LEADER 05745oam 2200709I 450 001 9910457215203321 005 20200520144314.0 010 $a0-203-83039-3 010 $a1-136-82202-X 024 7 $a10.4324/9780203830390 035 $a(CKB)2550000000074933 035 $a(EBL)735306 035 $a(OCoLC)769341673 035 $a(SSID)ssj0000566935 035 $a(PQKBManifestationID)11352788 035 $a(PQKBTitleCode)TC0000566935 035 $a(PQKBWorkID)10562288 035 $a(PQKB)10828990 035 $a(MiAaPQ)EBC735306 035 $a(Au-PeEL)EBL735306 035 $a(CaPaEBR)ebr10518297 035 $a(CaONFJC)MIL760795 035 $a(OCoLC)774290198 035 $a(EXLCZ)992550000000074933 100 $a20180706d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCognitive behavioral therapy for the busy child psychiatrist and other mental health professionals $erubrics and rudiments /$fRobert D. Friedberg. [et al.] ; illustrated by Jolene H. Garcia 210 1$aNew York :$cRoutledge,$d2011. 215 $a1 online resource (397 p.) 300 $aDescription based upon print version of record. 311 $a0-415-99127-7 320 $aIncludes bibliographical references and index. 327 $aFront cover; Cognitive Behavioral Therapy for the Busy Child Psychiatrist and Other Mental Health Professionals; Copyright; Contents; Acknowledgments; Authors; Chapter 1. Introduction: The Whys and Wherefores of This Book; Breaking Things Down to Practice Elements: Modular CBP; What It Takes to Be a Competent CBP Therapist; A Word About the Case Examples and Transcripts; Conclusion; Chapter 2. Case Conceptualization; Introduction; Techniques Are Never Enough; Why Is a Case Formulation Handy? Value- Added Benefits; Rudiments: The Conceptual Guts; Cultural Context 327 $aDevelopmental History and BackgroundRings of Fire: Cognitive Hierarchical Organizational Model; The Cognitive Model; Physiological and Biological Variables; Behavioral Antecedents and Consequences; Emotional Functioning; Rubrics; Forming Conceptual Hypotheses: Writing in the Sand .; Case Example 1: Sean; Case Example 2: Ami; Case Example 3: Josef; Conclusion; Chapter 3. Therapeutic Stance; Introduction; Rudiments; Collaborative Rather Than Prescriptive Approach; Guided Discovery Rather Than Interpretation: Facilitating the Art of the Possible; Harvesting Open and Flexible Attitudes 327 $aTolerating Negative Emotional States and DiscomfortTolerating Ambiguity; Focus on Creating Doubt Rather Than Refutation or Disputation; CBT Is Transparent and Empirical; Bring the Head and Heart to Consensus; Rubrics; Create a Productive Working Alliance; Engage Avoidant Children, Adolescents, and Families; Keep an "Alert" Ear; Rely on Open-Ended Questions; Strike Why Questions From Your Vocabulary; Unpack Generalities Into Specifics; Get Your Hands Dirty: Work With Strong Emotions; Apply CBT in a Creative and Fun Way; Conclusion; Chapter 4. Session Structure; Introduction; Rudiments 327 $aMood Check-InDepression and Anxiety; Anxiety; Anger; Homework Review; Agenda Setting; Session Content; Meaningful Compounds in Session Content: Skill Acquisition, Skill Application, Therapeutic Structure, Content, and Process; Homework Assignments; Eliciting Feedback; Rubrics; Mood Check-In; Agenda Setting; Homework Review: Herding the 12 Elephants in the Room; Session Content; Eliciting Feedback; Homework Assignment; Dressing Homework to the Nines: Nine Guidelines for Assigning Homework; Conclusion; Chapter 5. Psychoeducation; Introduction; Rudiments; Definition of Psychoeducation 327 $aFunctions of PsychoeducationSeven Guidelines for Delivering Good Psychoeducation; Review Material Carefully Before You Offer It to Parents and Children; Psychoeducation Should Be Presented in a Simple and Accessible Manner; Psychoeducation Should Be Real and Relevant; Psychoeducation Should Be Culturally Alert; Psychoeducation Should Be Conducted in a Developmentally Sensitive Manner; Psychoeducation Is an Active Process; Psychoeducation Is Presented via Multimedia; Rubrics; Resources; Information on Cognitive Behavioral Psychotherapy; Emotional Education; Disorder Information 327 $aPervasive Developmental Disorder Spectrum 330 $a"Teaching Child Psychiatrists Cognitive Behavioral Therapy is an essential resource for clinical child psychologists, psychiatrists and psychotherapists, and mental health professionals. Since 2001, psychiatry residency programs have required resident competency in five specific psychotherapies, including cognitive-behavioral therapy. This unique text is a guidebook for instructors and outlines fundamental principles, while offering creative applications of technique to ensure that residency training programs are better equipped to train their staff"--$cProvided by publisher. 606 $aCognitive therapy for children 606 $aCognitive therapy for teenagers 606 $aChild psychotherapy 606 $aAdolescent psychotherapy 608 $aElectronic books. 615 0$aCognitive therapy for children. 615 0$aCognitive therapy for teenagers. 615 0$aChild psychotherapy. 615 0$aAdolescent psychotherapy. 676 $a618.92/89142 700 $aFriedberg$b Robert D.$f1955-,$0923785 701 $aGarcia$b Jolene Hillwig$0923786 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910457215203321 996 $aCognitive behavioral therapy for the busy child psychiatrist and other mental health professionals$92073121 997 $aUNINA