Think Good - Feel Good: A Cognitive Behaviour Therapy by Paul Stallard

By Paul Stallard

Think strong — think Good is a thrilling and pioneering new useful source in print and on the web for project CBT with kids and youth. The fabrics were constructed via the writer and trialled greatly in medical paintings with teenagers and adolescents proposing with various mental problems.
Paul Stallard introduces his source by means of protecting the elemental conception and intent in the back of CBT and the way the workbook may be used. an enticing and energetic workbook follows which covers the middle components utilized in CBT programmes yet conveys those rules to childrens and kids in an comprehensible method and makes use of actual lifestyles examples frequent to them. The recommendations brought to the youngsters should be utilized to their very own distinctive set of difficulties in the course of the sequence of functional workouts and worksheets.• 10 modules can be utilized as a whole programme, or tailored for person use• Little else to be had for this age range• can be utilized as homework or self-help material
Available in print and as a downloadable source on the web.

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Additional resources for Think Good - Feel Good: A Cognitive Behaviour Therapy Workbook for Children and Young People

Sample text

The safe can be ‘unlocked’ with the therapist or the children’s parents, and can be a useful way of discovering the nature and extent of the child’s worries. The Thought Challenger takes thought stopping a stage further by stopping common negative thoughts and replacing them with more balanced cognitions. The development of more balanced cognitions is promoted through three exercises. Looking for the Positive encourages children or their parents to actively seek the positive things that happen each day.

This can be a source of tension, since children may identify different goals and targets to their parents, raising the question of whose agenda should be addressed. Pursuing the parent’s or adult’s agenda raises ethical issues with regard to whether their goals are designed to secure conformity or concerned with furthering the best interests of the child (Royal College of Psychiatry, 1997). The clinician needs to manage these different perspectives by listening and expressing interest in each while maintaining a detached, objective and impartial position.

For example, a child who is learning to use traffic lights as a way of problem solving (red, stop and think; amber, plan; green, try it out) can be reminded to use this system at school by wrapping coloured strips around their pen. e. walk away from) situations in which they might lose their temper, rather than learning a more complex set of responses. Brief interventions Children and adolescents often adopt a short-term problem-focused perspective. They are typically interested in addressing immediate pressing problems rather than embarking on longer-term work.

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