As noted by its title, the focus of this book is centered on an examination of behavior therapy with children in clinical settings. Throughout, our goal has been to examine theoretical underpinnings, review empirical research, and illustrate clinical utility for a variety of behavioral proce dures with children. In pursuing this goal, we have described child behavior therapy as an approach based on empirical methodology, de rived from behavioral principles, and focused upon adjustment disor ders of children. The hallmark of such an approach is its accountability the extent to which the procedures and techniques presented in this text are demonstrably accountable must be determined at least partially by the reader. As students of child behavior, we have become sensitized to two trends in behavior therapy with children during the preparation of this book. First, we have been concerned with the simple application of behavioral procedures to children, irrespective of developmental con siderations. All too frequently, assessment strategies and treatment pro cedures found to be useful with adults have been applied to children in an indiscriminate fashion. For example, some recent studies have examined and assessed the very same social skill deficits in children as in adults (e. g. , lack of eye contact, delayed latency of response, and absence of positive commendatory responses). Surely, skill deficits differ from age to age just as they differ from situation to situation.

A uniquely comprehensive and practical account, illustrated throughout by detailed case vignettes. The international team of contributors convey expert insight into the value and implementation of cognitive behavioural approaches to psychological problems in children, adolescents and their families.

This Handbook offers a much-needed resource of theoretical knowledge, evidence-based interventions, and practical guidelines for professionals providing group psychotherapy to youth clients. Written by leading professionals in the field of child and adolescent cognitive-behavioral therapy, this comprehensive volume offers readers a collection of innovative and well established approaches for group interventions with youth in a variety of treatment settings. It addresses a wide range of issues, not limited to assessment, group member selection, and specific protocols and strategies that readers can implement in their own practice. Integrating theoretical and practical aspects, leading experts offer their experience through case examples and vignettes, suggesting guidelines for overcoming inherent treatment obstacles. This Handbook provides not only a framework for delivering effective group therapy, but also highlights specific problem areas, and it is an invaluable reference for professionals providing therapeutic intervention to children and adolescents.

This book aims to bridge the gap between child cognitive behavioral therapy (CBT) as practiced in academic centers and its use in community settings. Because CBT is considered the gold standard in the treatment of a variety of child mental health conditions and has been evaluated in numerous randomized controlled trials, practitioners often face pressure to "do CBT" for children meeting criteria for certain disorders, especially anxiety and depression. This book uses a step-by-step, practical approach to spell out child CBT assessment and treatment considerations that are often not detailed in treatment manuals but are highly relevant to community practitioners.

The term behavior modification refers to the systematic analysis and change of human behavior and the principal focus is on overt behavior and its relationships to environmental variables. Behavior modification can be applied in many settings, the nature of which helps to define its subsets. Thus, applied in clinical settings, toward clinical goals, it encompasses the subset behavior therapy. In Behavior Therapy with Children, Volume 2, Anthony M. Graziano focuses on behavior therapy--specifically, the behavioral treatment of children's clinical problems. The field of behavior modification encompasses an astonishingly wide and varied spectrum of concepts about and approaches to education, clinical problems, social programming, and rehabilitation efforts. A conceptually and technologically rich medium, it has been nourished by the psychology laboratory, the school, and the psychiatric clinic. It is an area with diffuse boundaries surrounding a highly active center, within which apparently solid landmarks have already been worn away by the dissolving action of corrective self-criticism--immeasurably aided by the catalysts stirred in by the field's many critics. The activity continues, the dynamic field boils, and the medium enriches itself. There appears to be a tendency, particularly among new behavior therapists, to limit their focus too narrowly to the client's systems of overt behavior. In this project, psychological therapy begins with a personal, interactive social situation in which the generally expected human response of interest, sympathy, and support, is the minimum condition. Graziano maintains that these clinical sensitivity skills must be preserved in behavior therapy and enhance its important contribution to advancing the therapeutic endeavor. Anthony M. Graziano is professor emeritus in the Department of Psychology, State University of New York at Buffalo. He has published a number of articles in journals on subjects such as teaching machine programs, behavior therapy with children, diagnostic testing, the history of psychology, and evaluations of the contemporary mental health professions. He has been on the editorial board of Behavior Modification and on the board of directors for the Eastern Psychological Association.

Kendall and Braswell have designed and developed specific procedures that can improve children's self-control and reduce their impulsivity. In this second edition, the authors both expand and focus the application of their program, involving parents and teachers to a greater extent, making greater use of hands-on workbook materials, and adapting and implementing procedures for children with a wide range of behavior problems linked to impulsivity. The present edition also provides, in greater detail, descriptions of treatment strategies, in'session therapy materials, case examples, and illustrative transcripts. This book will be of great value to child and family psychologists, social workers, educators, and psychiatrists, as well as parents, pediatricians, classroom teachers, and others who frequently encounter impulsive children. This book also serves as an excellent ancillary text for courses in clinical child psychology, school psychology, educational interventions, applied developmental psychology, and other mental health related classes.

Recent estimates (Hallahan & Kauffman, 1978) indicate that over 4. 7 million children, 7.3% of the child population under the age of 19, are labeled emotionally disturbed, mentally retarded, or learning-disabled. Moreover, many of these children remain unserved or are inadequately served. The past decade has produced an increasing concern with the mental health needs of these children and their families. This trend had as much impact in behavior therapy as it did in any other branch of the helping professions. Behavioral work with children, with its emphasis on skill development and environmental modification, helped to build into child psychotherapy a true preventive mental health orientation. The ease of delivery and application of behavioral procedures allowed parents and other caregivers to become meaningfully involved in the clinical process, and so facilitated therapy gains and the maintenance and generalization of those gains. Perhaps the most significant change in behavior therapy in the 1970s was the move beyond interventions derived strictly from learning theories to applications based on knowledge from a variety of psycho logical research areas. The cognitive mediational activities of the client have received special attention, and this book presents the conceptual, methodological, and clinical issues in contemporary cognitive behavior therapy with children.

The term behavior modification refers to the systematic analysis and change of human behavior and the principal focus is on overt behavior and its relationships to environmental variables. Behavior modification can be applied in many settings, the nature of which helps to define its subsets. Thus, applied in clinical settings, toward clinical goals, it encompasses the subset behavior therapy. In Behavior Therapy with Children, Volume 2, Anthony M. Graziano focuses on behavior therapy--specifically, the behavioral treatment of children's clinical problems. The field of behavior modification encompasses an astonishingly wide and varied spectrum of concepts about and approaches to education, clinical problems, social programming, and rehabilitation efforts. A conceptually and technologically rich medium, it has been nourished by the psychology laboratory, the school, and the psychiatric clinic. It is an area with diffuse boundaries surrounding a highly active center, within which apparently solid landmarks have already been worn away by the dissolving action of corrective self-criticism--immeasurably aided by the catalysts stirred in by the field's many critics. The activity continues, the dynamic field boils, and the medium enriches itself. There appears to be a tendency, particularly among new behavior therapists, to limit their focus too narrowly to the client's systems of overt behavior. In this project, psychological therapy begins with a personal, interactive social situation in which the generally expected human response of interest, sympathy, and support, is the minimum condition. Graziano maintains that these clinical sensitivity skills must be preserved in behavior therapy and enhance its important contribution to advancing the therapeutic endeavor.

Comprehensive introduction to the theory and practice of therapy Child and Adolescent Therapy: Science and Art, Second Edition relies on both psychotherapy research and clinical expertise to create a comprehensive guide to evidence-based practice for providers of child and adolescent therapy. It includes explanations of all major theoretical orientations and the techniques associated with each, with application to the major diagnostic categories. This updated Second Edition includes a new chapter on Mindfulness-Based Cognitive-Behavioral Therapies (Dialectical Behavior Therapy and Acceptance and Commitment Therapy), incorporation of recent neuroscience research, instruction in Motivational Interviewing, and guidance in using therapeutic diagrams with young clients. The book models the thought process of expert therapists by describing how the science and art of therapy can be combined to provide a strong basis for treatment planning and clinical decision-making. Theoretical concepts, empirically supported treatments, and best practices are translated into concrete, detailed form, with numerous examples of therapist verbalizations and conversations between counselor and client. Child and Adolescent Therapy: Science and Art, Second Edition: Explains the work of therapists from the ground up, beginning with fundamentals and moving on to advanced theory and technique Covers the major theoretical approaches: behavioral, cognitive, mindfulness-based, psychodynamic, constructivist, and family systems Guides therapists in planning effective treatment strategies with balanced consideration of outcome research, cultural factors, and individual client characteristics Connects treatment planning with the diagnostic characteristics of the major child and adolescent disorders For both students and skilled clinicians looking for new ideas and techniques, Child and Adolescent Therapy: Science and Art, Second Edition offers a thorough, holistic examination of how best to serve young therapy clients.