Search:

Cognitive-Behavior Therapy for Children and Adolescents [electronic resource]. by Szigethy, Éva.(SAGE)2018221; Weisz, John R.(SAGE)1783898; Findling, Robert L.(SAGE)1547325;
Cover; Contents; Contributors; Foreword; Preface; DVD Contents; 1 Cognitive-Behavior Therapy: An Introduction; 2 Developmental Considerations Across Childhood; Appendix 2-A: Tools for Assessing Developmental Skills; Appendix 2-B: Practical Recommendations for Treatment Planning; 3 Culturally Diverse Children and Adolescents; 4 Combined CBT and Psychopharmacology; Appendix 4-A: Combination Treatment; 5 Depression and Suicidal Behavior; 6 Bipolar Disorder; 7 Childhood Anxiety Disorders: The Coping Cat Program; 8 Pediatric Posttraumatic Stress Disorder; 9 Obsessive-Compulsive Disorder10 Chronic Physical Illness: Inflammatory Bowel Disease as a PrototypeAppendix 10-A: PASCET-PI Selected Skills and Tools; Appendix 10-B: Guided Imagery for Pain Management; Appendix 10-C: Information Worksheets for Parents; 11 Obesity and Depression: A Focus on Polycystic Ovary Syndrome; Appendix 11-A: Healthy Bodies, Healthy Minds: Selected Patient Worksheets; 12 Disruptive Behavior Disorders; 13 Enuresis and Encopresis; Appendix 1: Self-Assessment Questions and Answers; Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; R; S; T; U; V; W; Y; ZCognitive-Behavior Therapy for Children and Adolescents will be an invaluable and worthy reference for all mental health practitioners who work with this distinct population. No other text on the subject will match it.
Subjects: Electronic books.; Adolescent.; Child.; Cognitive therapy for children; Cognitive therapy for teenagers;
On-line resources: CGCC online access;
unAPI

The Parent's Guide to In-Home ABA Programs [electronic resource] : Frequently Asked Questions about Applied Behavior Analysis for your Child with Autism. by Johnson, Elle Olivia.(SAGE)1614467;
The Parent's Guide to In-Home ABA Programs: Frequently Asked Questions about Applied Behavior Analysis for your Child with Autism; Acknowledgements; Introduction; Part 1: The Basics of ABA HomeProgramming; Chapter 1 Getting Started; 1. What is ABA?; 2. Why is ABA being used with my child?; 3. At what age should my child start an ABA program?; 4. What can I expect when my ABA program begins?; 5. How much time will it take?; 6. What if I don't like my child's therapist?; 7. What if my child doesn't like the therapist?8. My ABA therapist is "in training." Can't I have a therapist who is more experienced?9. What qualifications should an ABA therapist have? Can I ask them about their background and special interests?; 10. Why doesn't my ABA therapist know anything about biomedical treatments?; 11. The program supervisor told me that two different therapists would be coming to see my child. Wouldn't it be easier to have just one person?; 12. What does a supervisor do?; 13. What does that ABA agency do?; 14. What is a mandated reporter?15. What if I see a disconnect between ABA therapy and speech therapy, occupational therapy, etc?16. Is ABA the same as discrete trial training?; 17. I've heard that ABA, and especially DTT, will make my child robotic. Is that true?; 18. I'm uncomfortable with strangers in my home. Can't we do sessions at the agency's office instead?; 19. I have to work. Can sessions be done at daycare every day?; 20. What are my responsibilities as a parent?; 21. What is "parent training"?; Chapter 2 During the Session; 1. Where in the house should we do the session?2. What does a typical ABA session involve?3. How can I participate in sessions?; 4. Can my child have an ABA session while I take a nap, watch a movie, or go shopping?; 5. I have an appointment and must end the session early or cancel it. Is that OK?; 6. My ABA therapist had to cancel a session, and has offered to make it up. How does this work?; 7. My child's therapist brings her own toys. Are these clean?; 8. I really want my child to be able to say his name. Why aren't we working on it?; 9. Can my child's siblings play in the session too?10. Can I videotape the session? Can I install a live feed?11. I've noticed that my therapist takes my child outside to play as part of the session. Isn't this a waste of time?; 12. I noticed that my child's ABA therapist spends 20 minutes or so doing paperwork. Why is this?; 13. I noticed that my child's ABA session usually includes some time spent at the table. Can you tell me why they do so much work there?; 14. I keep offering my ABA therapist a meal, and they always refuse. Why are they so rude?15. I thought my child would really like this. Instead, he cries frequently during session. What's wrong?Concise and practical, this handbook explains the ins and outs of Applied Behavior Analysis in a chatty Q&A format. It covers everything parents need to know from what a typical in-home session will entail, to how to navigate their relationship with their ABA therapist, to how to get more involved and begin using ABA methods themselves.
Subjects: Electronic books.; Autistic children -- Rehabilitation.; Behavior therapy for children; Child psychotherapy -- Parent participation.;
On-line resources: CGCC online access;
unAPI

Case Examples of Music Therapy for Children with Emotional or Behavioral Problems [electronic resource]. by Bruscia, Kenneth E.;
""Table of Contents ""; ""Introduction Kenneth E. Bruscia""; ""CASE ONE Creative Fantasy, Music, and Lyric Improvisation with a Gifted Acting-Out Boy Kenneth Aigen""; ""CASE TWO Improvisation and Play in the Therapeutic Engagement of a Five-Year-Old Boy with Physical and Interpersonal Problems Pamela Bartram""; ""CASE THREE Punker, Bassgirl, and Dingo-Man: Perspectives on Adolescents� Music Therapy Jaakko Erkkil�""; ""CASE FOUR Crossing the Divide: Exploring Identities within Communities Fragmented by Gang Violence Sunelle Fouche Kerryn Torrance""""CASE FIVE The Boy that Nobody Wanted: Creative Experiences for a Boy with Severe Emotional Problems Fran Herman""""CASE SIX Group Music Therapy with a Classroom of 6-8 Year-Old Hyperactive-Learning Disabled Children Julie Hibben""; ""CASE SEVEN Growing Up Alone: Analytical Music Therapy with Children of Parents Treated Within a Drug and Substance Abuse Program Juliane Kowski""; ""CASE EIGHT All Her “Yesterdays:� An Adolescent�s Search for A Better Today through Music Claire Lefebvre""""CASE NINE The Knight Inside the Armor: Music Therapy with a Deprived Teenager Simona Katz Nirensztein""""CASE TEN Exploring Issues of Control through Interactive, Improvised Music Making: Music Therapy Diagnostic Assessment and Short Term Treatment with a Mother and Daughter in a Psychiatric Unit Amelia Oldfield""; ""CASE ELEVEN Just Don�t Do It: A Group�s Micro Journey into Music and Life1 Mercéd�s Pavlicevic""; ""CASE TWELVE Being Beverley: Music Therapy with a Troubled Eight-Year-Old Girl Helen M. Tyler""
Subjects: Electronic books.; Behavior disorders in children -- Treatment -- Case studies.; Emotional problems of children -- Treatment -- Case studies.; Music therapy -- Case studies.;
© 2014., Barcelona Publishers,
On-line resources: CGCC online access;
unAPI

Make Your Own Picture Stories for Kids with ASD (Autism Spectrum Disorder) [electronic resource] : A DIY Guide for Parents and Carers by Attwood, Brian.;
Acknowledgements; Introduction; Chapter 1; The Answer Lies in Your Hands; Chapter 2; It's Easier Than You Think; Chapter 3 ; Stick Your Toe in the Water; Chapter 4; Words Are Pictures Too; Chapter 5; From Single Image to Story; Chapter 6; Here's Some I Made Earlier; Chapter 7; Over to You; Chapter 8; Against the Clock; Chapter 9; Not the End but Perhaps the End of the Beginning; _GoBackEver wanted to create a picture story to help your ASD kid get through a difficult situation, but let your lack of artistic skills hold you back? That won't be a problem anymore, with this step-by-step guide to creating simple picture stories that can be adapted for absolutely any situation, whether at home, in the classroom, or on-the-go.
Subjects: Electronic books.; Autistic children -- Behavior modification.; Narrative therapy; Parents of autistic children; Picture books for children -- Authorship.;
© 2015., Jessica Kingsley Publishers,
On-line resources: CGCC online access;
unAPI

Assessment of disorders in childhood and adolescence / by Youngstrom, Eric Arden,editor.; Prinstein, Mitchell J.,1970-(DLC)n 2003100380editor.; Mash, Eric J.,(DLC)n 50043656editor.; Barkley, Russell A.,1949-(DLC)n 81016349editor.;
Includes bibliographical references and indexes."Now in an its fifth edition, this leading text and clinical guide offers best-practice recommendations for assessing a comprehensive array of child and adolescent mental health problems and health risks. Leading authorities provide an overview of each disorder and describe methods and procedures that take into account the developmental, biological, familial, and cultural contexts of children's problems and that can inform sound clinical decision making. The fifth edition has been thoroughly updated with the growing knowledge base on child and family disorders and evidence-based assessment"--
Subjects: Behavior disorders in children; Behavior therapy for children.; Affective disorders in children; Child psychopathology.; Child psychotherapy.; Behavioral assessment of children.;
Available copies: 1 / Total copies: 1
unAPI

Gardening for Children with Autism Spectrum Disorders and Special Educational Needs [electronic resource] : Engaging with Nature to Combat Anxiety, Promote Sensory Integration and Build Social Skills. by Etherington, Natasha.(SAGE)1609547;
Gardening for Children with Autism Spectrum Disorders and Special Educational Needs: Engaging with Nature to Combat Anxiety, Promote Sensory Integration and Build Social Skills; Chapter 1 Introduction; What is horticultural therapy?; Why is horticultural therapy important?; Chapter 2 Mindfulness Approach; Introducing the mindfulness approach to young people with special needs; How plants can help us relate to children's concerns; How mindfulness and flow work; Chapter 3 Why Dig?; Some examples of making connections; Social interaction and communication; Some interesting facts about soilSafety tipsChapter 4 Autism Spectrum Disorder; Approach; Note to parents; Note to teachers; Before starting; Sensory sensitivities; Activities; Conclusion; Chapter 5 Anxiety, Anger and Depression; Approach; A note on medication; Plants as continual adolescents; Sexual reproduction; A note on communication; Anxiety; Anger; Depression; Tips for engaging students; Discussion points in the garden; Activities; Chapter 6 Attention Deficit Hyperactivity Disorder; Approach; Benefits of gardening for a child with ADHD; Building parental rapport; Activities; Chapter 7 Developmental Disability; ApproachBenefits of gardening for children with a developmental disabilityActivities; Chapter 8 Wheelchair Users; Approach; Common barriers to gardening; Benefits of gardening for wheelchair users; Hand function and joint protection; Designing a nature play and exploration garden; Warm up exercises; Activities; Chapter 9 Poisonous Plants; Toxicity; Phototoxic plants; Chapter 10 Gardens for Children who Suffer from Asthmaand Allergies; Plants to use; Plants to avoid; Chapter 11 Conclusion; Appendix 1: Learning Assessment Principles andLearning Goals; Appendix 2: Risk AssessmentAppendix 3: Benefits of Horticultural Therapy andTherapeutic GardensAppendix 4: Top Ten Sensory Plants, Must HaveHerbs and Top Three Oddballs; Appendix 5: Themed Containers and Gardens; Appendix 6: Relaxation and Visualization Exercisefor Deep Breathing; References; Further Reading; Recommended Resources; Index; Blank PageA garden or nature setting presents the perfect opportunity for children with Autism Spectrum Disorders and special needs to learn, play and strengthen body and mind. This book empowers teachers and parents with little gardening know-how to get outside and use nature to motivate young learners. Using a mindfulness approach, Natasha Etherington presents a simple gardening program that offers learning experiences beyond those a special needs student can gain within the classroom. The book outlines the many positive physical, cognitive, sensory, emotional and social benefits of getting out into t
Subjects: Electronic books.; Autism in children -- Treatment.; Behavior therapy -- Methods.; Children with autism spectrum disorders; Gardening -- Therapeutic use.; Gardening for children;
On-line resources: CGCC online access;
unAPI

The Art and Science of Motivation [electronic resource] : A Therapist's Guide to Working with Children. by Ziviani, Jenny.(SAGE)1578800; Poulsen, Anne.; Cuskelly, Monica.(SAGE)1922199;
The Art and Science of Motivation; Contributing Authors; Foreword; Preface; Acknowledgments; Chapter 1: Understanding Motivation in the Context of Engaging Children in Therapy; Overview; Introducing the SCOPE-IT model and themacrotheory of Self-Determination; The heart of the SCOPE-IT model: Motivation; Three basic psychological needs; Autonomy-"I have choices"; Relatedness-"I am connected to others"; Competence-"I can do things"; Causality orientations; Self-Determination Theory: The motivation continuum; Stage One: Amotivation; Stage Two: External regulationStage Three: Introjected regulationStage Four: Identified regulation; Stage Five: Integrated regulation; Stage Six: Intrinsic motivation; Summary; Chapter 2: Children's Understanding of Purpose: A Matter of Choice; Overview; Self-determined behavior; What constitutes autonomy?; Why is it important to promote autonomy?; What types of environments promote the development and use of autonomy-related self-determination skills?; Autonomy-supportive therapeutic environments; Challenges to providing an autonomy-supportive serviceGroups who may require particular consideration with respect to autonomy supportChildren whose parents adopt a controlling style; Children with a disability; Adolescents; Children from different cultural backgrounds; Challenges for autonomy-supportive therapeutic practice; Assessment; Areas where consequences are serious; Child goals that are unrealistic or at odds with those of the therapist; Working with families; Structure in therapy; Prior experience of autonomy-supportive environments; Does the use of reinforcement undermine motivation in therapy?; SummaryChapter 3: Connecting: Nutriments from the Social EnvironmentOverview; The therapeutic relationship; Spheres of connection; Identifying connections; Socio-environmental influences; Family; School; Neighborhoods and community organizations; Motivational climates; Virtual connections; Building partnerships; Early days in the relationship: Setting goals as a collaborative venture; The ongoing relationship; Working with other health care practitioners; Moving forward; Practitioner self-care; Summary; Chapter 4: Achieving Success: Facilitating Skill Acquisition and Enabling Participation; OverviewWhy is competence important?Defining competence; Children's perceptions of their own competence; Self-theories; Enhancing self-perceptions of competence; Enhancing competence through skill acquisition; Stages of learning; Establishing effective practice routines with children; Mental practice; Teaching-learning strategies to support the development of competence; Summary; Chapter 5: Using Language to Motivate; Overview; How the therapist's language influences engagement; Getting started; Developing and strengthening the child-practitioner relationship through the use of languageOur language reveals more to others than we realizeThis book provides a comprehensive understanding of methods for working with children with a range of difficulties. It presents a new model for working with these groups to enhance motivation and engagement and to achieve the best possible treatment outcomes. It will be an inspiring read for all those working therapeutically with children.
Subjects: Electronic books.; Autonomy (Psychology); Behavior therapy for children; Motivation (Psychology) in children; Therapist and patient;
On-line resources: CGCC online access;
unAPI

Attention-deficit hyperactivity disorder : a clinical workbook / by Barkley, Russell A.,1949-(SAGE)1708218; Murphy, Kevin R.,1952-(SAGE)1798760;
Subjects: Attention-deficit hyperactivity disorder; Attention-deficit hyperactivity disorder; Behavior therapy for children;
Available copies: 1 / Total copies: 1
unAPI

Cognitive-Behavioral Interventions in Educational Settings [electronic resource] : A Handbook for Practice by Mennuti, Rosemary B.; Freeman, Arthur.; Christner, Ray W.;
""Front cover""; ""Contents""; ""Foreword""; ""Acknowledgments""; ""About the Editors""; ""Contributors""; ""Part I: FOUNDATIONS""; ""Chapter 1. An Introduction to a School-Based Cognitive-Behavioral Framework""; ""Chapter 2. Multicultural Issues in Working with Children and Families: Responsive Intervention in the Educational Setting""; ""Chapter 3. A Cognitive-Behavioral Case Conceptualization Approach for Working with Children and Adolescents""; ""Part II: APPLICATION OF CBT INTERVENTIONS FOR SPECIFIC ISSUES""; ""Chapter 4. School-Based Interventions for Anxiety Disorders""""Chapter 5. School Refusal Behavior""""Chapter 6. Understanding and Treating Selective Mutism""; ""Chapter 7. Understanding Depression in Children and Adolescents: Cognitive-Behavioral Interventions""; ""Chapter 8. Attention-Deficit/Hyperactivity Disorder""; ""Chapter 9. A Cognitive-Behavioral Approach with Underachieving Gifted Youth""; ""Chapter 10. Cognitive-Behavioral Interventions for Participants in Bullying and Coercion ""; ""Chapter 11. Working with Angry and Aggressive Youth""""Chapter 12. Personality Disorders among Children and Adolescents: Are Euphemistic Labels Hindering Time-Sensitive Interventions?""""Chapter 13. Cognitive Behavioral Interventions for Individuals with Developmental Disabilities in School Settings""; ""Chapter 14. Cognitive-Behavioral Interventions with Autism Spectrum Disorder""; ""Chapter 15. Female Adolescents with Eating Disorders: A Cognitive-Behavioral Approach""; ""Chapter 16. Substance Abuse Prevention: School-Based Cognitive-Behavioral Approaches""; ""Chapter 17. Sexual Minority Youth: School-Based Issues and Interventions""""Chapter 18. Interventions for Health Problems: A Multisystemic Cognitive-Behavioral Approach""""Part III: APPLICATION OF CBT INTERVENTIONS WITH SYSTEMS""; ""Chapter 19. Parent Consulation: A Cognitive-Behavioral Perspective""; ""Chapter 20. Working with Family Systems from a Cognitive-Behavioral Perspective in Educational Settings""; ""Chapter 21. Cognitive-Behavioral Strategies for School Behavioral Consulation""; ""Chapter 22. Cognitive-Behavioral Approaches to School Crisis Response""; ""Part IV: SUMMARY""; ""Chapter 23. The Future of Cognitive-Behavioral Interventions in Schools""""Chapter 24. Concluding Comments""""Index""; ""Back cover""School and mental health therapists are often called on to deal with school-related problems, such as bullying, ADHD, and underachievement, along with other emotional and behavioural disorders that interfere with learning and performance. As the first guide to the use of Cognitive Behaviour Therapy in school settings, this book provides innovative and well-established approaches to working with children and adolescents. The authors provide assessment and intervention tactics, with specific sensitivity given to the unique needs of youth within the context of school and family. ""Cognitive-Behav
Subjects: Electronic books.; Behavior modification -- Handbooks, manuals, etc.; Cognitive therapy for children -- Handbooks, manuals, etc.; School psychology -- Handbooks, manuals, etc.;
© 2014., Routledge,
On-line resources: CGCC online access;
unAPI

Cognitive-Behavioral Interventions in Educational Settings : A Handbook for Practice. by Mennuti, Rosemary B.; Christner, Ray W.; Freeman, Arthur.;
Cover -- Cognitive-behavioral Interventions in Educational Settings -- Copyright -- Contents -- List of Figures -- List of Tables -- Foreword -- Acknowledgments -- Contributors -- Section I : Foundations -- Chapter 1 : an Introduction to Cognitive-behavioral Therapy with Youth -- Chapter 2 : Implementation of Cognitive-behavioral Therapy (cbt) to School-based Mental Health: a Developmental Perspective -- Chapter 3 : Multicultural Issues in School Mental Health: Responsive Intervention in the Educational Setting -- Chapter 4 : a Cognitive-behavioral Case Conceptualization for Children and Adolescents -- Section II : Application of Cbt Interventions with Specific Disorders -- Chapter 5 : Anxiety Disorders: School-based Cognitive- Behavioral Interventions -- Chapter 6 : School Refusal Behavior: School-based Cognitive-behavioral Interventions -- Chapter 7 : Selective Mutism: Cognitive-behavioral Assessment and Intervention -- Chapter 8 : Depression: School-based Cognitive- Behavioral Interventions -- Chapter 9 : Bipolar Disorder: School-based Cognitive- Behavioral Interventions -- Chapter 10 : Adolescents with Eating Disorders: School- Based Cognitive-behavioral Interventions -- Chapter 11 : Anger and Aggression: School-based Cognitive-behavioral Interventions -- Chapter 12 : Bullying and Coercion: School-based Cognitive-behavioral Interventions -- Chapter 13 : Children with Learning Disabilities: School- Based Cognitive-behavioral Interventions.Chapter 14 : Attention Deficit Hyperactivity Disorder: School-based Cognitive-behavioral Interventions -- Chapter 15 : Individuals with Developmental Disabilities: School-based Cognitive-behavioral Interventions -- Chapter 16 : Autism: School-based Cognitive-behavioral Interventions -- Chapter 17 : Lesbian, Gay, Bisexual, Transgendered, and Questioning (lgbtq) Youth: School Climate, Stressors, and Interventions -- Chapter 18 : Children with Chronic Health Conditions: School- Based Cognitive-behavioral Interventions -- Chapter 19 : Substance-abuse Prevention: School-based Cognitive-behavioral Approaches -- Section III: Application of Cbt Interventions with Systems -- Chapter 20 : Cognitive-behavioral Strategies for School Behavioral Consultation -- Chapter 21 : Cognitive-behavioral Approaches to School- Crisis Response -- Chapter 22 : Building Resilience in Schools -- Chapter 23 : Incorporating Cognitive-behavioral Therapy in a School-wide Positive Behavioral Support System: Promoting Good Mental Health in All Children -- Section IV : Summary -- Chapter 24 : the Future of Cognitive-behavioral Interventions in Schools -- Index.Schools and school staff play a critical role in the cognitive, behavioral, emotional, social, and interpersonal development of children and adolescents. This second edition of Cognitive-Behavioral Interventions in Educational Settings teaches readers to think strategically about the individual and plan for effective and specific interventions based on the student's age, developmental level, and presenting problems. It is written by forward-thinking, established professionals whose writing represents the state-of-the-art in cognitive behavioral interventions in educational settings, and presents evidence-based interventions for a variety of issues commonly seen in schools. Including both innovative and well-established approaches, they offer assessment methods and interventions for a variety of issues and concerns faced by school-aged youth. The use of case studies and session outlines, as well as the balance of theoretical and clinical concerns, enhances this book's value as a reference for both clinicians and students. New to this edition are topics on cyber-bullying, parent and school consultation, school-wide positive behavioral support, and bipolar disorder. This is the ideal reference for those who wish to select and utilize precise interventions in school settings.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2016. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
Subjects: Electronic books.; Behavior modification -- Handbooks, manuals, etc.; Cognitive therapy for children -- Handbooks, manuals, etc.; School psychology -- Handbooks, manuals, etc.;
On-line resources: CGCC online access;
unAPI