A Clinician's Guide to CBT for Children to Young Adults. Paul Stallard
an understanding of important past events and relationships (onset formulations) Includes, as appropriate, the role of parent/carers in the onset or maintenance of the child/young person’s problems Activities and goals/targets are clearly linked to the formulation Common problems
15 CHAPTER NINE: G: General skills Prepares and brings the necessary materials and equipment to the meeting Manages the young person’s behaviour during sessions Ensures that sessions have an agenda and clear goals and are appropriately structured Ensures good timekeeping so that all tasks are completed Ensures that the session is appropriately paced, flexible, and responsive to the needs of the young person Prepares for endings and relapse prevention
16 CHAPTER TEN: H: Home assignments Negotiates home assignment tasks Ensures assignments are meaningful and clearly related to the formulation and clinical session Ensures assignments are consistent with the young person’s developmental level, interests, and abilities Assignments are realistic, achievable, and safe Refers to goals when planning assignments and to rating scales when reviewing progress Assignments are reviewed and reflection encouraged
17 CHAPTER ELEVEN: Putting it together Anxiety Depression Obsessive‐compulsive disorder (OCD) Post‐traumatic stress disorder (PTSD) When it doesn’t go right Is the young person motivated to change? Are the young person and their family engaged with the intervention? How has the intervention been delivered?
18 CHAPTER TWELVE: Resources The Chain of Events The Negative Trap Four systems How did this happen? Session rating scale Scales of change Anxiety intervention plan Depression intervention plan OCD intervention plan PTSD intervention plan Motivation Engagement Intervention delivery Reflective practice The Cognitive Behaviour Therapy Scale for Children and Young People (CBTS‐CYP) Beating anxiety Fighting back depression Controlling worries and habits Coping with trauma
19 References
20 Index
List of Tables
1 Chapter 1Table 1.1 Comparison of items on the CBTS‐CYP and CTS‐R.
2 Chapter 3Table 3.1 Sarah’s diary.
3 Chapter 4Table 4.1 Alison’s diary.
4 Chapter 7Table 7.1 William’s diary.Table 7.2 Isabella’s mood diary.
List of Illustrations
1 Chapter 1Figure 1.1 Core philosophy, therapeutic process, and methods of undertaking ...
2 Chapter 3Figure 3.1 Theo’s washing.Figure 3.2 The Stages of Change model and primary therapeutic focus.
3 Chapter 5Figure 5.1 Freya’s downward arrow.
4 Chapter 6Figure 6.1 Joshua’s responsibility pie for the car crash.Figure 6.2 Joshua’s mother’s responsibility pie for the car crash.Figure 6.3 Marla’s Chain of Events.Figure 6.5 Adam’s football formulation.Figure 6.4 Adam’s dining hall formulation.
5 Chapter 8Figure 8.1 Rhiannon’s situation and behaviour link.Figure 8.2 Rhiannon’s situation and feelings link.Figure 8.3 Rhiannon’s thoughts and feelings link.Figure 8.4 Rhiannon’s mini‐formulation.Figure 8.5 Naomi is at home on her own.Figure 8.6 Naomi argues with her brother.Figure 8.7 Abdul gets ready for school.Figure 8.8 Onset formulation.Figure 8.9 Mary’s onset formulation.Figure 8.10 Sally’s onset formulation.
6 Chapter 10Figure 10.1 Emotional faces diary.
7 Chapter 11Figure 11.1 Sam’s Scales of Change.Figure 11.2 Jade is invited to the cinema.Figure 11.3 Example of a personal reflection log.
Guide