Handbook of Child and Adolescent Psychology Treatment Modules

Personalized Care in Behavior and Emotion

1st Edition - August 17, 2023
Editors: Lara Jean Farrell, Rachael Murrihy, Cecilia A. Essau
Language: English
Paperback ISBN:
9 7 8 - 0 - 3 2 3 - 9 9 6 1 3 - 6
eBook ISBN:
9 7 8 - 0 - 3 2 3 - 9 9 6 1 4 - 3

Handbook of Child and Adolescent Psychology Treatment Modules: Personalized Care in Behavior and Emotion provides clinicians with modularized treatment strategies for common… Read more

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Handbook of Child and Adolescent Psychology Treatment Modules: Personalized Care in Behavior and Emotion provides clinicians with modularized treatment strategies for commonly occurring child and youth mental health disorders. Divided into two sections, the first part of the book translates basic science into clinical practice, reviewing predictors, mediators and moderators of change, and an overview of evidence for best practices in treating disorders. The second section guides clinicians on how to implement treatment strategies. Chapters instruct what therapy is, how to introduce it to clients, step-by-step implementation, worksheets for use in practice, homework to send home with clients, and more.

Cover image
Title page
Table of Contents
Practical Resources for the Mental Health Professional
Copyright
Dedication to Distinguished Professor Emeritus Thomas H. Ollendick
List of contributors
Preface
Foreword
Part I. Introduction to handbook
Chapter 1. Introduction: An overview of transdiagnostic, modular approaches to youth psychotherapy
Introduction
Modular psychotherapies: overview of current evidence
Modular psychotherapies: challenges and recommendations for practice
Modular psychotherapies: challenges and recommendations for research
Key practice points and recommended resources for clinicians in personalizing care
Part II. Emotional disorders
Chapter 2. Anxiety disorders in children and adolescents: evidence-based clinical principles
Introduction
Evidence-based assessment of childhood anxiety
General treatment principles regarding anxiety disorders in youths
Evidence-based principles for the treatment of anxiety disorders in youths
Discussion
Chapter 3. Depression in children and adolescents: evidence-based treatment guidelines
Clinical picture
Prevalence and course
Comorbidity
Treatment of depression in youth: overview and state of the evidence
Biological interventions
Other biological interventions for youth depression
Predictors, moderators, and mediators of change
Modular treatments
Challenges and recommendations for practice
Key practice points and recommended resources for personalizing care
Clinician guidelines and case examples
Chapter 4. Psychoeducation: anxiety and depression in children and adolescents
Introduction to psychoeducation with children and adolescents
Psychoeducation for introducing CBT
Psychoeducation for introducing the cognitive diamond/triangle
Psychoeducation for explaining avoidance and a rationale for exposure therapy
Psychoeducation and homework
Conclusion
Appendix A
Appendix B
Chapter 5. Behavioral activation
Introduction: Behavioral activation
Types of BA
The evidence
Introducing BA to CYP and parents
The treatment in practice
Challenges and how to overcome them
Key practitioner points
Chapter 6. Cognitive restructuring
The process of cognitive restructuring with children and adolescents
Session 1
Session 2
Summary
Chapter 7. Exposure therapy for specific phobias in children and adolescents
Background
Evidence for OST
How to introduce the treatment strategy to children/parents
Strategies for increasing collaboration
Step by step guide for implementation
Homework practice and maintenance program
Challenges with the implementation of OST
Conclusion
Chapter 8. Exposure and response prevention treatment of obsessive-compulsive disorder
ERP: Theory and mechanisms
ERP: The evidence
Psychoeducation of ERP
Introducing ERP
Strategies to increase buy-in, collaboration, and adherence
Supporting homework
Implementation of ERP with youth
The case of Liam
Key practice points
Chapter 9. Problem solving
Background
How to introduce the treatment strategy
Strategies for increasing buy-in, collaboration, and adherence to problem-solving
Step-by-step guide to implementation
How to support homework practice
Challenges in the implementation of the strategy and tips to overcome difficulties
An illustrative case
Guide for problem solvers
Conclusions
Chapter 10. Social skills training for children and adolescents: practical techniques and considerations
Introduction
Assessing Children's social competence and social skills
The goals and content of social skills training
Conclusions
Part III. Behavioral problems
Chapter 11. Disruptive behavior disorders
Overview of the current state of evidence
Current treatment approaches
Predictors, moderators, and mediators of change
Evidence for when and how to use a modular approach
Challenges and recommendations for practice
Clinician guidelines and case examples
Chapter 12. Developing a shared formulation of child behavior problems with parents through assessment and psychoeducation
Introduction
An ecological perspective
Basics of assessing problem behavior
ABC's of behavioral parent training
The Kazdin method: parenting myths
Engaging skeptical parents: seven myths of effective parenting
Parenting myth # 1: punishment changes bad behavior
Parenting myth # 2: more reminders lead to better behavior
Parenting myth # 3: explaining why a behavior is wrong ensures it is not repeated
Parenting myth # 4: lots of praise spoils a child
Parenting myth # 5: doing it once or twice means that it will continue
Parenting myth # 6: my other children did not need special attention
Parenting myth # 7: my child is just being manipulative
Conclusion
Chapter 13. Monitoring externalizing problems among youth
Screening and monitoring tools for behavior problems
Common interventions for behavior problems
Conclusions
Chapter 14. Increasing compliance through positive reinforcement, effective instructions, and time-out
Increasing compliance through positive reinforcement, effective instructions, and time-out
Conclusions
Chapter 15. Promoting positive behavior through healthy limit setting
Promoting positive behavior through healthy limit setting
Conclusion
Instructions
Chapter 16. Collaborative and proactive solutions
Introduction
Theoretical underpinnings
Hypothesized mechanisms of change
Appendix A. Supplementary data
Part IV. Contextual issues
Chapter 17. Cultural sensitivity and modifications for child anxiety disorders
Introduction
Cultural adaptation: what it is, why it is important
A culturally adapted cognitive behavioral therapy for children with anxiety disorders
Recommendations from expressive cultural adaptation by a bidirectional culturally adapted CBT
Conclusion
Chapter 18. Comorbidity with neurodevelopmental disorders: Considerations for adapting evidence-based care for youth with anxiety, depression, and disruptive behavior disorders
Neurodevelopmental disorders
Comorbidity with neurodevelopmental disorders
ND comorbidity and treatment response
ADHD comorbidity and treatment response
ASD comorbidity and treatment response
Recommendations for tailoring treatment: ADHD
Recommendations for tailoring treatment: ASD
Key practice points
Chapter 19. Working with parents in the treatment of child and adolescent anxiety
Why involve parents in youth anxiety treatment?
Transfer of control to youth and parents
Transfer of control to parents only
Conclusions and future directions
Chapter 20. Addressing mental health stigma among young people with emotional and behavioral disorders
Introduction
Stigma: a global problem
Stigma: reasons of its existence
Stigma: importance of removing it
Overcoming stigma: how to do it?
Summary and key practice points
Index

Lara Jean Farrell

Lara Jean Farrell is an Associate Professor of applied psychology at Griffith University, Gold Coast Campus in Brisbane Australia, and a practicing clinical psychologist in a private practice. She is an Editorial Board Member on Australian Psychologist, Clinical Child and Family Psychology Review, Journal of Obsessive Compulsive and Related Disorders. She serves as the international editor of International Journal of Cognitive Psychotherapy, and the associate editor for Child Psychiatry and Human Development as well as the book series editor for Clinical Practice Parameters for Child and Youth Emotional and Behavioural Problems. Her research is on evidence-based interventions for child and adolescent mental health, CBT, exposure therapy, child anxiety, resilience, and child insomnia.

Affiliations and expertise

Associate Professor of Applied Psychology, Griffith University, Gold Coast Campus, Brisbane, Australia; Practicing Clinical Psychologist in a private practice

Rachael Murrihy

Affiliations and expertise

Senior Clinical Psychologist and Research Associate, University of Technology, Sydney, Australia

Cecilia A. Essau

Cecilia A. Essau is a Professor of Developmental Psychopathology at the University of Roehampton, UK where she is Director of Centre for Applied Research and Assessment in Child and Adolescent Wellbeing (CARACAW). She received her PhD from the University of Konstanz (Germany), and her “Habilitation” in Psychology (qualification for tenure-track professorships in Germany) from the University of Bremen (Germany). She is the first Iban woman to have received a PhD. Professor Essau has Visiting Chairs at numerous universities, including the Norman Munn Distinguished Visiting Scholar from Flinders University, and the Florey Medical Research Foundation Mental Health Visiting Professor from the University of Adelaide, Australia. In 2011, she was made Fellow of the British Psychological Society in recognition of her contribution to the field of Psychology. She is also Fellow of the Japan Society for the Promotion of Science. Her research focuses on understanding factors that can lead young people to have serious emotional and behavioural problems and using this research to both enhance the assessment of childhood and adolescent psychopathology, and design more effective interventions to prevent and treat such problems. She is the author of 222 articles, and is the author/editor of 20 books in the area of youth mental health.

Affiliations and expertise

Professor of Developmental Psychopathology, Department of Psychology, Roehampton University, Whitelands College, London, UK