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| Introduction | |
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| Who Are We? | |
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| Why Write a Book on Cognitive Therapy with Children and Adolescents? | |
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| What Will This Book Teach You? | |
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| What Is Cognitive Therapy? | |
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| What Are the Similarities between Cognitive Therapy with Adults and Cognitive Therapy with Children and Adolescents? | |
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| What Are the Differences between Cognitive Therapy with Adults and Cognitive Therapy with Children and Adolescents? | |
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| A Word about Our Transcripts and Examples | |
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| Case Conceptualization | |
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| Case Conceptualization: Once Is Never Enough | |
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| Case Conceptualization and Treatment Planning | |
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| Case Conceptualization and Diagnosis | |
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| Case Conceptualization: "Dressing Up" the Client Picture | |
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| Components of the Case Formulation | |
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| Planning and Thinking Ahead: Provisional Formulation, Treatment Plan, and Expected Obstacles | |
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| Case Conceptualization Example | |
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| Conclusion | |
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| Collaborative Empiricism and Guided Discovery | |
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| Continuum of Collaboration and Guided Discovery | |
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| Conclusion | |
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| Session Structure | |
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| Mood or Symptom Check-In | |
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| Homework Review | |
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| Agenda Setting | |
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| Session Content | |
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| Homework Assignment | |
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| Eliciting Feedback | |
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| Conclusion | |
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| Introducing the Treatment Model and Identifying Problems | |
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| Introducing the Treatment Model to Children | |
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| Introducing the Treatment Model to Adolescents | |
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| Identifying Problems with Children and Adolescents | |
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| Conclusion | |
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| Identifying and Connecting Feelings and Thoughts | |
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| Identifying Feelings with Children and Adolescents | |
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| Identifying Thoughts and Connecting Thoughts to Feelings | |
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| Using the Content-Specificity Hypothesis to Guide Identifying Thoughts and Feelings | |
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| Avoiding Confusion between Thoughts and Feelings | |
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| Helping Children and Adolescents Complete a Daily Thought Record | |
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| Conclusion | |
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| Therapeutic Socratic Dialogues | |
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| Considerations in Constructing a Therapeutic Socratic Dialogue | |
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| Hints about Constructing a Socratic Dialogue | |
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| Universal Definitions | |
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| Metaphorical and Humorous Questions | |
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| Conclusion | |
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| Commonly Used Cognitive and Behavioral Techniques | |
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| Dimensions of Cognitive-Behavioral Techniques | |
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| Skill Acquisition (Psychoeducation) versus Skill Application (Psychotherapy) | |
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| Basic Behavioral Tools | |
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| Social Skills Training | |
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| Basic Self-Instructional Techniques: Changing Thought Content | |
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| Basic Rational Analysis Techniques: Changing Thought Content and Process | |
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| Basic Exposure Therapy: Developing Self-Confidence through Performance Attainment | |
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| Conclusion | |
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| Creative Applications of Cognitive-Behavioral Therapy | |
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| Storytelling | |
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| Play Therapy Applications | |
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| Games, Storybooks, Workbooks, and Making Masks | |
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| Thought-Feeling Hoops | |
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| Priming Exercises | |
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| Conclusion | |
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| Homework | |
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| General Considerations in Assigning Homework | |
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| Homework Noncompliance | |
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| Conclusion | |
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| Working with Depressed Children and Adolescents | |
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| Symptoms of Depression | |
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| Cultural and Gender Considerations | |
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| Assessment of Depression | |
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| Treatment of Depression: Choosing an Intervention Strategy | |
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| Suicidality with Depressed Children and Adolescents | |
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| Behavioral Interventions for Depression | |
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| Problem Solving | |
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| Self-Monitoring | |
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| Self-Instructional Approaches | |
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| Rational Analysis Techniques | |
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| Conclusion | |
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| Working with Anxious Children and Adolescents | |
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| Symptoms of Anxiety in Youth | |
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| Cultural and Gender Differences in Symptom Expression | |
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| Assessment of Anxiety | |
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| A Word on Medical Evaluations | |
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| Choosing Interventions in Anxiety Disorders | |
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| Self-Monitoring | |
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| Relaxation Training | |
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| Systematic Desensitization | |
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| Social Skills Training | |
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| Cognitive Self-Control | |
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| Exposure | |
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| Conclusion | |
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| Working with Disruptive Children and Adolescents | |
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| Common Symptoms of the Disruptive Disorders | |
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| Cultural Context and Gender Issues | |
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| Assessment of Disruptive Behavior Problems | |
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| Treatment Approach | |
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| Building Relationships with Disruptive Children and Adolescents | |
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| Teaching Parents about Behavior Management and Family Problem Solving | |
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| Education and Self-Monitoring | |
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| Individual Problem Solving | |
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| Time Projection | |
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| Social Skills Training | |
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| Empathy Training | |
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| Self-Instructional Approaches | |
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| Rational Analysis Techniques | |
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| Moral Reasoning | |
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| Exposure/Performance Attainment | |
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| Conclusion | |
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| Working with Parents | |
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| Establishing Realistic Expectations for Behavior | |
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| Helping Parents Define Problems | |
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| Helping Parents Increase Their Child's Desirable Behaviors: "I Just Want Him to Behave" | |
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| Teaching Parents to Give Commands/Directions | |
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| Linking Child Behavior to Parental Consequences: Contingency Management | |
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| Helping Parents Deal with Their Child's Undesirable Behaviors | |
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| Conclusion | |
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| References | |
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| Index | |