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
3 - Cognitive behavioural therapy in developmental perspective
Published online by Cambridge University Press: 21 August 2009
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
Studies showing the effectiveness of cognitive behavioural therapy (CBT) for children have proliferated in recent years. Findings from these investigations provide clear evidence that CBT is an effective clinical tool for treating some of the more common psychological disorders in children and adolescence, principally anxiety and depression (Kendall, 1985; Harrington et al., 1998). Given that this first essential hurdle has been cleared, attention can now be directed towards two follow-on questions: what are the mechanisms underlying effective treatment and how do we understand the inevitable variation in treatment response? This chapter addresses these latter questions by appealing to developmental theory and research relevant to social cognitions and psychological disorders in children and adolescence.
The aims of the chapter are to outline why a developmental model of CBT is needed and how one might be constructed; to review illustrative findings from research on children's social cognitions and the extent to which CBT with children is informed by this research; to identify some of the obstacles blocking greater synthesis of developmental and clinical research relevant to CBT with children; and to draw implications for assessment and interventions.
What is a developmental approach?
Before considering what a development perspective can add to the practice of CBT with children, we first need to assess what it is. A developmental approach as applied to CBT with children can be characterized by several distinct features.
- Type
- Chapter
- Information
- Cognitive Behaviour Therapy for Children and Families , pp. 25 - 47Publisher: Cambridge University PressPrint publication year: 2004
References
, and (2002). An examination of the response styles theory of depression in third- and seventh-grade children: a short-term longitudinal study. Journal of Abnormal Child Psychology, 30, 515–27CrossRefGoogle ScholarPubMed
Ainsworth, M. D. S., Blehar, M. C., Waters, E. and Wall, S. (1978). Patterns of Attachment: A Psychological Study of the Strange Situation. Hillsdale, NJ: Erlbaum
, and (1996). Family treatment of childhood anxiety: a controlled trial. Journal of Consulting and Clinical Psychology, 64, 333–42CrossRefGoogle ScholarPubMed
Beck, A. T., Rush, A. J., Shaw, B. F. and Emery, G. (1979). Cognitive Therapy of Depression. New York, NY: Wiley
(1995). Social cue interpretation of anxious children. Journal of Clinical Child Psychology, 24, 1–10Google Scholar
, and (1996). Infant attachment security and affective-cognitive information processing at age 3. Psychological Science, 7, 111–14CrossRefGoogle Scholar
and (2000). Dysfunctional cognitions in children with social phobia, separation anxiety disorder and generalised anxiety disorder. Journal of Abnormal Child Psychology, 28, 205–11CrossRefGoogle Scholar
(1996). Developmental issues in obsessive-compulsive disorder. Journal of Child Psychology and Psychiatry, 37, 131–7CrossRefGoogle ScholarPubMed
and (1999). Theory of mind in preadolescence: relations between social understanding and social competence. Social Development, 8, 237–55CrossRefGoogle Scholar
Bowlby, J. (1982). Attachment and Loss: Volume 1. Attachment, 2nd edn. New York: Basic Books
Bowlby, J. (1988). Developmental psychiatry comes of age. American Journal of Psychiatry, 145, 1–10CrossRef
Bretherton, I. and Mulholland, K. A. (1999). Internal working models in attachment relationships: a construct revisited. In J. Cassidy and P. Shaver (eds.), Handbook of Attachment. New York, NY: Guilford, pp. 89–111
Bretherton, I., Ridgeway, D. and Cassidy, J. (1990). Assessing internal working models of the attachment relationship: an attachment story completion task for 3-year-olds. In M. T. Greenbergh, D. Cicchetti and E. M. Cummings (eds.), Attachment in the Preschool Years. Chicago: University of Chicago Press, pp. 273–308
, , and (1986). Developmental changes in children's cognition to stressful and painful situations. Journal of Pediatric Psychology, 11, 343–57CrossRefGoogle ScholarPubMed
and (1996). Continuities in emotion understanding from three to six years. Child Development, 67, 789–802CrossRefGoogle ScholarPubMed
, and (1996). Why talk about mental states? The significance of children's conversations with friends, siblings, and mothers. Child Development, 67, 836–49CrossRefGoogle ScholarPubMed
Cicchetti, D. and Cohen, D. J. (1995). Perspectives in developmental psychopathology. In D. Cicchetti and D. J. Cohen (eds.), Developmental Psychopathology. New York: Wiley, pp. 2–20
, and (1997). Reflected self-appraisals: strength and structure of the relation of teacher, peer and parent ratings to children's self-perceived competencies. Journal of Educational Psychology, 89, 55–70CrossRefGoogle Scholar
Conduct Problems Prevention Research Group. (1992). A developmental and clinical model for the prevention of conduct disorder: the Fast Track program. Development and Psychopathology, 4, 509–27CrossRef
and (2000). Social policy and prevention in mental health. Development and Psychopathology, 12, 815–34CrossRefGoogle ScholarPubMed
and (1994). A review and reformulation of social information processing mechanisms in children's social adjustment. Psychological Bulletin, 115, 74–101CrossRefGoogle Scholar
and (1996). Family processes in child and adolescent anxiety and depression. Behaviour Change, 13, 231–9CrossRefGoogle Scholar
Dobson, K. S. (1988). Handbook of Cognitive-Behavior Therapies. New York, NY: Guilford Press
(1993). Social-cognitive mechanisms in the development of conduct disorder and depression. Annual Review of Psychology, 44, 559–84CrossRefGoogle ScholarPubMed
and (1982). Social cognitive biases and deficits in aggressive boys. Child Development, 53, 620–35CrossRefGoogle ScholarPubMed
, and (1991). Effectiveness of cognitive-behavioral therapy for maladapting children: a meta-analysis. Psychological Bulletin, 110, 204–14CrossRefGoogle ScholarPubMed
, , et al. (1997). Ritual, habit and perfectionism: the prevalence and development of compulsive-like behavior in normal young children. Child Development, 68, 58–68CrossRefGoogle ScholarPubMed
(1999). Cognitive development: children's knowledge about the mind. Annual Review of Psychology, 50, 21–45CrossRefGoogle ScholarPubMed
(1988). Assessing cognitions in anxious children. Behavior Modification, 12, 267–80CrossRefGoogle ScholarPubMed
Garber, J. (2000). Development and depression. In A. J. Sameroff, M. Lewis and S. M. Miller (eds.), Handbook of Developmental Psychopathology, 2nd edn. New York: Kluwer Academic/Plenum Press, pp. 467–90CrossRef
and (2001). Predictors of depressive cognitions in young adolescents. Cognitive Therapy and Research, 25, 353–76CrossRefGoogle Scholar
, and (2002). Mother knows best: the effects of maternal modelling on the acquisition of fear and avoidance behaviour in toddlers. Behaviour, Research and Therapy, 40, 279–87CrossRefGoogle ScholarPubMed
, , and (1995). Mothers' expressed attitudes: associations with maternal depression and children's self-esteem and psychopathology. Journal of the American Academy of Child and Adolescent Psychiatry, 33, 1265–74CrossRefGoogle Scholar
and (1980). Constancy of gender identity for self and others in children between the ages of three and seven. Child Development, 51, 275–8CrossRefGoogle Scholar
, and (2000). A new method of evaluating attachment representations in young school-age children: the Manchester Child Attachment Story Task. Attachment and Human Development, 2, 48–70CrossRefGoogle ScholarPubMed
and (1971). Development of a sense of self-identity in children. Child Development, 42, 1909–21CrossRefGoogle ScholarPubMed
(1994). An advanced test of theory of mind: understanding of story characters' thoughts and feelings by able autistic, mentally handicapped, and normal children and adults. Journal of Autism and Developmental Disorders, 24, 129–55CrossRefGoogle ScholarPubMed
and (1996). Theory of mind and social impairment in children with conduct disorder. British Journal of Developmental Psychology, 14, 385–98CrossRefGoogle Scholar
, , and (1998). Systematic review of efficacy of cognitive behaviour therapies in childhood and adolescent depressive disorder. British Medical Journal, 316, 1559–63CrossRefGoogle ScholarPubMed
and (2001). Parent-child interactions and anxiety disorders: an observational study. Behaviour, Research and Therapy, 39, 1411–27CrossRefGoogle Scholar
, , , and (2002). The other side of the coin: using intervention research in child anxiety disorders to inform developmental psychopathology. Development and Psychopathology, 14, 819–41CrossRefGoogle ScholarPubMed
, , , and (2002). Generalised and relationship-specific models of social cognition: explaining the overlap and discrepancies. Journal of Child Psychology and Psychiatry, 43, 873–83CrossRefGoogle Scholar
(1985). Towards a cognitive-behavioral model of child psychopathology and a critique of related interventions. Journal of Abnormal Child Psychology, 13, 357–72CrossRefGoogle Scholar
and (1998). Attachment and emotional understanding in preschool children. Developmental Psychology, 34, 1038–45CrossRefGoogle ScholarPubMed
, , , and (1987). Psychiatric illness in the mothers of anxious children. American Journal of Psychiatry, 144, 1580–3Google ScholarPubMed
, , and (2000). ‘Danger is lurking everywhere.’ The relation between anxiety and threat perception abnormalities in normal children. Journal of Behavior Therapy and Experimental Psychiatry, 31, 123–36CrossRefGoogle ScholarPubMed
, , and (2001). Cognitive vulnerability to depression in 5-year-old children of depressed mothers. Journal of Child Psychology and Psychiatry, 42, 891–9CrossRefGoogle ScholarPubMed
(1978). The development of the concepts of effort and ability, perception of academic attainment and the understanding that difficult tasks require more ability. Child Development, 49, 800–4CrossRefGoogle Scholar
(1991). Responses to depression and their effects on the duration of depressive episodes. Journal of Abnormal Psychology, 100, 569–82CrossRefGoogle Scholar
, and (1992). Predictors and consequences of childhood depressive symptoms: a 5-year longitudinal study. Journal of Abnormal Psychology, 101, 405–22CrossRefGoogle ScholarPubMed
(2002). Annotation: the “effects” of parenting reconsidered. Findings, challenges, and applications. Journal of Child Psychology and Psychiatry, 43, 555–72CrossRefGoogle ScholarPubMed
and (1999). Intra-individual differences and relationship-specificity of social understanding and mentalising in early adolescence. Social Development, 8, 256–74CrossRefGoogle Scholar
, and (1982). Socialization of achievement attitudes and beliefs: parental influences. Child Development, 53, 310–21CrossRefGoogle Scholar
(1986). Children's self-speech and self-regulation during a fear-provoking behavioral test. Behaviour, Research and Therapy, 24, 181–91CrossRefGoogle ScholarPubMed
Prins, P. J. M. (2000). Affective and cognitive processes and the development and maintenence of anxiety and its disorders. In W. K. Silverman and P. D. A. Treffers (eds.), Anxiety Disorders in Children and Adolescents: Research, Assessment and Intervention. Cambridge, UK: Cambridge University Press, pp. 23–44
Rapee, R. M. (2001). The development of generalized anxiety. In M. W. Vasey and M. M. Dadds (eds.), The Developmental Psychopathology of Anxiety. New York, NY: Oxford University Press, pp. 1045–95CrossRef
, , and (1980). A developmental study of learned helplessness. Developmental Psychology, 16, 616–24CrossRefGoogle Scholar
(1982). Development of character constancy of self and other. Child Development, 53, 505–15CrossRefGoogle Scholar
, , and (2001). The influence of family context and experimental context on cognition in anxious children. Journal of Abnormal Child Psychology, 29, 585–96CrossRefGoogle ScholarPubMed
, , , , and (1999). Contingency management, self-control, and education-support in the treatment of childhood phobic disorders: a randomised clinical trial. Journal of Consulting and Clinical Psychology, 67, 675–87CrossRefGoogle Scholar
, and (2001). Examining outcome variability: correlates of treatment response in a child and adolescent anxiety clinic. Journal of Clinical Child Psychology, 30, 422–36CrossRefGoogle Scholar
, , and (1988). Overanxious disorder: an examination of developmental differences. Journal of Abnormal Child Psychology, 16, 433–43CrossRefGoogle ScholarPubMed
, , , and (2000). Interpretation of ambiguous emotional information in clinically anxious children and adolescents. Cognition and Emotion, 14, 809–22CrossRefGoogle Scholar
, , , and (1999). Biases in visual attention in children and adolescents with clinical anxiety and mixed anxiety-depression. Journal of Abnormal Child Psychology, 27, 215–23CrossRefGoogle ScholarPubMed
Target, M., Fonagy, P., Shmueli-Goetz, Y., Datta, A. and Schneider, T. (1998). The Child Attachment Interview (CAI) Protocol, revised edn., VI, 1/5/99. University College London
(1988). Cognitive vulnerability to persistent depression. Cognition and Emotion, 2, 247–74CrossRefGoogle Scholar
, and (1996). Anxiety and the processing of emotionally threatening stimuli: distinctive patterns of selective attention among high and low anxious children. Child Development, 67, 1173–85CrossRefGoogle Scholar
(1981). Illusory contingency at the state fair. Developmental Psychology, 17, 481–9CrossRefGoogle Scholar
- 1
- Cited by