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| Acknowledgments | |
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| About This Series | |
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| About This Book | |
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| Index of Intervention Programs and General Intervention Strategies, with Descriptions of Purpose and Developmental Level | |
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| List of Specific Treatment Techniques for Depression and Anxiety, Grouped by Program Component | |
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| Understanding Depression and Anxiety in Children and Adolescents | |
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| Introduction and Overview | |
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| What Are Internalizing Disorders? | |
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| Definition | |
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| Relation to Externalizing Disorders | |
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| Terminology: Symptoms, Syndromes, and Disorders | |
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| Four Types of Internalizing Disorders | |
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| Depression | |
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| Anxiety | |
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| Social Withdrawal | |
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| Somatic Problems | |
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| Overlap of Internalizing Problems | |
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| Students with Internalizing Problems: Three Case Studies | |
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| Emma | |
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| Brandon | |
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| Marcus | |
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| The Common Thread | |
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| Concluding Comments | |
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| How Depression and Anxiety Develop and Are Maintained | |
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| Introduction and Overview | |
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| Development of Internalizing Problems | |
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| Biological Influences | |
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| Family Influences | |
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| Psychological Stress and Life Events | |
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| Cognitive Influences | |
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| Behavioral Influences | |
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| Do Specific Influences Require Specific Interventions? | |
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| The Course of Internalizing Problems: Stability and Persistence | |
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| Consequences of Internalizing Problems | |
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| Diminished Self-Esteem | |
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| Academic Problems | |
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| Poor Social Relationships | |
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| Chronic Mental Health Problems | |
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| Substance Abuse | |
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| Suicidal Thoughts, Attempts, Completions | |
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| Complications: Sorting Out Related Problems | |
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| Bipolar Disorders | |
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| Attention-Deficit/Hyperactivity Disorder | |
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| Conduct Disorders | |
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| Substance Abuse | |
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| Eating Disorders | |
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| Tourette's Disorder | |
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| Concluding Comments | |
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| Guidelines for Assessment and Intervention Planning | |
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| Introduction and Overview | |
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| What Are the Purposes of Assessment? | |
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| General Purposes of Assessment | |
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| Assessment as a Problem-Solving Process | |
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| A Model for Designing Assessments | |
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| Assessment Methods | |
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| Assessment Sources | |
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| Assessment Settings | |
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| Best Practices | |
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| Recommended Assessment Methods | |
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| Behavior Rating Scales | |
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| Self-Report Instruments | |
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| Interviews | |
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| Recommendations | |
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| Linking Assessment to Intervention | |
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| Progress Monitoring | |
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| Template Matching | |
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| Keystone Behavior Strategy | |
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| Functional Assessment | |
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| From Assessment to Treatment Planning | |
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| Concluding Comments | |
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| Comprehensive Intervention Programs for Depression | |
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| Introduction and Overview | |
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| Four Comprehensive Intervention Programs | |
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| The Adolescent Coping with Depression Course | |
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| The Taking ACTION Program | |
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| IFT: A Comprehensive, Family-Centered Intervention | |
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| Interpersonal Psychotherapy for Adolescents with Depression | |
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| Which Program Is Best? | |
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| Modifying or Designing Your Own Comprehensive Treatment Program for Depression | |
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| Which Components of the Program Are Most Important? | |
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| What Is the Best Group Composition? | |
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| How Many Sessions Are Enough? | |
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| Concluding Comments | |
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| Changing Thoughts and Beliefs: Cognitive Therapy Techniques for Depression | |
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| Introduction and Overview | |
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| Cognitive Therapy for Depression: An Introduction | |
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| Developing Awareness of Emotional Variability | |
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| The Emotional Thermometer | |
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| The Emotional Pie | |
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| Detecting Automatic Thoughts and Identifying Beliefs | |
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| Thought Charts | |
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| The Cognitive Replay Technique | |
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| Thought Forecasting | |
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| Hypothesizing/Guessing | |
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| The Down-Arrow Technique | |
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| Evaluating Automatic Thoughts and Beliefs | |
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| Identifying Cognitive Distortions or Thinking Errors | |
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| Examining the Evidence: Three Questions | |
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| Evaluating Positives and Negatives | |
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| Changing Negative Automatic Thoughts and Maladaptive Beliefs | |
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| Daily Record of Thoughts | |
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| Triple-Column Technique | |
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| Reframing and Relabeling | |
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| Cognitive Rehearsal | |
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| Increasing Positive Self-Statements | |
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| Concluding Comments | |
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| Changing Thoughts and Beliefs: Rational-Emotive Therapy, Attribution Retraining, Learned Optimism, and Journal-Writing Strategies for Depression | |
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| Introduction and Overview | |
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| Disputing Irrational Thoughts: The RET Approach | |
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| Self-Monitoring and Self-Control Training | |
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| Attribution Retraining and Learning to Be Optimistic | |
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| Attribution Retraining | |
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| Learned Optimism Training | |
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| Writing It Down: Journal Writing as an Intervention Tool | |
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| How Often? Where? | |
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| Structure and Format for Journal Entries | |
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| Some Practical Considerations | |
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| Concluding Comments | |
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| Behavior Change, Emotional Education, Interpersonal Problem Solving, and Conflict Resolution Strategies for Depression | |
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| Introduction and Overview | |
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| Behavioral Interventions for Depression | |
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| Specific Uses and Advantages | |
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| Activity Scheduling | |
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| Operant Conditioning Techniques | |
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| Emotional Education | |
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| Identifying Comfortable and Uncomfortable Feelings | |
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| Learning to Express Feelings: The Incomplete Sentence Technique | |
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| Identifying and Expressing Feelings: "How Do You Feel?" | |
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| The Reacting to Emotional Situations Technique | |
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| Expressing Feelings: A Self-Rating Inventory for Communicating Feelings | |
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| Interpersonal Problem Solving and Conflict Resolution Training | |
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| Why Teach Conflict Resolution? | |
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| Learning about Maladaptive Styles of Problem Solving | |
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| Training in Conflict Resolution | |
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| Social Skills Training | |
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| Concluding Comments | |
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| Behavioral Treatments for Anxiety: Systematic Desensitization | |
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| Introduction and Overview | |
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| Overview of Systematic Desensitization | |
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| Relaxation Training | |
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| Development of an Anxiety Hierarchy | |
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| Desensitization (Graded Exposure) | |
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| Other Behavioral Interventions | |
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| Modeling | |
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| Differential Positive Reinforcement | |
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| Variations on Reinforcement: Shaping and Extinction | |
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| Concluding Comments | |
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| Social Skills Training and Other Cognitive-Behavioral Treatments for Anxiety | |
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| Introduction and Overview | |
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| Self-Control Training for Anxiety | |
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| Self-Instructional Training | |
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| The "Coping Cat" Program for Anxious Youth: An Innovative, Comprehensive Treatment Approach | |
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| The Transfer of Control Approach | |
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| Social Skills Training | |
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| Skills Deficit or Performance Deficit? | |
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| Basic Steps in Social Skills Training | |
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| Training Suggestions for Socially Withdrawn and Anxious Students | |
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| Concluding Comments | |
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| Finding More Help: Referral Guidelines for Mental Health Counseling, Psychiatric Medications, and Alternative Treatments | |
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| Introduction and Overview | |
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| Making Referrals for Mental Health Counseling and Psychiatric Medications | |
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| When Should I Make a Referral? | |
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| Who Provides Services? | |
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| Medical Generalist or a Specialist? | |
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| How Do I Find a Good Referral Source? | |
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| What Can I Do to Facilitate the Referral? | |
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| Whose Financial Responsibility Is It? | |
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| Using Medications to Treat Children's Social-Emotional Problems: Some Basic Issues and Concerns | |
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| Excessive and Unnecessary Use of Medication | |
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| Adverse Reactions and Effects | |
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| Labeling and Stigmatization | |
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| What If the Parents Are Opposed to Using Medications? | |
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| Medications for Treatment of Depression | |
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| Tricyclic Antidepressants | |
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| Selective Serotonin Reuptake Inhibitors | |
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| Other Medications for Treating Depression | |
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| Medications for Anxiety-Related Problems | |
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| Benzodiazepines | |
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| Antihistamines | |
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| Selective Serotonin Reuptake Inhibitors | |
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| Tricylic Antidepressants | |
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| Buspar | |
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| Alternative Interventions | |
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| St. John's Wort: Nature's Mood Enhancer? | |
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| Using Light Therapy to Treat Seasonal Depression | |
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| Concluding Comments | |
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| Reproducible Worksheets | |
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| References | |
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| Index | |