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.
Chapter 5: Evaluating Practice
CBT does not work in all circumstances. From research trials, there are consistent indications that CBT interventions may only result in significant improvement in approximately 50 to 60 per cent of cases (e.g. Cartwright-Hatton et al., 2004). Because of this, evaluation of outcomes for individual children should be an integral component of therapeutic practice so that any lack of improvement during therapy is picked up without delay.
CBT is a therapy with an inbuilt focus on the evaluation of its own effectiveness. The therapist provides a supportive framework within which the child and key individuals in their life can identify goals, set targets, experiment, practice and monitor their performance. Arrangements for monitoring and reviewing progress are essential aspects of intervention planning. Consideration of ...