Book contents
- Frontmatter
- Contents
- List of contributors
- 1 Introduction
- Part I Developmental cognitive theory and clinical practice
- 2 Cognitive behaviour therapy for children and adolescents: some theoretical and developmental issues
- 3 Cognitive behavioural therapy in developmental perspective
- 4 Psychological therapies: a family of interventions
- Part II Engagement and assessment
- Part III Client groups
- Part IV Applications in psychosocial adversity
- Part V Applications in specific child and adolescent psychiatric disorders
- Part VI CBT applications in preventive interventions
- Index
- References
2 - Cognitive behaviour therapy for children and adolescents: some theoretical and developmental issues
Published online by Cambridge University Press: 21 August 2009
By
Edited by
Book contents
- Frontmatter
- Contents
- List of contributors
- 1 Introduction
- Part I Developmental cognitive theory and clinical practice
- 2 Cognitive behaviour therapy for children and adolescents: some theoretical and developmental issues
- 3 Cognitive behavioural therapy in developmental perspective
- 4 Psychological therapies: a family of interventions
- Part II Engagement and assessment
- Part III Client groups
- Part IV Applications in psychosocial adversity
- Part V Applications in specific child and adolescent psychiatric disorders
- Part VI CBT applications in preventive interventions
- Index
- References
Summary
Introduction
The term cognitive behaviour therapy (CBT) is used to cover a wide range of interventions in child and adolescent mental health, including (in no particular order) psychoeducation, anger management, anxiety management, behavioural operant methods, behavioural exposure methods, self-instruction methods, graded exercise, relaxation, social skills training, some kinds of parent training and cognitive restructuring in the style of adult CBT. There is a genuine question whether and in what sense this range and variety can be usefully seen as expressions of a unified model. In any case, it is common for authors on the theory and practice of CBT for children and adolescents to point out that the treatment model should take into account developmental issues, although it is less common for there to be detailed elaboration on what the developmental issues are that are crucial in relation to CBT for children and adolescents.
It turns out, this author believes, that there is a range of complicated theoretical issues, as well as a lack of data, underlying the question of developmental context of CBT. These issues include questions such as: given that behavioural methods can be used with children and can work well in some kinds of case, what is involved in adding ‘cognitive’ therapy? What is the real difference – in methods, or in the underlying models – between behaviour therapy for children and cognitive therapy? Is there a reasonable sense in which behaviour therapy modifies cognition and, therefore, is (a kind of) cognitive therapy?
- Type
- Chapter
- Information
- Publisher: Cambridge University PressPrint publication year: 2004
References
and (1999). A longitudinal study of the relation between language and theory-of-mind development. Developmental Psychology, 35, 1311–20CrossRefGoogle ScholarPubMed
Beck, A. T. (1976). Cognitive Therapy and the Emotional Disorders. New York: International Universities Press
Beck, A. T., Emery, G. and Greenberg, R. L. (1985). Anxiety Disorders and Phobias: A Cognitive Perspective. New York: Basic Books
Bolton, D. (1995). Self-knowledge, error and disorder. In M. Davies and A. Stone (eds.), Mental Simulation: Evaluations and Applications. Oxford: Blackwell, pp. 209–34
Chandler, M. and Lalonde, C. (1996). Shifting to an interpretative theory of mind: 5- to 7-year-olds' changing conceptions of mental life. In A. J. Sameroff and M. M. Haith (eds.), The Five to Seven Year Shift. The Age of Reason and Responsibility. Chicago: University of Chicago Press, pp. 111–39
, and (1996). Cognitive processing in children: relation to anxiety and family influences. Journal of Clinical Child Psychology, 25, 170–6CrossRefGoogle Scholar
(1999). Anxiety disorders: why they persist and how to treat them. Behaviour Research and Therapy, 37, S5–S28CrossRefGoogle Scholar
Clark D. M. and Fairburn C. B. (eds.) (1997). Science and Practice of Cognitive Behaviour Therapy. Oxford: Oxford University Press
Clark, D. M. and Beck, A. T. (1999). Scientific Foundations of Cognitive Therapy and Therapy of Depression. New York: John Wiley and Sons
Demetriou, A. (1998). Cognitive development. In A. Demetriou, W. Doise and C. F. M. van Lieshout (eds.), Life-Span Developmental Psychology. New York: John Wiley and Sons Ltd, pp. 179–270
, and (1991). Effectiveness of cognitive behavior therapy for maladapting children: a meta-analysis. Psychological Bulletin, 110, 204–14CrossRefGoogle ScholarPubMed
, and (1989). Self statement modification in the treatment of child behavior disorders: a meta-analysis. Psychological Bulletin, 106, 97–106CrossRefGoogle ScholarPubMed
and (1999). Development of intuitions about the controllability of different mental states. Cognitive Development, 14, 133–46CrossRefGoogle Scholar
, and (1993). Cognitions, depressive symptoms, and development in adolescents. Journal of Abnormal Psychology, 102, 47–57CrossRefGoogle ScholarPubMed
, , and (2001). A cognitive model of schizophrenia. Psychological Medicine, 31, 189–95Google Scholar
, , and (1997). Cognitive processing and trait anxiety in typically developing children: evidence for an interpretation bias. Journal of Abnormal Psychology, 106, 486–90CrossRefGoogle ScholarPubMed
Harter, S. (1996). Developmental changes in self-understanding across the 5 to 7 shift. In A. J. Sameroff and M. M. Haith (eds.), The Five to Seven Year Shift. The Age of Reason and Responsibility. Chicago: The University of Chicago Press, pp. 207–36
Hinshaw, S. P. (2000). Attention deficit/hyperactivity disorder: the search for viable treatments. In P. C. Kendall (ed.), Child and Adolescent Therapy: Cognitive-Behavioral Procedures, second edn. New York: Guilford Press, pp. 88–128
Holmbeck, G. N., Colder, C., Shapera, W., Westhoven, V., Kenealy, L. and Updegrove, A. (2000). Working with adolescents: guidelines from developmental psychology. In P. C. Kendall (ed.), Child and Adolescent Therapy: Cognitive-Behavioral Procedures, second edn. New York: Guilford Press, pp. 335–85
Inhelder, B. and Piaget, J. (1958). The Growth of Logical Thinking from Childhood to Adolesence. New York: Basic Books
McShane, J. (1991). Cognitive Development: An Information Processing Approach. Oxford: Basil Blackwell
and (1986). Development of the concept of inferential validity. Child Development, 57, 153–65CrossRefGoogle Scholar
Nelson, K. (1996). Memory development from 4 to 7 years. In A. J. Sameroff and M. M. Haith (eds.), The Five to Seven Year Shift. The Age of Reason and Responsibility. Chicago: University of Chicago Press, pp. 141–60
Nolan, M. and Carr, A. (2000). Attention deficit hyperactivity disorder. In A. Carr (ed.), What Works with Children and Adolescents: A Critical Review of Psychological Interventions with Children, Adolescents and Their Families, Hove, UK and New York: Brunner-Routledge, pp. 65–101
and (2001). Developmental issues in cognitive therapy for childhood anxiety disorders. Journal of Cognitive Psychotherapy, 15, 165–82Google Scholar
Ronen, T. (1997). Cognitive developmental therapy with children. Chichester and New York: Wiley
Salkovskis, P. M. (1996a). The cognitive approach to anxiety: threat beliefs, safety-seeking, and the special case of health anxiety and obsessions. In P. M. Salkovskis (ed.), Frontiers of Cognitive Therapy. New York: Guilford, pp. 48–74
Salkovskis, P. M. (ed.) (1996b). Frontiers of Cognitive Therapy. New York: Guilford
(1999). Understanding and treating obsessive-compulsive disorder. Behaviour Research and Therapy, 37, S29–S52CrossRefGoogle ScholarPubMed
Sameroff A. J. and Haith, M. M. (1996). Interpreting developmental transitions. In A. J. Sameroff and M. M. Haith (eds.), The Five to Seven Year Shift. The Age of Reason and Responsibility. Chicago: University of Chicago Press, pp. 3–15
and (1962). Cognitive, social, and physiological determinants of emotional state. Psychological Review, 69, 379–99CrossRefGoogle ScholarPubMed
Sharp, M. (1997). Chronic fatigue. In D. M. Clark and C. B. Fairburn (eds.), Science and Practice of Cognitive Behaviour Therapy. Oxford: Oxford University Press, pp. 381–414
, and (1991). Young children's differentiation of hypothetical beliefs from evidence. Child Development, 62, 753–66CrossRefGoogle Scholar
Stevenson-Hinde, J. and Shouldice, A. (1996). Fearfulness: developmental consistency. In A. J. Sameroff and M. M. Haith (eds.), The Five to Seven Year Shift. The Age of Reason and Responsibility. Chicago: University of Chicago Press, pp. 237–52
, and (1994). Pre-schoolers can attribute second-order beliefs. Developmental Psychology, 30, 395–402CrossRefGoogle Scholar
Vitousek, K. M. (1996). The current status of cognitive behavioural models of anorexia nervosa and bulimia nervosa. In P. M. Salkovskis (ed.), Frontiers of Cognitive Therapy. New York: Guilford, pp. 383–418
Vygotsky, L. (1981). The genesis of higher mental functions. In J. V. Wertsch (ed.), The Concept of Activity in Soviet Psychology. New York: M. E. Sharpe Inc., pp. 144–88. Reprinted in K. Richardson and S. Sheldon (eds.) (1990), Cognitive Development to Adolescence. Hove: Lawrence Erlbaum Assoc., pp. 61–80
Weinert, F. E. and Perner, J. (1996). Cognitive development. In D. Magnusson (ed.), The Life-span Development of Individuals: Behavioural, Neurobiological, and Psychosocial Perspectives (ed.). Cambridge: Cambridge University Press, pp. 207–22
- 4
- Cited by