Child Behavior Therapy Casebook by Michel Hersen, Cynthia G. Last

By Michel Hersen, Cynthia G. Last

Some years in the past we edited a normal casebook on habit treatment that was once good acquired. despite the fact that, these professors who used the booklet as an accessory textual content in baby habit remedy classes have been involved that merely nine of the 26 chapters handled the medical software of behavioral prin­ ciples to teenagers. Their rivalry used to be particular casebook at the subject used to be greatly warranted. In contemplating their reviews we took a better examine the kid habit treatment region and have been struck with how various it used to be, the way it had improved, and the way it had matured over the past 3 many years. Given this obvious hole within the literature, we made up our minds to dedicate a whole casebook to either the traditional and the extra cutting edge medical functions to the behavioral difficulties provided through childrens. The ensuing publication, containing 28 chapters, is split into components. within the first half, in a bankruptcy entitled "How the sphere Has Moved On," we in short hint the ancient roots of kid habit treatment, element the connection of psychiatric analysis and behavioral review, and con­ sider the significance of developmental norms, mental checking out, ef­ forts at prevention, and behavioral drugs. the majority of this ebook, after all, appears to be like within the 27 circumstances offered through our respective specialists. all of the remedy circumstances is gifted in exact structure for pur­ poses of readability, consistency, and comparability.

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THERAPIST: Yes, I think I did a much better job that time. Looking and sounding happy sure made a big difference-and, like Terri said, it made her feel good because I asked her. Following the instruction and therapist modeling, the other two group members practiced another scene. The socially competent child served as a child model, while the aggressive child was her role-play partner. Again, Terri and Susan were encouraged to give specific feedback to the other group members. Next, Terri and Susan were chosen as role-play partners.

COURSE OF TREATMENT Both children participated in a 12-week group social skills program. The group consisted of four girls from the same classroom. Terri and Susan were in a group with two other girls: one girl identified as socially disruptive/aggressive and another girl identified as socially competent! popular. This group met once per week for 1 hour during the school day. The first author served as the group therapist. The social skills procedures used in the group were based on principles of social learning theory.

Weekly sessions subsequently were focused on substituting more rational, logical thoughts for faulty thinking. The Socratic method of asking questions to lead Ashley to identify irrational thoughts and to replace them with more appropriate thoughts was used whenever possible. Homework assignments were also used to allow Ashley to practice the concepts and skills learned each week. Several types of faulty thinking repeatedly were demonstrated by Ashley. These included the following: Catastrophizing.

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