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.
In this chapter we describe five specific ways of supporting collaborative practice, namely joint session planning, being goal-focused, providing a rationale for therapeutic work, summarising and seeking feedback. Before looking at each of these techniques, we will examine the idea of collaboration in general and suggest that the core collaborative function in CBT is to find a way to think together with a child and/or parent. Lastly, recognising that lack of motivation for change may be a barrier to collaborative practice, we will briefly consider the stages of change model developed by Prochaska and Di Clemente (1982) and the technique of motivational interviewing.
Collaboration is at the heart of CBT with children. To achieve this, the therapist must work together with the client ...