By Philip C. Kendall PhD ABPP

Revised and multiplied with six completely new chapters, the 3rd version of this authoritative quantity provides potent cognitive-behavioral ways for treating the main usually encountered baby and adolescent problems. prime scientist-practitioners have contributed absolutely up to date chapters on aggression, anger, ADHD, melancholy, anxiousness issues, and developmental matters particular to operating with kids. New chapters disguise obsessive/n-/compulsive ailment, consuming problems, reactions to failures, sexual abuse, suicidality, and psychotherapy approach concerns. the newest empirical findings and evidence-based scientific strategies are built-in all through this remarkable medical source and textual content, and plenty of new case illustrations were extra.

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Extra resources for Child and Adolescent Therapy Cognitive. Behavioral Procedures

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C. Kendall, Annual review of behavior therapy: Theory and practice (Vol. 9, pp. 39–94). New York: Brunner/Mazel. Kendall, P. C. (1985). Toward a cognitive-behavioral model of child psychopathology and a critique of related interventions. Journal of Abnormal Child Psychology, 13, 357–372. Kendall, P. C. (1989). The generalization and maintenance of behavior change: Comments, considerations, and the “no-cure” criticism. Behavior Therapy, 20, 357–364. Kendall, P. C. (1993). Cognitive-behavioral therapies with youth: Guiding theory, current status, and emerging developments.

Emotional forces are crucial in the design and conduct of interventions, and in the eventual permanence of effective intervention outcomes. 1. The higher the bar, the higher the emotionality: A high bar indicates a behavioral event that is more emotionally intense. Emotional intensity contributes because the more intense the experience, the greater the impact on the development of a cognitive structure (schema). Accordingly, minor events, in terms of emotional involvement, may have a limited influence of attributions, future expectations, and behavior, whereas an emotionally significant event has greater impact on the development of a cognitive structure and on future thinking and action.

Kendall, P. C. (1977). On the efficacious use of verbal self-instructional procedures with children. Cognitive Therapy and Research, 1, 331–341. Kendall, P. C. (1981). Assessment and cognitive-behavioral interventions: Purposes, proposals and problems. In P. C. Kendall & S. D. ), Assessment strategies for cognitivebehavioral interventions (pp. 1–12). New York: Academic Press. Kendall, P. C. (1984). Behavioral assessment and methodology. In G. T. Wilson, C. M. Franks, K. D. Brownell, & P. C. Kendall, Annual review of behavior therapy: Theory and practice (Vol.

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