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.

Includes eight new chapters All original chapters have been updated New contributors have been invited to write about newer ideas and developments within the field 15 chapters are dedicated to applications of CBT interventions for specific issues, such as depressive disorders, selective mutism, developmental disabilities, and military children and families Includes contributions from forward-thinking, established professionals in the field whose writing represents the state-of-the-art in CBT interventions in educational settings New additions to the book include addressing issues of cyber-bullying, parent and school consultation, and the need for research and case study

V. 1. Handbook of cognitive behavioral therapy -- v. 2. Handbook of cognitive behavioral therapy.

This handbook offers a comprehensive review of cognitive behavioral therapy (CBT) for working in integrated pediatric behavioral health care settings. It provides research findings, explanations of theoretical concepts and principles, and descriptions of therapeutic procedures as well as case studies from across broad conceptual areas. Chapters discuss the value of integrated care, diversity issues, ethical considerations, and the necessary adaptations. In addition, chapters address specific types of pediatric conditions and patients, such as the implementation of CBT with patients with gastrointestinal complaints, enuresis, encopresis, cancer, headaches, epilepsy, sleep problems, diabetes, and asthma. The handbook concludes with important directions in research and practice, including training and financial considerations.Topics featured in this handbook include: Emotional regulation and pediatric behavioral health problems. Dialectical Behavior Therapy (DBT) for pediatric medical conditions. Pharmacological interventions and the combined use of CBT and medication. CBT in pediatric patients with chronic pain. CBT for pediatric obesity. CBT-informed treatments and approaches for transgender and gender expansive youth. Medical non-compliance and non-adherence associated with CBT. Training issues in pediatric psychology. The Handbook of Cognitive Behavioral Therapy for Pediatric Medical Conditions is an essential resource for researchers and graduate students as well as clinicians, related therapists, and professionals in clinical child and school psychology, pediatrics, social work, developmental psychology, behavioral therapy/rehabilitation, child and adolescent psychiatry, nursing, and special education.

Although behaviorism made a major contribution to educational practice and created opportunities for psychologists in schools, behavioral techniques have mostly been applied in areas peripheral to teaching children new problem-solving or content mastery skills. The application of recent developments in cognitive psychology and cognitive-behavioral therapy in educational settings has also remained more a promise than a reality. COGNITIVE-BEHAVIORAL PSYCHOLOGY IN THE SCHOOLS argues persuasively that cognitive psychology has much to offer in the educational setting including an expanded role for school psychologists, beyond classroom management and psychoeducational assessment. Toward this end, this volume provides a unifying theoretical framework for applying new developments to the delivery of school psychological and educational services. To facilitate the integration of cognitive-behavioral theories into educational practice, the bulk of the book is organized according to the three primary levels of service offered by school psychologists: assessment, teaching and direct intervention, and indirect intervention. An opening section provides the historical and conceptual context. Reflecting the competence orientation of cognitive-behavioral management, individual chapters in this volume explore different aspects of competence--academic, personal, and social--and present a variety of techniques for instilling self control and problem-solving strategies. Beginning with assessment issues, the book moves to the specific application of cognitive-behavioral methods to reading, spelling, math, and writing instruction. There are chapters focusing on the use of CBM for social and emotional problems, with hyperactive and impulsive children, and children with handicaps and learning disabilities. The final chapters address the prevention of mental health problems in schools and the need for system-wide changes in the schools. The volume also provides a critical review of the theoretical and empirical bases for suggested applications. Limitations of applications are noted, and areas for future research are delineated. COGNITIVE-BEHAVIORAL PSYCHOLOGY IN THE SCHOOLS is targeted at school psychologists, child clinical psychologists, and special educators. The book would also be an appropriate text for graduate courses in assessment, child behavior therapy and counseling, and special education instructional methods. The material gathered here will challenge researchers and those involved with teacher education.

The Oxford Handbook of Cognitive and Behavioral Therapies provides a contemporary and comprehensive illustration of the wide range of evidence-based psychotherapy tools available to both clinicians and researchers. Chapters are written by the most prominent names in cognitive and behavioral theory, assessment, and treatment, and they provide valuable insights concerning the theory, development, and future directions of cognitive and behavioral interventions. Unlike other handbooks that provide a collection of intervention chapters but do not successfully tie these interventions together, the editors have designed a volume that not only takes the reader through underlying theory and philosophies inherent to a cognitive and behavioral approach, but also includes chapters regarding case formulation, requisite professional cognitive and behavioral competencies, and integration of multiculturalism into clinical practice. The Oxford Handbook of Cognitive and Behavioral Therapies clarifies terms present in the literature regarding cognitive and behavioral interventions and reveals the rich variety, similarities, and differences among the large number of cognitive and behavioral interventions that can be applied individually or combined to improve the lives of patients.