By Philip C. Kendall PhD ABPP
Revised and extended with six fullyyt new chapters, the 3rd version of this authoritative quantity provides powerful cognitive-behavioral methods for treating the main often encountered baby and adolescent problems. best scientist-practitioners have contributed totally up-to-date chapters on aggression, anger, ADHD, melancholy, anxiousness problems, and developmental concerns particular to operating with teenagers. New chapters hide obsessive/n-/compulsive ailment, consuming problems, reactions to failures, sexual abuse, suicidality, and psychotherapy approach concerns. the most recent empirical findings and evidence-based scientific ideas are built-in all through this notable scientific source and textual content, and lots of new case illustrations were extra.
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Additional info for Child and Adolescent Therapy Cognitive. Behavioral Procedures
Sample text
To what extent does the therapist want to help the client make a better adjustment to the present life situation? To what extent does the therapist want to help the client to alter his or her life situation? When family members, school personnel, and other adult authorities are involved, the matter becomes even more complicated. Adjusting to a life situation that is psychologically unhealthy may not be advised (see Deblinger, Behl, & Glickman, Chapter 11, this volume); yet, one cannot always alter a life situation as dramatically as might be construed when thinking of optimal adjustment for the client.
Depressed cases, identified psychometrically and clinically, show a 1:1 ratio: the 50–50 split reflecting an equal frequency of positive and negative thinking—an internal dialogue that evidences conflict between the positive and the negative. Let me suggest that knowing an optimal ratio of positive to negative thinking is 2:1 serves as a guide for the therapist. Overly optimistic thinking is not necessarily healthy, and shifting too much toward a 1:1 ratio is unhealthy as well. It is healthy to acknowledge certain unwanted situations, accept a negative thought or two, and then proceed to counter the negative aspects with some positive thinking.
Goodman, J. (1971). Training impulsive children to talk to themselves: A means of developing self-control. Journal of Abnormal Psychology, 77, 115–126. , & Tageson, C. (1992). Depressive self-schemas in clinic and nonclinic children. Cognitive Therapy and Research, 16, 521–534. Prior, M. (1984). Developing concepts of childhood autism: The influence of experimental cognitive research. Journal of Consulting and Clinical Psychology, 52, 4–16. , & Reider, C. (1984). Cognitive controls and aggression in children: The concept of cognitive-affective balance.