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Cognative Therapy with Children and Adolescents by Cristy Lopez, Gilbert Parra, Mark A. Reinecke, Frank M.

By Cristy Lopez, Gilbert Parra, Mark A. Reinecke, Frank M. Dattilio, Arthur Freeman

Now in a revised and up-to-date moment version, this clinically orientated casebook and textual content provides empirically supported interventions for a variety of baby and adolescent difficulties. major cognitive-behavioral therapists display evaluation and therapy ways which have been rigorously adapted--or particularly designed--to meet the desires of younger sufferers. Incorporating the most recent, so much leading edge ideas, the amount displays major contemporary advances in wisdom approximately vulnerability and resilience, tactics of switch, and remedy effectiveness. Following a constant layout, each one bankruptcy studies the suitable literature and offers a longer case instance bringing to existence what an skilled therapist may perhaps do, why, and the way to do it. With new chapters on OCD, character problems, and social anxiousness, the casebook additionally addresses oppositional habit, ADHD, substance misuse, melancholy, sexual abuse, high-functioning autism, PTSD, and different usually encountered medical demanding situations.

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Extra info for Cognative Therapy with Children and Adolescents

Sample text

Assuming this to be true, does this mean that cognitive therapy has no place in the clinical management of children and adolescents with AD/HD? The short answer to this question is no, but such a response requires qualification. The intent of this chapter is to provide such clarification, beginning with a brief overview of what is now known about AD/HD. Against this background, a case example is then presented to illustrate the various ways in which cognitive-behavioral therapy strategies can be employed with this population.

In addition to these child concerns, there was reason to believe that Mrs. D. might be having adult AD/HD difficulties, as well as mild depressive symptoms and other types of psychological distress as indicated by the Symptom Checklist 90—Revised (SCL-90-R). 1. 2. Abbreviated Summary of Significant Multimethod Assessment Findings Obtained from Jason Wechsler Intelligence Scale for Children—Third Edition (WISC-III) Verbal IQ Performance IQ Full Scale IQ 129 123 129 Verbal Comprehension Index Perceptual Organization Index Freedom from Distractibility Index Processing Speed 136 133 98 86 Picture Completion Information Coding Similarities Picture Arrangement Arithmetic Block Design Vocabulary Object Assembly Comprehension Symbol Search Digit Span 17 16 5 16 9 10 19 15 17 18 9 9 Wechsler Individual Achievement Test (WIAT) Reading Standard Score Math Standard Score Spelling Standard Score 91 96 93 Feedback Session During a subsequent feedback session, Mrs.

He appears to be very bright, has much general knowledge, a wonderful oral vocabulary, and seems to absorb a lot even if I think he is not listening. But he will not produce unless an adult is standing right next to him. When left on his own after work is thoroughly explained, nothing gets done. It is difficult to evaluate where he stands as far his grade level because many times work is incomplete or hurried at the last minute. ” Despite such long-standing concerns, Jason had never undergone school-based testing or received psychological testing.

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