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A Problem-Oriented Group Approach to Reduce Children's Fears and Concerns About the Secondary School Transition
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- Journal:
- Journal of Psychologists and Counsellors in Schools / Volume 28 / Issue 1 / June 2018
- Published online by Cambridge University Press:
- 01 February 2018, pp. 84-101
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- June 2018
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The Relationships Between Metacognition, Anticipatory Processing, and Social Anxiety
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- Journal:
- Behaviour Change / Volume 32 / Issue 2 / June 2015
- Published online by Cambridge University Press:
- 29 May 2015, pp. 114-126
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A Multi-Session Attribution Modification Program for Children with Aggressive Behaviour: Changes in Attributions, Emotional Reaction Estimates, and Self-Reported Aggression
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- Journal:
- Behavioural and Cognitive Psychotherapy / Volume 43 / Issue 5 / September 2015
- Published online by Cambridge University Press:
- 25 April 2014, pp. 538-548
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- September 2015
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The Differential Effects of Written and Spoken Presentation for the Modification of Interpretation and Judgmental Bias in Children
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- Journal:
- Behavioural and Cognitive Psychotherapy / Volume 42 / Issue 5 / September 2014
- Published online by Cambridge University Press:
- 13 May 2013, pp. 535-554
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- September 2014
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Experimentally Modifying Interpretations for Positive and Negative Social Scenarios in Children: A Preliminary Investigation
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- Journal:
- Behavioural and Cognitive Psychotherapy / Volume 41 / Issue 1 / January 2013
- Published online by Cambridge University Press:
- 17 July 2012, pp. 103-116
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- January 2013
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Social Interaction Anxiety and the Discounting of Positive Interpersonal Events
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- Journal:
- Behavioural and Cognitive Psychotherapy / Volume 38 / Issue 5 / October 2010
- Published online by Cambridge University Press:
- 21 July 2010, pp. 597-609
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- October 2010
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Interpretations for Safety Behaviours in High and Low Socially Anxious Individuals
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- Journal:
- Behavioural and Cognitive Psychotherapy / Volume 37 / Issue 2 / March 2009
- Published online by Cambridge University Press:
- 10 March 2009, pp. 167-178
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- March 2009
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