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A Clinician's Guide to Think Good-Feel Good: Using CBT with by Paul Stallard

By Paul Stallard

This can be a better half consultant to imagine reliable suppose strong: A Cognitive Behaviour remedy Workbook for kids and teenagers. Designed for clinicians utilizing the unique workbook of their paintings with young ones, the booklet builds upon the workbook fabrics by way of providing tips on all features of the healing technique and a number of case experiences highlighting treatment in motion. issues lined comprise mum or dad involvement, key cognitive distortions in young ones, formulations, hard concepts, guided discovery and using imagery. additionally incorporated is a bankruptcy targeting attainable difficulties in treatment and techniques for overcoming them.

To complement the workbook, the clinician's consultant bargains additional fabrics and handouts to be used in remedy, together with psycho-educational fabrics for kids and oldsters on universal difficulties, comparable to melancholy, OCD, PTSD/Trauma and nervousness

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Additional info for A Clinician's Guide to Think Good-Feel Good: Using CBT with children and young people

Example text

It wouldn’t be good enough. PS : What would be wrong with that? KATE : Well I probably wouldn’t have done enough work. PS : So does that mean that if you spend lots of time on your work, then you will get better marks? KATE : Yes. That’s why I have to keep doing it again and again. Kate’s assumptions were now becoming clear. For her it was important to get everything right, leading her to assume that if she spent a lot of time on her work then she would be successful. 35 A CLINICIAN’S GUIDE TO THINK GOOD – FEEL GOOD The if then quiz Another way of teasing out the child’s assumptions or predictions is through the use of quizzes.

This does not, however, need to become the focus for any argument or conflict. Instead the Clinician’s view can be conveyed in a clear, factual statement, ‘I am concerned that you continue to feel so low that you keep cutting yourself ’. Similarly, children may not see the potential benefits of some targets or share the objectives of their parents or statutory authorities. School-refusing children, for example, often see returning to school as a low priority. In situations such as this, Schmidt (2004) suggests using the concept of a ‘higher authority’.

Rhiannon is unhappy and scared A mini-formulation was used to help Rhiannon (8) understand how her worries about the other children at school resulted in her feeling frightened and playing on her own. The first step was to help Rhiannon describe what happened in the school playground during playtimes. 1. 1 Rhiannon’s where and what link. 2). Unidirectional links are often used in models with children. These are less complicated than bidirectional relationships and therefore easier for the children to understand.

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