Dedication
Notes on Editors
Notes on Contributors
1 An Introduction to the Competencies-Based Approach
The Genesis of This Book
About This Book
Conclusion
References
2 Effective Training Methods
Introduction
Key Features of Training: Presenting Training Material Using Effective
Strategies
Training Approaches for Treating Anxiety and Depressive Disorders
Training Therapists of Children and Adolescents
Common Obstacles to Training Therapists and Potential Solutions
Conclusion
References
Further Reading
Part I: Generic Therapeutic Competencies
3 Self-Assessment of Our Competence as Therapists
Introduction
Key Features of Self-Assessment and Professional Development
Competencies
Competence in Self-Assessment when Treating Anxiety Disorders
and Depression
Competence in Self-Assessment of Skills when Treating Children
and Adolescents
Common Obstacles to Self-Assessment and Professional
Development Practice and Methods to Overcome Them
Conclusion
References
4 Professional Evidence-Based Practice with Children and Adolescents
Introduction
Key Features of Competencies
Competence in Treating the Anxiety Disorders and Depression
Competence in treating both children and adolescents
Common Obstacles to Competent Practice and Methods to Overcome
Them
Conclusion
References
5 Child and Adolescent Characteristics that Impact on Therapy
Introduction
Internalizing Psychopathology in Young People
Developmental Issues
Individual Differences
Environmental Factors and Life Events
Conclusion
References
6 Building a Positive Therapeutic Relationship with the Child or
Adolescent and Parent
Introduction
Key Features of Competencies
Competence in Treating Anxiety Disorders and Depression
Competence in Treating both Children and Adolescents
Common Obstacles to Competent Practice and Methods to Overcome
Them
Issues Related to Training and Supervision
A Final Note on the Use of Assessment Toolsto Inform Training and
Treatment
Conclusion
References
7 Assessing Child and Adolescent Internalizing Disorders
Introduction
Key Features of Competencies in Assessing Children and
Adolescents
Competence in Assessing the Anxiety Disorders and Depression
Common Obstacles to Competent Assessment
Conclusion
References
Part II: CBT Competencies
8 Theoretical Foundations of CBT for Anxious and Depressed Youth
Introduction
The Cognitive Behavioral Theoretical Framework
Maintaining Factors in Childhood and Adolescent Depression
An Integrated Model of Youth Depression
Clinical Implications
Maintaining Factors in Child and Adolescent Anxiety
An Integrated Model of Anxiety in Young People
Clinical Implications
References
9 Case Formulation and Treatment Planning for Anxiety and Depression
in Children and Adolescents
Introduction
Devising a Case Formulation and a Treatment Plan
Dynamic Treatment Planning
Communicating and Negotiating with Children, Adolescents, and
Parents
Setting Treatment Goals
Progress, Obstacles, and Termination during Treatment
Ending Therapy and Fostering Maintenance of Gains
Conclusion
References
10 Effectively Engaging and Collaborating with Children and
Adolescents in Cognitive Behavioral Therapy Sessions
Introduction
Key Features of Competencies and Behavioral Markers
Competence in Treating Specific Disorders
Developmental Considerations: Competence in Treating Children and
Adolescents
Common Obstacles to Competent Practice and Methods to Overcome
Them
Conclusion
References
11 Facilitating Homework and Generalization of Skills to the Real World
Introduction
Key Features of Competencies
Competence in Treating Anxiety and Depressive Disorders in Youth
Developmental Considerations: Competence in Treating Children and
Adolescents
Common Obstacles to Competent Practice and Methods to Overcome
Them
Conclusion
References
Part III: Specific CBT Techniques
12 Managing Negative Thoughts, Part 1
Introduction
Key Features of Competencies
Competence in Treating Anxiety Disorders and Depression
Competence in Treating both Children and Adolescents
Common Obstacles to Competent Practice and Methods to Overcome
Them
Conclusion
References
13 Managing Negative Thoughts, Part 2
Introduction
Positive Imagery
Self-Talk
Thought Stopping
Thought Acceptance
Conclusion
Acknowledgments
References
14 Changing Maladaptive Behaviors, Part 1
Introduction
Key Features of the Competencies: Behavioral Markers of
Competently Delivering Exposure Therapy
Variations on a Theme: Competent Exposure in the Context of
Different Anxiety Disorders
Developmental Considerations in Providing Competent Exposure
Therapy to Children and Adolescents
Common Obstacles to Competently Delivering Exposure Therapy to
Children and Adolescents
References
15 Changing Maladaptive Behaviors, Part 2
Introduction
Foundations of Behavioral Activation
Key Features of Competencies
Competence in Treating Anxiety Disorders and Depression
Competence in Treating both Children and Adolescents
Common Obstacles to Competent Practice and Methods to Overcome
Them
Conclusion
References
Further Reading
16 Managing Maladaptive Mood and Arousal
Introduction
Emotion Identification, Expression, and Regulation
Progressive Muscle Relaxation
Applied Tension
Breathing Re-training
Conclusion
References
Further Reading
17 Problem-Solving Skills Training
Introduction
Key Features of Problem-Solving Competencies
Competence in Treating Anxiety Disorders and Depression
Competence in Treating both Children and Adolescents
References
18 Social Skills Training
Introduction
Key Features of Interpersonal Engagement Skills
Key Features of Friendship Skills
Key Features of Communication and Negotiation Skills
Key Features of Assertiveness Skills
Key Features of Dealing with Bullying Skills
Competence in Treating Anxiety Disorders and Depression
Competence in Treating both Children and Adolescents
Common Obstacles to Competent Practice and Methods to Overcome
Them
References
19 Modifying the Family Environment
Introduction
The Role of the Family Environment in Anxiety and Depression in
Children and Young People
Key Features of Competencies
Competence in Treating Anxiety Disorders and Depression
Competence in Working with Different Ages and Presenting
Problems
Common Obstacles to Competent Practice and Methods to Overcome
Them
Summary
References
Index
End User License Agreement
List of Tables
Chapter 1
Table 1.1 Generic therapeutic competencies.
Table 1.2 CBT competencies.
Table 1.3 Specific CBT techniques.
Chapter 7
Table 7.1 Examples of evidence-based measures for anxiety, depression,
depression and self-harmself-harm/suicide.a
Chapter 12
Table 12.1 Emily’s thought diary: Part 1.
Table 12.2 Emily’s thought diary: Part 2.
Chapter 15
Table 15.1 Pleasant events list and rating.
Table 15.2 Pleasant events schedule (PES) and activity log for youth.a
Table 15.3 General activity log for youth.
List of Illustrations
Chapter 8
Figure 8.1 An integrated model of child and adolescent depression.
Figure 8.2 A model of the development of anxiety disorders in children.
Adapted from Rapee (2001) and Hudson and Rapee (2004).
Chapter 9
Figure 9.1 Example of idiographic application of the anxiety model to the
case of an 11-year-old boy. Chosen specific CBT skills are indicated by
numerical indicators. Adapted from Figure 8.2, which was adapted from
Rapee (2001) and Hudson and Rapee (2004).
Chapter 12
Figure 12.1 Emily’s maintenance cycle.
Figure 12.2 Emily’s formulation, showing a possible exit route.
Figure 12.3 The effect of safety behaviors and behavioral experiments on
anxiety.
Figure 12.4 Behavioral Experiment Worksheet. Adapted from
Greenberger and Padesky (1995).
Chapter 13
Figure 13.1 Image of the imagined intruder. © Christopher Jacobs.
Reproduced with permission.
Figure 13.2 Transformed image of the night-time “intruder.” ©
Christopher Jacobs. Reproduced with permission.
Chapter 15
Figure 15.1 Comparison of models of depression. Adapted from Wolpe
and Lazarus (1966); Beck, Rush, Shaw, and Emery (1979); and Ritschel,
Ramirez, Jones, and Craighead (2011).
Figure 15.2 Conceptualization model of CBT with BA for depressed
children and adolescents.
Chapter 19
Figure 19.1 Cognitive and behavioral parenting pathways to child anxiety
and depression. Adapted from Creswell, Murray, James, and Cooper
(2011).
Figure 19.2 The maintenance cycle around bedtimes that was developed
with Georgia, Joshua’s mum.