Cover
Title Page
Copyright Page
About this book
Acknowledgements
Online resources
CHAPTER ONE: Introduction and overview
1. CBT as an intervention
2. CBT as a preventative intervention
3. CBT with younger children
4. CBT with children and young people with learning difficulties
5. Technologically delivered CBT
6. Involving parents
7. The competencies to deliver child‐focused CBT
8. Cognitive Behaviour Therapy Scale for Children and Young People
9. CORE philosophy
CHAPTER TWO: PRECISE
1. The therapeutic alliance
2. Partnership
3. Right developmental level
4. Empathy
5. Creative
6. Investigation
7. Self‐efficacy
8. Enjoyable and engaging
9. PRECISE in practice
CHAPTER THREE: A: Assessment and goals
1. Undertakes a full assessment of the presenting problem involving, as appropriate, reports from others
2. Complements assessment with routine outcome measures (ROMs)
3. Negotiates goals and the dates when progress will be reviewed
4. Uses diaries, tick charts, thought bubbles, and rating scales to identify and assess symptoms, emotions, thoughts, and behaviour
5. Assesses motivation and readiness to change
CHAPTER FOUR: B: Behavioural
1. Uses behavioural techniques such as developing hierarchies, graded exposure, and response prevention
2. Problems when undertaking exposure
3. Uses behavioural techniques such as activity rescheduling and behavioural activation
4. Problems when undertaking behavioural activation
5. Provides a clear rationale for using behavioural strategies
6. Identifies and implements reward and contingency plans
7. Models, uses role play, structured problem‐solving approaches, or skills training
CHAPTER FIVE: C: Cognitions
1. Facilitates cognitive awareness
2. Identifies cognitions that are functional and helpful and those that are dysfunctional or unhelpful
3. Identifies important dysfunctional cognitions and common cognitive biases (‘thinking traps’)
4. Facilitates the generation of alternative balanced cognitions by thought challenging and alternative perspective taking
5. Facilitates continuum work using rating scales
6. Uses techniques such as mindfulness, acceptance, and compassion
CHAPTER SIX: D: Discovery
1. Facilitates self‐discovery and reflection through use of the Socratic dialogue
2. Facilitates self‐discovery through alternative perspective taking and attending to new or overlooked information
3. Evaluates beliefs, assumptions, and cognitions through behavioural experiments or prediction testing
CHAPTER SEVEN: E: Emotions
1. Develops emotional literacy by facilitating the identification of a range of emotions
2. Helps to distinguish between different emotions and identifies key body signals
3. Develops emotional management skills such as relaxation, guided imagery, controlled breathing, calming activities
4. Develops emotional management skills such as physical activity, letting feelings go, emotional metaphors, and imagery
5. Develops emotional management skills such as self‐soothing, mind games, and mindfulness
CHAPTER EIGHT: F: Formulations
1. Provides a coherent and understandable rationale for the use of CBT
2. Provides a collaborative understanding of events which links thoughts, emotions, and behaviour (maintenance formulations)
3. Provides an understanding of important past events and relationships (onset formulations)
4. Includes, as appropriate, the role of parent/carers in the onset or maintenance of the child/young person’s problems
5. Activities and goals/targets are clearly linked to the formulation
6. Common problems
CHAPTER NINE: G: General skills
1. Prepares and brings the necessary materials and equipment to the meeting
2. Manages the young person’s behaviour during sessions
3. Ensures that sessions have an agenda and clear goals and are appropriately structured
4. Ensures good timekeeping so that all tasks are completed
5. Ensures that the session is appropriately paced, flexible, and responsive to the needs of the young person
6. Prepares for endings and relapse prevention
CHAPTER TEN: H: Home assignments
1. Negotiates home assignment tasks
2. Ensures assignments are meaningful and clearly related to the formulation and clinical session
3. Ensures assignments are consistent with the young person’s developmental level, interests, and abilities
4. Assignments are realistic, achievable, and safe
5. Refers to goals when planning assignments and to rating scales when reviewing progress
6. Assignments are reviewed and reflection encouraged
CHAPTER ELEVEN: Putting it together
1. Anxiety
2. Depression
3. Obsessive‐compulsive disorder (OCD)
4. Post‐traumatic stress disorder (PTSD)
5. When it doesn’t go right
6. Is the young person motivated to change?
7. Are the young person and their family engaged with the intervention?
8. How has the intervention been delivered?
CHAPTER TWELVE: Resources
1. The Chain of Events
2. The Negative Trap
3. Four systems
4. How did this happen?
5. Session rating scale
6. Scales of change
7. Anxiety intervention plan
8. Depression intervention plan
9. OCD intervention plan
10. PTSD intervention plan
11. Motivation
12. Engagement
13. Intervention delivery
14. Reflective practice
15. The Cognitive Behaviour Therapy Scale for Children and Young People (CBTS‐CYP)
16. Beating anxiety
17. Fighting back depression
18. Controlling worries and habits
19. Coping with trauma
References
Index
End User License Agreement

List of Illustrations

Chapter 1
1. Figure 1.1 Core philosophy, therapeutic process, and methods of undertaking ...
Chapter 3
1. Figure 3.1 Theo’s washing.
2. Figure 3.2 The Stages of Change model and primary therapeutic focus.
Chapter 5
1. Figure 5.1 Freya’s downward arrow.
Chapter 6
1. Figure 6.1 Joshua’s responsibility pie for the car crash.
2. Figure 6.2 Joshua’s mother’s responsibility pie for the car crash.
3. Figure 6.3 Marla’s Chain of Events.
4. Figure 6.5 Adam’s football formulation.
5. Figure 6.4 Adam’s dining hall formulation.
Chapter 8
1. Figure 8.1 Rhiannon’s situation and behaviour link.
2. Figure 8.2 Rhiannon’s situation and feelings link.
3. Figure 8.3 Rhiannon’s thoughts and feelings link.
4. Figure 8.4 Rhiannon’s mini‐formulation.
5. Figure 8.5 Naomi is at home on her own.
6. Figure 8.6 Naomi argues with her brother.
7. Figure 8.7 Abdul gets ready for school.
8. Figure 8.8 Onset formulation.
9. Figure 8.9 Mary’s onset formulation.
10. Figure 8.10 Sally’s onset formulation.
Chapter 10
1. Figure 10.1 Emotional faces diary.
Chapter 11
1. Figure 11.1 Sam’s Scales of Change.
2. Figure 11.2 Jade is invited to the cinema.
3. Figure 11.3 Example of a personal reflection log.

This second edition first published 2021
© 2021 John Wiley & Sons Ltd

Edition History
John Wiley & Sons Ltd (1e, 2005)

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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

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.

A Clinician’s Guide to CBT for Children to Young Adults

A Companion to Think Good, Feel Good and Thinking Good, Feeling Better

About this book

Acknowledgements

Online resources