[Katharina_Manassis]_Cognitive_Behavioral_Therapy

A

A.B.C.; See Antecedents, Behavior,

Consequences Acting-out behavior, 6, 93

“ACTION” Workbook (Stark et. al.), 71, 139

Adaptive thoughts, 6, 80, 93–94, 107 ADD; See Attention deficit disorder ADHD; See Attention deficit

hyperactivity disorder ADIS-C; See Anxiety Disorders Interview

Schedule for Children ADIS Clinician’s Impairment Rating,

16, 18

Adolescent Coping with Depression Course, Instructor’s Manual for the

(Clarke et. al.), 138 Adolescents

confidentiality for, 62, 91, 185 engagement of, 108–109, 185 goals for, 55, 109

in group CBT, 138 homework for, 75 imagery use with, 199 relevance to, 188

returning for further CBT, 176–177 school-based CBT for, 140 self-consciousness in, 22

strategies for, 22–23, 93, 107–109, 166

therapeutic alliance with, 53–54 thought–feeling connection by, 187

Adrenaline, 202, 236

Adverse life events/circumstances death, 22, 111–112, 191–192 medical; See Medical conditions PTSD after; See Posttraumatic stress

disorder

strategies for, 105, 111–113, 188– 189

After-school activities, 18, 108, 121, 127–128

Aggressive behavior, 9, 113 Alcohol abuse, 21, 29 Aldrich, C.

All I See Is Part of Me, 234

All I See Is Part of Me (Curtis & Aldrich), 234

“All-or-nothing” thinking, 124, 243 American Psychiatric Association (APA)

on diagnosis, 16 on screening, 17

Anaphylaxis, 105, 111, 243 Anemia, 21

Anger, xvi, 47, 71, 129, 222 Antecedents, Behavior, Consequences

(A.B.C.), 96, 163, 243

Anxiety

ADHD and, 104 ADIS-C for, 16, 18 assessment of, 16–23

behavioral interventions for, 36, 41 biological vulnerability and, 62 CAMS Study, 36

MTA study of, 36, 41 organizational abilities and, 104 parental ADHD and, 120, 121 in Roger’s case, 40–42, 45 treatment strategies for, 104–106

verbal working memory and, 5, 104, 107

in Wendy’s case, 106, 187 Autism, 182

Avoidance, 21, 208, 223–224

B

Barrett, Paula

FRIENDS program, 139–140, 148 Bartel, N.R.

Teaching Problem Solving to Students with Learning and Behavior Problems, 138

Baseline

concurrent therapies and, 44 definition of, 243 expectations and, 56, 161 progress measured against, 58

quantifying symptoms for, 23, 56 standardized measures for, 20, 56

Beck, Aaron, 89 Beck, Judith S., 176

Behavioral activation, 83, 185, 243 Behavioral inhibition, 21 Behavioral interventions

for ADHD, 36, 41, 104 for anxiety, 36, 41

cognitive level and, 46, 92, 92f

in Fear-Masters program, 209–210 medication and, 182

in MTA study, 36, 41 parental involvement in, 92 for PTSD, 69

school attendance and, 39 for school avoiders, 39

for selective mutism, 69, 105, 110 for separation anxiety, 26, 27, 92–93,

162–163

“Being of Light, The,” 230–231 Bill’s case, 100, 186–187 Bipolar disorder, 187

Booster sessions definition of, 243

for depression, 171–172 goals for, 175

material in, 60 number of, 175 for OCD, 171

purpose of, 60, 171, 175 in relapse prevention, 176 scheduling of, 60, 171, 175 studies on, 171–172

Brainstorming definition of, 243

in group CBT, 143, 147 by parent groups, 131, 145 perfectionism and, 96

Bullying

research studies and, 4 screening questions on, 21 social anxiety and, 183

talking with school officials about, 39, 176, 187

C

Caffeine, 21, 182, 208 Calm Self, 226, 236–238 CAMS Study, 36 Candidates for CBT

assessment of, 8–9, 16–31 contraindications for, 29

in groups, 6, 27–28, 40, 104, 142–143

ideal, 23–24, 24t impairment level of, 18

include with caution, 5–7, 24–25 organizational mandate and, 8–9 in research setting, 4–5

testing of, 26–27 Cards

cheat, 93

Fear-Master, 218–220, 224–226, 237–238, 240–242

meditation image on, 237 phone, 96

reminder, 197 Carmen’s case, 27 Carrie’s case, 37–39

Catastrophic thinking, 93

“The C.A.T. Project” (Kendall et. al.), 71 CBT; See Cognitive Behavioral Therapy CDI; See Children’s Depression

Inventory Cellular telephones, 96

CGAS; See Clinician’s Global Assessment Scale

Challenging child worksheet, 114 Challenging families worksheet, 133–134 Charma, D.

Treating depressed children, 71 Cheat cards, 93

Child abuse, 29, 166

Child CBT worksheet, 98–99 Child Development Institute

S.N.A.P., 71 Children

adolescents; See Adolescents assessment of; See Assessment challenging, 103–114 cognition of; See Cognitive level factors affecting, 3t, 4–7

Fear-Masters modules for, 212–242 ideal CBT candidates, 23–24, 24t reports from, 16, 18, 20

role of, 57–58

screening of; See Screening, diagnostic

young; See Young children Children’s Depression Inventory (CDI),

19

Circular interactions, 243 Citalopram, 245

Clarke, G.N.

Instructor’s Manual for the Adolescent Coping with Depression Course, 138

Clinician’s Global Assessment Scale (CGAS), 18

Cognitive Behavioral Therapy (CBT) approach type, 148

child vs. adult, 89–97 community; See Community CBT conduct disorder and, 19, 29, 104 contraindications to, 29 definition of, 243

development of, 89

drifting away from, 73, 164 elements of, 74–75 family-based, 90 Fear-Masters; See Fear-Masters

program group; See Group CBT

misconceptions about, 25, 37–38, 60–61

modular, 11, 82–84 obstacles to; See Obstacles,

therapeutic OCD and, 6

oppositional defiant disorder and, 19

optimal, 161

predicting therapeutic outcomes, 2–3 pseudo-, 74

psychodynamic therapy with, 44 returning for further, 158, 176–177 risks of, 42

school-based; See School-based CBT suboptimal, 161–162

termination of; See Termination of CBT

trial of, 43t, 57, 173

Cognitive Behavioral Therapy for Anxious Children (Flannery-Schroeder & Kendall), 71, 138

Cognitive level assessment of, 26

behavioral interventions and, 46, 92, 92f

developmental changes in, 22, 92 group assignment and, 28, 138 manual choice and, 73, 83 motivation and, 6

treatment strategies and, 6, 92–93 Cognitive limitations, 46, 94 Cognitive performance, 196 Cognitive restructuring, 26, 107, 243 Cohesion

definition of, 244

in family, 22, 157, 183 in group CBT, 147

Community CBT client-related issues, 3t, 4–7 effectiveness of, 1, 11

in intervention triangle, 139f

organizational issues, 3t, 8–10 vs. research studies, 2, 3–11, 3t selection criteria for, 5 therapist-related issues, 3t, 7–8

Comorbidity definition of, 1, 244

group CBT and, 148

impact on outcome, 1–2, 103–104 recurrence and, 157

research studies and, 4 screening for, 19

Comprehension, 20 Concentration, 201, 206 Concurrent therapies

adult and child, 43, 120 in Carrie’s case, 37–39

consultation of colleagues for, 42–49

definition of, 244 expectations in, 42 goals of, 24–25

group and individual, 9, 39, 44

medication; See Medication organizational structure and, 9 with partial CBT, 46–47 planning for, 42–44

problem prioritization in, 38, 41 progress in, evidence of, 41–42 risks of, 42

in Roger’s case, 40–42 rules for, 43t

studies on, 35–36 worksheet, 48–49

Conditioned response, 196, 244 Conduct disorder, 19, 29, 104 Confidentiality

for adolescents, 62, 91, 185 in group CBT, 144

when consulting colleagues, 8 Consultation of colleagues

for concurrent therapies, 42–49 confidentiality in, 8

for initial cases, 7, 8, 12, 158 manual use and, 70

in research setting, 7 situations for, 159 for “stuck” cases, 158

studies on, 159

vs. treatment referral, 159 value of, 158–159

Contagion, 148, 244

Cool Kids (Rapee), 71

Coping Bear, The (Manassis et. al.), 73, 138

Coping Cat Workbook (Kendall) adaptations of, 73 bibliographic data, 71

consultation with colleagues on, 70 efficacy of, 195

F.E.A.R. plan, 26

for Jenny’s case, 185–186 tasks in, 75

Crime, 112

Curtis, C.M.

All I See Is Part of Me, 234

D

Death, 22, 111–112, 191–192 Deception, 95

Depression

assessment of, 16, 18–23 behavioral activation and, 185,

243

in Bill’s case, 100, 186–187 biological vulnerability and, 62,

107–108

booster sessions and, 171–172 CDI, 19

comorbid diagnoses and, 1–2, 103–104

conduct disorder and, 104 diagnosis of, 16 dysthymic disorder, 100

environmental factors in, 18, 39 group CBT and, 137

in Jill’s case, 25

in Josh’s case, 66, 185 K-SADS for, 16 manuals focused on, 71 medication and, 36, 45

mother–child attachment and, 108 negativity and, 78

obstacles to treatment of, 157 parental depression and, 39, 120,

126, 137

252

parenting book on, 118

in Paul’s case, 107–109, 115 psychodynamic therapy for, 69 in Ralph’s case, 18, 21 recurrence of, 118, 157, 171–172 reports of, 16, 18

role reversal and, 108 school-based CBT for, 140 severity of, 18

strategies for, 23 TADS Study, 36

Depressive withdrawal, 107–109 Developmental delay/disability, 4, 21,

27

Diaphragmatic breathing, 29, 47, 94, 176

Didactic approach, 148, 244 Digit span test, 26

Disruptive behavior, 6, 28, 106, 244 Distractibility

group CBT and, 6, 28, 40, 104, 142 treatment-related gains and, 40

Distraction

as anxiety management strategy, 26, 47, 59, 215

during meditation, 235–236 Dysthymic disorder, 100

E

Eating, 21, 23, 55, 208 e-mail, 108

Emotional intensity, 21 Empathic encouragement definition of, 95, 244

in Fear-Masters program, 204, 205, 209

during treatment, 129–130 Empathy

for disruptive children, 107 in Fear-Masters program, 207 need for, 42

parental psychopathology and, 128

in parent groups, 145 in Ralph’s case, 18, 21

Environmental interventions, 46 Ethnic minorities, 2, 76, 81–82

Index

Exercise, 21, 46, 182, 208 Expectations of treatment baseline and, 56, 161

in concurrent therapies, 42 discussions with child/family on,

6, 53 goals; See Goals

in group CBT, 143–144 hidden agendas, 55, 160, 244 in Jenny’s case, 61–63

of OCD, 6

organizational mandate and, 10 progress, evidence of, 41–42,

58–59 roles and, 57–58 self-fulfilling, 186 studies on, 53

termination of CBT and, 60, 173

time frame for, 56–57 worksheet, 64–65

Externalization definition of, 244 of fear, 197, 201 manuals on, 71, 93 negativity and, 93

screening questions on, 26–27 Externalizing disorder, 244

F

Family

ameliorating factors from, 22 challenging, 117–134 conflict in; See Family conflict

contributing factors from, 21–22 coping support from, 122t

of ideal CBT candidates, 23–24, 24t involvement of, 35, 90–91,

117–132, 122t parents; See Parents

progress recognition by, 122t, 123–124

research studies and, 4–5 sibling rivalry in, 96, 121, 165,

186–187

values and culture of, 2, 70, 76, 81–82, 120–121

254

Ground rules definition of, 244

establishment of, 91, 98, 107 for group CBT, 92, 144

for parent groups, 145 Group CBT

adolescents in, 138

age range for, 28, 138, 143 anxiety and, 137–138 benefits of, 28, 145 brainstorming in, 143, 147 cognitive criteria for, 28, 138 cohesion in, 147 comorbidity and, 148

concurrent individual CBT with, 9, 39, 44

concurrent parent work with, 6, 142

confidentiality in, 144 contagion in, 148, 244 cotherapist role in, 28, 142,

147 depression and, 137

dynamics of, 140–142, 146–148 expectations of, 143–144 family-based, 90

formation of group for, 6, 8, 27–28 gender mix in, 28, 143

graduation from, 174 ground rules for, 92, 144 learning style and, 144 manuals for, 74, 138

misconceptions about, 143–144 motivation in, 145

OCD and, 137

organizational mandate and, 8 parent participation in, 28 psychodynamic therapy and, 9 relaxation strategies for, 144 rewards for, 145

selective mutism and, 143 social anxiety and, 6–7, 28, 138,

143, 184

strategies for, 144, 147–148 structure of, 147

studies on, 137–138

suitability for, 6, 27–28, 40, 104, 142–143

Index

therapeutic alliance for, 144–145, 147–148

worksheet, 152–153

H

“Helicopter Ride, The,” 226 “Home,” 231–232 Homework, CBT

for adolescents, 75 assignment of, 75 completion of, 58, 75 on fears, 198

in group setting, 144 language skills for, 94 need for, 162

for parents, 124, 126–127, 146, 210 points for, 174, 241

reduction of, 79 review of, 74

Homework, school, 23, 46, 62 Hops, H.

Instructor’s Manual for the Adolescent Coping with Depression Course, 138

Hugs, 124

Humor, 80

I

Illness, chronic; See Medical conditions Imagery use

with ADHD, 104 with adolescents, 199 in Carmen’s case, 27

with cognitive limitations, 94 in conditioned responses, 197

in Fear-Masters program, 197–199, 218–230, 235–237

with manuals, 76–77

in meditation, 197–198, 226–230, 235

in modular CBT, 83

in relaxation strategies, 27 screening questions on, 27

Imaginal exposure, 105, 244 Impairment, 16, 18, 38 Impulsivity, 71, 162t, 163

Inhibition, 82

Instructor’s Manual for the Adolescent Coping with Depression

Course (Clarke, Hewinsohn, & Hops), 138

Intelligence Quotient (IQ), 4, 138 Internalizing disorder, 244 Interpersonal therapy (IPT), 188 Interventions

behavioral; See Behavioral interventions

environmental, 46 risk triangle, 139f

Interviews, diagnostic, 16–23 IPT; See Interpersonal therapy IQ; See Intelligence Quotient Irritation, 18

J

Jeff’s case, 118–119

Jenny’s case, 61–63, 87, 185–186 Jerry’s case, 50, 184

Jill’s case, 25

Joe’s case, 111, 112–113, 115, 188–189 Josh’s case, 66, 185

K

Kabat-Zinn, Jon, 232

Keeping your cool (Nelson), 71 Kendall, Philip

background of, 73

“The C.A.T. Project,” 71 Cognitive behavioral therapy for

anxious children, 71, 138 Coping Cat; See Coping Cat Workbook

(Kendall)

Stop and think, 71

Taking action, 71, 83, 139 Teaching problem solving, 138 on therapeutic flexibility, 70

Keys to Parenting Your Anxious Child

(Manassis), 186 Koala Fear Questionnaire, 93

K-SADS; See Schedule for Affective Disorders and Schizophrenia for School-Age Children

L

Langelier, C.

Mood Management, 71 Language skills

assessment and, 16 group CBT and, 28, 143 for homework, 94

for manuals, 4

reading; See Reading skills research studies and, 4 speech, 36, 110

treatment strategies and, 94

verbal working memory; See Verbal working memory

writing; See Writing skills

LD; See Verbal learning disabilities Learning disabilities

ADHD and, 188 fear and, 5

group CBT and, 28, 143 language-based, 5, 196 modular CBT and, 83 nonverbal, 5–6, 187, 195 research studies and, 4 screening questions on, 21 situational awareness and, 6

Lewinsohn, P.M.

Instructor’s Manual for the Adolescent Coping with Depression Course, 138

Life skills, 42, 47

M

Madison’s case, 119, 189 Manassis, Katharina

background of, xxiii

Coping Bear, 73, 138

Keys to Parenting Your Anxious Child, 186 Manuals

adherence to, 73, 74–76, 245 anxiety-focused, 71

benefits of, 70

child workbooks, 174, 176 cookbook analogy, 72–73 culture of author/client/therapist

and, 2, 70, 76, 81