This book uniquely addresses the application of CBT to children and young people within health, school and community contexts.

With the recent expansion of increasing access to psychological therapies (IAPT) CBT is increasingly applied to work with children outside the traditional therapy clinic. This book provides accessible knowledge and practice skills for professional staff working with troubled children and young people in real-world settings. Front-line practitioners commonly face children with complex patterns of difficulties that do not fit clear diagnostic categories. Moreover, long waiting lists and fixed lengths of treatment don't always fit the presenting needs. Correspondingly, the authors take a much-needed realistic approach to applying CBT to childhood problems.

At the center of this book is the child, the authors moving outwards to cover childhood itself, the principles, core practice and techniques of CBT and its adaptation to the context of the therapy. This is relevant and accessible reading for a wide range of specialist child trainees and practitioners, including new IAPT therapists, counselors, nurses, teachers and social workers.

Facilitating Psychological Understanding

Facilitating psychological understanding

In this chapter we shall consider four CBT competencies aimed at supporting the child and parent to develop an understanding of their life experiences and problems, namely: psycho-education for CBT, recognising emotions, discovering cognitions and developing a shared formulation. One of the key ideas of CBT is that the domains of thoughts, feelings and behaviours interact in a series of systemic feedback loops. Each domain not only interacts with the others but is capable of transforming them. The most highly emphasised interaction in CBT is that specific thoughts or appraisals can actually trigger, amplify or maintain feeling states. One of the first tasks in CBT for children is to help the child (and usually the parent) to understand these interactions. ...

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