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Library of Congress Cataloging‐in‐Publication Data
Names: Stallard, Paul, 1955– author.
Title: A clinician’s guide to CBT for children to young adults : a companion to think good, feel good and thinking good, feeling better / Paul Stallard.
Other titles: Clinician’s guide to think good‐feel good
Description: Second edition. | Hoboken, NJ : John Wiley & Sons, [2020] | Includes bibliographical references and index.
Identifiers: LCCN 2020022832 (print) | LCCN 2020022833 (ebook) | ISBN 9781119396314 (paperback) | ISBN 9781119395492 (adobe pdf) | ISBN 9781119395461 (epub)
Subjects: LCSH: Behavior therapy for children. | Cognitive therapy for children. | Behavior therapy for teenagers. | Cognitive therapy for teenagers.
Classification: LCC RJ505.B4 S718 2020 (print) | LCC RJ505.B4 (ebook) | DDC 618.92/89142–dc23
LC record available at https://lccn.loc.gov/2020022832 LC ebook record available at https://lccn.loc.gov/2020022833
Cover Design: Wiley
Cover Image: © www.davethompsonillustration.com
About this book
This book provides practical ideas about how to use cognitive behavioural techniques (CBT) with children, adolescents, and young adults. The book is organised around a competency framework and highlights the underlying philosophy, process, and core skills of undertaking CBT with this client group. The ideas can be used as part of an individual intervention for those with psychological problems or as a group‐based prevention programme to promote helpful ‘life skills’ to build resilience.
The CORE philosophy of CBT, namely a Child‐centred, Outcome‐focused, Reflective, and Empowering approach, is described. Attention is paid to the PRECISE process of working with children, adolescents, and young adults. This is based on Partnership working, pitched at the Right developmental level, promoting Empathy, Creativity, Investigation, and Self‐efficacy, and which is Engaging and enjoyable.
Finally, the specific core skills, the ABCs of CBT, are described. These are defined as Assessment and goals, Behavioural, Cognitions, Discovery, Emotions, Formulations, General skills, and Home assignments. Each skill is described with practical examples provided of how these can be applied in work with children, adolescents, and young adults.
When discussing specific skills and techniques, reference is made to relevant worksheets which are available in Think Good, Feel Good (TGFG) for children and young adolescents and Thinking Good, Feeling Better (TGFB) for older adolescents and young adults.
Acknowledgements
There are many people who have contributed to the ideas contained in this book. Instead of providing an endless list of names, I would quite simply like to thank everyone I have had the privilege to work with. In particular, all the children, young people, and amazing colleagues I have been fortunate to work with during my career. They have inspired and challenged me in equal measure.
I would like to thank my family, Rosie, Luke, and Amy, for their unwavering encouragement, support, and enthusiasm for this project.
Finally, I would like to thank those who read this book. I hope that these materials will help you to develop your practice and to make a real difference to the lives of the young people you work with.
Online resources
All the text and workbook resources in this book are available free, in colour, to purchasers of the print version. To find out how to access and download these flexible aids to working with your clients visit the website
www.wiley.com/go/cliniciansguide2e
The online facility provides an opportunity to download and print relevant sections of the workbook that can then be used in clinical sessions with young people. The materials can be used to structure or supplement clinical sessions or can be completed by the young person at home.
The online materials can be used flexibly and can be accessed and used as often as required.
CHAPTER ONE Introduction and overview
Cognitive behaviour therapy (CBT) is a generic term used to describe a variety of interventions that focus on the relationship between cognitions, emotions, and behaviours. These interventions are based on the shared premise that emotional distress is generated by the way we think about particular events that occur. Some ways of thinking are dysfunctional and unhelpful and can lead to the emergence of psychological problems. These unhelpful patterns are maintained by attention and memory biases, emotional responses, and maladaptive ways of behaving such as avoidance.
Traditional CBT interventions focus on identifying, directly challenging, and reappraising dysfunctional cognitions and through so doing reduce emotional distress and unhelpful behaviours. Recent models, often termed third wave, focus on changing the nature of the relationship with these thoughts rather than changing their specific content. Thoughts are understood as mental activity rather than defining reality, with mindfulness, acceptance, compassion, and distress tolerance helping to minimise the emotional distress they generate.
CBT as an intervention
CBT has been well evaluated and has established itself as the most extensively researched of all the child psychotherapies (Graham 2005). Systematic reviews consistently demonstrate that CBT is effective for the treatment of a range of emotional problems in children, adolescents, and young people, including post‐traumatic stress disorder (PTSD; Gutermann et al. 2016; Morina et al. 2016; Smith et al. 2019); anxiety (Bennett et al. 2016; James et al. 2015); depression (Oud et al. 2019; Zhou et al. 2015), and obsessive‐compulsive disorder (OCD; Öst at al. 2016). Research is beginning
