CONTENTS

1. Cover
2. Title page
3. Copyright page
4. Dedication
5. Notes on Editors
6. Notes on Contributors
7. 1 An Introduction to the Competencies-Based Approach
   1. The Genesis of This Book
   2. About This Book
   3. Conclusion
   4. References
8. 2 Effective Training Methods
   1. Introduction
   2. Key Features of Training: Presenting Training Material Using Effective Strategies
   3. Training Approaches for Treating Anxiety and Depressive Disorders
   4. Training Therapists of Children and Adolescents
   5. Common Obstacles to Training Therapists and Potential Solutions
   6. Conclusion
   7. References
   8. Further Reading
9. Part I: Generic Therapeutic Competencies
   1. 3 Self-Assessment of Our Competence as Therapists
      1. Introduction
      2. Key Features of Self-Assessment and Professional Development Competencies
      3. Competence in Self-Assessment when Treating Anxiety Disorders and Depression
      4. Competence in Self-Assessment of Skills when Treating Children and Adolescents
      5. Common Obstacles to Self-Assessment and Professional Development Practice and Methods to Overcome Them
      6. Conclusion
      7. References
   2. 4 Professional Evidence-Based Practice with Children and Adolescents
      1. Introduction
      2. Key Features of Competencies
      3. Competence in Treating the Anxiety Disorders and Depression
      4. Competence in treating both children and adolescents
      5. Common Obstacles to Competent Practice and Methods to Overcome Them
      6. Conclusion
      7. References
   3. 5 Child and Adolescent Characteristics that Impact on Therapy
      1. Introduction
      2. Internalizing Psychopathology in Young People
      3. Developmental Issues
      4. Individual Differences
      5. Environmental Factors and Life Events
      6. Conclusion
      7. References
   4. 6 Building a Positive Therapeutic Relationship with the Child or Adolescent and Parent
      1. Introduction
      2. Key Features of Competencies
      3. Competence in Treating Anxiety Disorders and Depression
      4. Competence in Treating both Children and Adolescents
      5. Common Obstacles to Competent Practice and Methods to Overcome Them
      6. Issues Related to Training and Supervision
      7. A Final Note on the Use of Assessment Toolsto Inform Training and Treatment
      8. Conclusion
      9. References
   5. 7 Assessing Child and Adolescent Internalizing Disorders
      1. Introduction
      2. Key Features of Competencies in Assessing Children and Adolescents
      3. Competence in Assessing the Anxiety Disorders and Depression
      4. Common Obstacles to Competent Assessment
      5. Conclusion
      6. References
10. Part II: CBT Competencies
    1. 8 Theoretical Foundations of CBT for Anxious and Depressed Youth
       1. Introduction
       2. The Cognitive Behavioral Theoretical Framework
       3. Maintaining Factors in Childhood and Adolescent Depression
       4. An Integrated Model of Youth Depression
       5. Clinical Implications
       6. Maintaining Factors in Child and Adolescent Anxiety
       7. An Integrated Model of Anxiety in Young People
       8. Clinical Implications
       9. References
    2. 9 Case Formulation and Treatment Planning for Anxiety and Depression in Children and Adolescents
       1. Introduction
       2. Devising a Case Formulation and a Treatment Plan
       3. Dynamic Treatment Planning
       4. Communicating and Negotiating with Children, Adolescents, and Parents
       5. Setting Treatment Goals
       6. Progress, Obstacles, and Termination during Treatment
       7. Ending Therapy and Fostering Maintenance of Gains
       8. Conclusion
       9. References
    3. 10 Effectively Engaging and Collaborating with Children and Adolescents in Cognitive Behavioral Therapy Sessions
       1. Introduction
       2. Key Features of Competencies and Behavioral Markers
       3. Competence in Treating Specific Disorders
       4. Developmental Considerations: Competence in Treating Children and Adolescents
       5. Common Obstacles to Competent Practice and Methods to Overcome Them
       6. Conclusion
       7. References
    4. 11 Facilitating Homework and Generalization of Skills to the Real World
       1. Introduction
       2. Key Features of Competencies
       3. Competence in Treating Anxiety and Depressive Disorders in Youth
       4. Developmental Considerations: Competence in Treating Children and Adolescents
       5. Common Obstacles to Competent Practice and Methods to Overcome Them
       6. Conclusion
       7. References
11. Part III: Specific CBT Techniques
    1. 12 Managing Negative Thoughts, Part 1
       1. Introduction
       2. Key Features of Competencies
       3. Competence in Treating Anxiety Disorders and Depression
       4. Competence in Treating both Children and Adolescents
       5. Common Obstacles to Competent Practice and Methods to Overcome Them
       6. Conclusion
       7. References
    2. 13 Managing Negative Thoughts, Part 2
       1. Introduction
       2. Positive Imagery
       3. Self-Talk
       4. Thought Stopping
       5. Thought Acceptance
       6. Conclusion
       7. Acknowledgments
       8. References
    3. 14 Changing Maladaptive Behaviors, Part 1
       1. Introduction
       2. Key Features of the Competencies: Behavioral Markers of Competently Delivering Exposure Therapy
       3. Variations on a Theme: Competent Exposure in the Context of Different Anxiety Disorders
       4. Developmental Considerations in Providing Competent Exposure Therapy to Children and Adolescents
       5. Common Obstacles to Competently Delivering Exposure Therapy to Children and Adolescents
       6. References
    4. 15 Changing Maladaptive Behaviors, Part 2
       1. Introduction
       2. Foundations of Behavioral Activation
       3. Key Features of Competencies
       4. Competence in Treating Anxiety Disorders and Depression
       5. Competence in Treating both Children and Adolescents
       6. Common Obstacles to Competent Practice and Methods to Overcome Them
       7. Conclusion
       8. References
       9. Further Reading
    5. 16 Managing Maladaptive Mood and Arousal
       1. Introduction
       2. Emotion Identification, Expression, and Regulation
       3. Progressive Muscle Relaxation
       4. Applied Tension
       5. Breathing Re-training
       6. Conclusion
       7. References
       8. Further Reading
    6. 17 Problem-Solving Skills Training
       1. Introduction
       2. Key Features of Problem-Solving Competencies
       3. Competence in Treating Anxiety Disorders and Depression
       4. Competence in Treating both Children and Adolescents
       5. References
    7. 18 Social Skills Training
       1. Introduction
       2. Key Features of Interpersonal Engagement Skills
       3. Key Features of Friendship Skills
       4. Key Features of Communication and Negotiation Skills
       5. Key Features of Assertiveness Skills
       6. Key Features of Dealing with Bullying Skills
       7. Competence in Treating Anxiety Disorders and Depression
       8. Competence in Treating both Children and Adolescents
       9. Common Obstacles to Competent Practice and Methods to Overcome Them
       10. References
    8. 19 Modifying the Family Environment
       1. Introduction
       2. The Role of the Family Environment in Anxiety and Depression in Children and Young People
       3. Key Features of Competencies
       4. Competence in Treating Anxiety Disorders and Depression
       5. Competence in Working with Different Ages and Presenting Problems
       6. Common Obstacles to Competent Practice and Methods to Overcome Them
       7. Summary
       8. References
12. Index
13. End User License Agreement

List of Tables

1. Chapter 1
   1. Table 1.1 Generic therapeutic competencies.
   2. Table 1.2 CBT competencies.
   3. Table 1.3 Specific CBT techniques.
2. Chapter 7
   1. Table 7.1 Examples of evidence-based measures for anxiety, depression, depression and self-harmself-harm/suicide.a
3. Chapter 12
   1. Table 12.1 Emily’s thought diary: Part 1.
   2. Table 12.2 Emily’s thought diary: Part 2.
4. Chapter 15
   1. Table 15.1 Pleasant events list and rating.
   2. Table 15.2 Pleasant events schedule (PES) and activity log for youth.a
   3. Table 15.3 General activity log for youth.

List of Illustrations

1. Chapter 8
   1. Figure 8.1 An integrated model of child and adolescent depression.
   2. Figure 8.2 A model of the development of anxiety disorders in children. Adapted from Rapee (2001) and Hudson and Rapee (2004).
2. Chapter 9
   1. Figure 9.1 Example of idiographic application of the anxiety model to the case of an 11-year-old boy. Chosen specific CBT skills are indicated by numerical indicators. Adapted from Figure 8.2, which was adapted from Rapee (2001) and Hudson and Rapee (2004).
3. Chapter 12
   1. Figure 12.1 Emily’s maintenance cycle.
   2. Figure 12.2 Emily’s formulation, showing a possible exit route.
   3. Figure 12.3 The effect of safety behaviors and behavioral experiments on anxiety.
   4. Figure 12.4 Behavioral Experiment Worksheet. Adapted from Greenberger and Padesky (1995).
4. Chapter 13
   1. Figure 13.1 Image of the imagined intruder. © Christopher Jacobs. Reproduced with permission.
   2. Figure 13.2 Transformed image of the night-time “intruder.” © Christopher Jacobs. Reproduced with permission.
5. Chapter 15
   1. Figure 15.1 Comparison of models of depression. Adapted from Wolpe and Lazarus (1966); Beck, Rush, Shaw, and Emery (1979); and Ritschel, Ramirez, Jones, and Craighead (2011).
   2. Figure 15.2 Conceptualization model of CBT with BA for depressed children and adolescents.
6. Chapter 19
   1. Figure 19.1 Cognitive and behavioral parenting pathways to child anxiety and depression. Adapted from Creswell, Murray, James, and Cooper (2011).
   2. Figure 19.2 The maintenance cycle around bedtimes that was developed with Georgia, Joshua’s mum.

Guide

1. Cover
2. Table of Contents
3. Begin Reading