By Robert D. Friedberg PhD, Jessica M. McClure PsyD
Read Online or Download Clinical Practice of Cognitive Therapy with Children and Adolescents: The Nuts and Bolts PDF
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Extra info for Clinical Practice of Cognitive Therapy with Children and Adolescents: The Nuts and Bolts
What is the child’s use of laxatives, food, over-the-counter medicines? Household products? • What is the extent of legal involvement? 23 24 CHAPTER TWO tions embedded in youngsters’ automatic thoughts facilitates more complete case conceptualization and intervention. For instance, personalization is well suited to the Responsibility Pie intervention discussed in Chapters 8 and 9. Time projection works well with emotional reasoning. Additionally, cognitive distortions mediate the way children view therapy and the therapist.
What is the relationship like between major caretakers? • Has the child ever witnessed domestic violence? • How is the child’s behavior similar and different with each family member? • How does the child’s family relationships differ from his/her relationships with others? Disciplinary practices • What disciplinary techniques are used? • What techniques work well and/or don’t work well? • What are the parents’ styles? • Do the parents agree on discipline? Medical conditions and previous treatment • What medical/physical conditions are present?
44 CHAPTER THREE CONCLUSION Collaborative empiricism and guided discovery honor the unique characteristics each individual child brings to therapy. If learning to do cognitive therapy with children can be equated to a children’s coloring book, the techniques represent the outline of the drawing. Collaborative empiricism and guided discovery represent the color each therapist adds to the standard outline. Like a super box of crayons, there are many shades of collaborative empiricism and guided discovery.