This first concise guide to conducting cognitive therapy (CT) with adolescents in school settings features in-depth case examples and hands-on clinical tools. The authors—who include renowned CT originator Aaron T. Beck—provide an accessible introduction to the cognitive model and demonstrate specific therapeutic techniques. Strategies are illustrated for engaging adolescents in therapy, rapidly creating an effective case conceptualization, and addressing a range of clinical issues and stressors frequently experienced in grades 6-12. The challenges and rewards of school-based CT are discussed in detail. In a convenient large-size format with lay-flat binding for easy photocopying, the book contains 16 reproducible handouts, worksheets, and forms. Purchasers also get access to a Web page where they can download and print the reproducible materials.
This title is part of the Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman
Founding editor: Kenneth W. Merrell.
Reviews and Endorsements:
"A very practical book. There are numerous stories that can be used with young people to illustrate important theory. Indeed, I tried out some, such as 'The roller coaster story,' with teenage patients, and it worked well. Similarly, the ITCH approach to problem solving was well received as a guide to dealing with issues faces by an older teenager. Some of the techniques could be employed by clinicians even if they do not subscribe to CT....The authors offer some lovely ideas for helping students identify their thoughts and emotions....This is a very useful book that could be helpful to a range of practitioners in schools."
-Counselling Children and Young People
"This clearly written manual should prove invaluable to school psychologists, counselors, teachers, and administrators who are concerned about the behavior and mental health of students. Developed through experience in schools, and grounded in evidence-based therapeutic techniques, the book offers practical explanations, case studies, and reproducible materials. It tackles the tough question of why students behave in ways that undermine their social, emotional, and academic success. More important, it systematically offers concrete strategies for empowering students to make healthy, productive changes in the way they think about and interact with the world around them."
-Jerry McMullen, PhD, school psychologist/behavior management consultant, Exton, Pennsylvania
"Creed, Reisweber, and Beck have crafted an outstanding clinical book that is highly relevant to mental health professionals who work with adolescents. The authors provide clear, step-by-step guidelines for administering cognitive therapy in school settings, as well as rich illustrative vignettes. The authors further enhance the applicability of their procedures by addressing common treatment obstacles that school-based practitioners encounter. A wealth of assessment and treatment worksheets and ancillary materials are supplied. This book is a 'must have.'"
-Christopher A. Kearney, PhD, Department of Psychology, University of Nevada, Las Vegas
Chapter 1. An Overview of Cognitive Therapy
Chapter 2. Cognitive Therapy Case Conceptualization
Chapter 3. Cognitive Techniques
Chapter 4. Behavioral Techniques
Chapter 5. Making Cognitive Therapy Happen in the Schools
Appendix 1.1: The Cognitive Model
Appendix 1.2: Thinking Traps
Appendix 2.1: Case Conceptualization
Appendix 2.2: Presession Quick Sheet
Appendix 3.1: Two-Frame Thought Bubble Exercise
Appendix 3.2: Three-Frame Thought Bubble Exercise
Appendix 3.3: Simple Thought Record
Appendix 3.4: Thought Record Table
Appendix 3.5: Three C’s Thought Record
Appendix 3.6 Evaluating Thoughts
Appendix 3.7: Road Map to Success
Appendix 4.1: Pleasant Activities List
Appendix 4.2: Reasons for Living
Appendix 4.3: Pros and Cons List
Appendix 4.4: Fear Hierarchy
Appendix 4.5: SUDS Rating Scale
Appendix 4.6: Progressive Muscle Relaxation Exercise
Appendix 4.7: Breathing Exercise
About the Authors:
Torrey A. Creed, PhD, is a clinical psychologist with the Psychopathology Research Unit at the University of Pennsylvania and the Center for Family Intervention Science at the Children's Hospital of Philadelphia. She is also Project Director and Lead Trainer in the Child Expansion of the Beck Initiative, a collaboration between the University of Pennsylvania and the City of Philadelphia's Department of Behavioral Health and Mental Retardation Services, which trains community therapists to conduct cognitive therapy for prevention and treatment of a variety of problems and disorders, including suicide, depression, trauma, substance misuse, depression, and anxiety in youth. Dr. Creed's primary research interests include cognitive therapy, treatment outcome with youth and families, suicide, and trauma. She has provided direct intervention for children and adolescents in schools and trained mental health care professionals to practice cognitive therapy in a range of school settings.
Jarrod Reisweber, PsyD, is Acute Services Coordinator for veterans in Philadelphia and a program director in the Psychopathology Research Unit at the University of Pennsylvania. His clinical interests include suicide prevention, substance abuse treatment, intervention programs for externalizing males, and cognitive therapy for individuals with schizophrenia. Dr. Reisweber has trained clinicians to conduct cognitive therapy in school, correctional, and community mental health settings; presented internationally on anger management and suicide prevention programs for high school students; and published on interventions and consultation in high schools.
Aaron T. Beck, MD, is University Professor Emeritus of Psychiatry at the University of Pennsylvania School of Medicine and the founder of cognitive therapy. He has published more than 21 books and over 560 articles in professional and scientific journals. Dr. Beck is the recipient of numerous awards, including the Rhoda and Bernard Sarnat International Prize in Mental Health, the Albert Lasker Clinical Medical Research Award, the Gustav O. Lienhard Award, the American Psychological Association Lifetime Achievement Award, the American Psychiatric Association Distinguished Service Award, and the Robert J. and Claire Pasarow Foundation Award for Research in Neuropsychiatry. He is President of the Beck Institute for Cognitive Behavior Therapy and Honorary President of the Academy of Cognitive Therapy.