Download Cognitive Behavior Therapy for Depressed Adolescents: A by Randy P. Auerbach, Christian A. Webb, Jeremy G. Stewart PDF

Download Cognitive Behavior Therapy for Depressed Adolescents: A by Randy P. Auerbach, Christian A. Webb, Jeremy G. Stewart PDF

By Randy P. Auerbach, Christian A. Webb, Jeremy G. Stewart

Cognitive habit remedy for Depressed children provides clinicians, scientific supervisors, and researchers with a entire knowing of etiological pathways in addition to present CBT techniques for treating affected youth. Chapters advisor readers from arrangements for the 1st consultation and scientific evaluation to termination and relapse prevention, and every bankruptcy contains consultation transcripts to supply a extra concrete feel of what it feels like to enforce specific CBT strategies with depressed teenagers. In-depth discussions of distinctive demanding situations posed by means of operating with depressed teenagers, in addition to how one can tackle those matters, are also provided.

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Additional info for Cognitive Behavior Therapy for Depressed Adolescents: A Practical Guide to Management and Treatment

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Longitudinal research on adult samples has borne out this hypothesis – a tendency to ruminate when dysphoric is associated with prolonged depressive symptoms in both nonclinical (Nolen-Hoeksema & Davis, 1999; Roberts, Gilboa, & Gotlib, 1998) and clinical (Ciesla & Roberts, 2007; Robinson & Alloy, 2003) samples. , 2012; Nolen-Hoeksema, Stice, Wade, & Bohon, 2007). Importantly, in response to early criticism regarding the overlap between self-reported rumination and depressive symptoms, researchers have identified two response styles that are independent of depressive symptoms: brooding (“a passive comparison of one’s current situation with some unachieved standard”) and reflection (“a purposeful turning inward to engage in cognitive problem-solving”) (Treynor, Gonzalez, & Nolen-Hoeksema, 2003, p.

Conversely, individuals who are experiencing psychomotor agitation will speak quickly, often not finishing sentences or thoughts, and have difficulty sitting still. In a vacuum, these symptoms may be more easily noticed. However, if a person has never been in your office 38 Assessment before, it will be difficult to ascertain what a given individual’s baseline behavior may be as there is no reference point. Thus, a helpful question to pose is whether or not anyone has commented on how fast or slow the patient’s speech and movements have been lately (or elicit a third-party report from a parent or teacher).

Generally, there is greater reliance on third-party reports for children and adolescents, as clinicians often seek information from peers, teachers, and parents. To that end, the child and adolescent field has a variety of reliable, valid, and systematic options. With regard to standardized third-party reports of a patient’s symptoms, Achenbach (1991) has created a series of instruments that may be completed by a patient’s parents and teachers. These tools are reliable and valid goldstandard measures in the field, and thus, they provide important information in both understanding and treating a patient’s symptoms.

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