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\"Comprehensive introduction to the theory and practice of child and adolescent therapy Child and Adolescent Therapy: Science and Art, Second Edition relies on both psychotherapy research and clinical expertise to create a comprehensive guide to evidence-based practice for providers of child and adolescent therapy. It includes explanations of all major theoretical orientations and the techniques associated with each, with application to the major diagnostic categories. This updated Second Edition includes a new chapter on Mindfulness-Based Cognitive-Behavioral Therapies (Dialectical Behavior Therapy and Acceptance and Commitment Therapy), incorporation of recent neuroscience research, instruction in Motivational Interviewing, and guidance in using therapeutic diagrams with young clients. The book models the thought process of expert therapists by describing how the science and art of therapy can be combined to provide a strong basis for treatment planning and clinical decision-making. Theoretical concepts, empirically supported treatments, and best practices are translated into concrete, detailed form, with numerous examples of therapist verbalizations and conversations between counselor and client. Child and Adolescent Therapy: Science and Art, Second Edition: Explains the work of therapists from the ground up, beginning with fundamentals and moving on to advanced theory and technique Covers the major theoretical approaches--behavioral, cognitive, mindfulness-based, psychodynamic, constructivist, and family systems Guides therapists in planning effective treatment strategies with balanced consideration of outcome research, cultural factors, and individual client characteristics Connects treatment planning with the diagnostic characteristics of the major child and adolescent disorders For both students and skilled clinicians looking for new ideas and techniques, Child and Adolescent Therapy: Science and Art, Second Edition offers a thorough, holistic examination of how best to serve young therapy clients\"-- Provided by publisher.

Comprehensive introduction to the theory and practice of child and adolescent therapy Child and Adolescent Therapy: Science and Art, Second Edition relies on both psychotherapy research and clinical expertise to create a comprehensive guide to evidence-based practice for providers of child and adolescent therapy. It includes explanations of all major theoretical orientations and the techniques associated with each, with application to the major diagnostic categories. This updated Second Edition includes a new chapter on Mindfulness-Based Cognitive-Behavioral Therapies (Dialectical Behavior Therapy and Acceptance and Commitment Therapy), incorporation of recent neuroscience research, instruction in Motivational Interviewing, and guidance in using therapeutic diagrams with young clients. The book models the thought process of expert therapists by describing how the science and art of therapy can be combined to provide a strong basis for treatment planning and clinical decision-making. Theoretical concepts, empirically supported treatments, and best practices are translated into concrete, detailed form, with numerous examples of therapist verbalizations and conversations between counselor and client. Child and Adolescent Therapy: Science and Art, Second Edition: Explains the work of therapists from the ground up, beginning with fundamentals and moving on to advanced theory and technique Covers the major theoretical approaches-behavioral, cognitive, mindfulness-based, psychodynamic, constructivist, and family systems Guides therapists in planning effective treatment strategies with balanced consideration of outcome research, cultural factors, and individual client characteristics Connects treatment planning with the diagnostic characteristics of the major child and adolescent disorders For both students and skilled clinicians looking for new ideas and techniques, Child and Adolescent Therapy: Science and Art, Second Edition offers a thorough, holistic examination of how best to serve young therapy clients.

We compared a research-based, manualized intervention called Helping the Noncompliant Child (HNC; McMahon and Forehand 2003 ) to treatment as usual (TAU) for 194 children, 3–9 years old, with disruptive behavior disorders in a community clinic. The two interventions did not produce different outcomes or levels of parent satisfaction. However, almost three times as many parents in the HNC condition stated they ended therapy because their goals had been met, and almost three times as many parents in TAU stated they terminated because of practical obstacles. Number of sessions was related to outcome in the HNC condition but not in TAU.

This study used an experimental design to evaluate the effectiveness of two procedures designed to inform parents about the workings of child therapy, increase the accuracy of their expectations for their child's treatment, and thereby improve their attendance rates. The informational materials explained the importance of parental involvement, how play is used in therapy, confidentiality, and the importance of persisting with treatment until goals are met. Participants were 149 parents or primary caretakers of children aged 3-10 years old. The findings were that: (1) The combination of a brochure and videotape increased the accuracy of parental expectations; (2) the brochure alone had no effect; (3) parents with more accurate expectations had higher rates of treatment utilization on 2 of 7 indices of attendance; and (4) the preparation procedures did not improve attendance rates. Implications for understanding and improving parental utilization of child therapy services are discussed.

This exploratory investigation of children's teasing consists of a literature review, theory development, and the report of preliminary data. We propose that teasing consists of a communication, directed by an agent to a target, which synthesizes elements of aggression, humor, and ambiguity. Teasing messages are not meant literally, and often they exaggerate or overstate the intended derogation. For the target, making an attribution for the teaser's intention may be a complex task, and incorrect decoding may cause misunderstandings. Teasers see their motives as benign and friendly, whereas targets, especially young children, often experience teasing as hostile and painful. Social patterns suggest that teasing is an expression of status dominance and a mechanism for promoting conformity within groups. Much teasing occurs as a power-oriented interaction in which bullies dominate unassertive children, but there are also playful and beneficial aspects of teasing.

This chapter describes “hybrid” therapies that bring together three major intellectual traditions as sources of insight into human problems and change. Behavior therapy is based on laboratory discoveries about mechanisms of learning; cognitive therapy traces its origins to the ancient Roman philosophy of Stoicism; and the chapter focuses on a third source whose insights and techniques have been blended with the other two: Eastern spiritual traditions, especially Zen Buddhism. Buddhism's contribution to the hybrid therapies is psychological and technical in nature. The chapter describes three related types of interventions: general mindfulness work and two treatment packages, dialectical behavior therapy (DBT) and acceptance and commitment therapy (ACT). Mindfulness exercises have found their way into the psychotherapeutic repertoire, and they have proved effective as tools in cognitive‐behavioral treatment packages, with DBT and ACT as the most prominent examples.

The term family systems therapy has a more specific meaning that identifies a well‐defined theoretical approach: The theory emphasizes patterns of interaction among family members, rather than their individual, internal characteristics. This chapter describes family systems therapy as a theoretical orientation, not simply a modality in which two or more family members participate in sessions. Systems‐oriented assessment begins when the family enters the room. Facilitation of communication among family members is usually the first change process that therapists set in motion when families begin counseling. A reframe is a reinterpretation of a behavior of one family member, largely for the benefit of the others. The purpose of the technique is to change the way family members see each other—to change the meanings they perceive in each other's actions. Specifically, reframes change explanations or attributions for behaviors: They identify a different reason or cause for the behavior in question.

This chapter focuses on noncompliant behavior—children refusing to do what adults tell them to do. Noncompliance in its various forms is the most common reason for referral to child mental health centers, especially for boys. The etiology of disruptive behavior problems, like most forms of psychopathology, includes an important genetic component that, beginning in infancy, manifests itself in child temperament. Observation of parent‐child interaction is an important assessment method for children with disruptive behavior problems because noncompliance is generally a characteristic of interactions between the child and authority figure, not a purely internal attribute of the child. Treatment planning occurs at the nexus of two types of information: general, scientific knowledge about categories of clients and individual, personal information about the child sitting in front of the therapists. In behavioral‐systemic parent training, therapeutic activities focus on the parent.