Newly updated edition of the highly successful core text for using cognitive behaviour therapy with children and young people
The previous edition of Think Good, Feel Good was an exciting, practical resource that pioneered the way mental health professionals approached Cognitive Behaviour Therapy with children and young people. This new edition continues the work started by clinical psychologist Paul Stallard, and provides a range of flexible and highly appealing materials that can be used to structure and facilitate work with young people. In addition to covering the core elements used in CBT programmes, it incorporates ideas from the third wave CBT therapies of mindfulness, compassion focused therapy and acceptance and commitment therapy. It also includes a practical series of exercises and worksheets that introduce specific concepts and techniques.
Developed by the author and used extensively in clinical practice, Think Good, Feel Good, Second Edition: A CBT Workbook for Children and Young People starts by introducing readers to the origin, basic theory, and rationale behind CBT and explains how the workbook should be used. Chapters cover elements of CBT including identifying thinking traps; core beliefs; controlling feelings; changing behaviour; and more.
Written by an experienced professional with all clinically tested material
Fully updated to reflect recent developments in clinical practice
Wide range of downloadable materials
Includes ideas for third wave CBT, Mindfulness, Compassion Focused Therapy and Acceptance and Commitment Therapy
Think Good, Feel Good, Second Edition: A CBT Workbook for Children and Young People is a "must have" resource for clinical psychologists, child and adolescent psychiatrists, community psychiatric nurses, educational psychologists, and occupational therapists. It is also a valuable resource for those who work with young people including social workers, school nurses, practice counsellors, teachers and health visitors.
Frequently asked questions
Yes, you can cancel anytime from the Subscription tab in your account settings on the Perlego website. Your subscription will stay active until the end of your current billing period. Learn how to cancel your subscription.
No, books cannot be downloaded as external files, such as PDFs, for use outside of Perlego. However, you can download books within the Perlego app for offline reading on mobile or tablet. Learn more here.
Perlego offers two plans: Essential and Complete
Essential is ideal for learners and professionals who enjoy exploring a wide range of subjects. Access the Essential Library with 800,000+ trusted titles and best-sellers across business, personal growth, and the humanities. Includes unlimited reading time and Standard Read Aloud voice.
Complete: Perfect for advanced learners and researchers needing full, unrestricted access. Unlock 1.4M+ books across hundreds of subjects, including academic and specialized titles. The Complete Plan also includes advanced features like Premium Read Aloud and Research Assistant.
Both plans are available with monthly, semester, or annual billing cycles.
We are an online textbook subscription service, where you can get access to an entire online library for less than the price of a single book per month. With over 1 million books across 1000+ topics, we’ve got you covered! Learn more here.
Look out for the read-aloud symbol on your next book to see if you can listen to it. The read-aloud tool reads text aloud for you, highlighting the text as it is being read. You can pause it, speed it up and slow it down. Learn more here.
Yes! You can use the Perlego app on both iOS or Android devices to read anytime, anywhere — even offline. Perfect for commutes or when you’re on the go. Please note we cannot support devices running on iOS 13 and Android 7 or earlier. Learn more about using the app.
Yes, you can access Think Good, Feel Good by Paul Stallard in PDF and/or ePUB format, as well as other popular books in Psychology & Clinical Psychology. We have over one million books available in our catalogue for you to explore.
Chapter One Cognitive behaviour therapy: theoretical origins, rationale, and techniques
Cognitive behavioural therapy (CBT) is a generic term to describe psychotherapeutic interventions based on cognitive, behavioural, and problem-solving approaches. The overall aim of CBT is to facilitate an awareness of the important role of cognitions on emotions and behaviours (Hofmann, Sawyer, and Fang 2010). CBT therefore embraces the core elements of both cognitive and behavioural theories and has been defined by Kendall and Hollon (1979) as seeking to
preserve the efficacy of behavioural techniques but within a less doctrinaire context that takes account of the child's cognitive interpretations and attributions about events.
CBT has established itself through numerous randomised controlled trials as an effective psychological treatment for children. It has proven to be effective in the treatment of anxiety (James et al. 2013; Reynolds et al. 2012; Fonagy et al. 2014), depression (Chorpita et al. 2011; Zhou et al. 2015; Thapar et al. 2012), post-traumatic stress disorder (Cary and McMillen, 2012; Gillies et al. 2013), chronic pain (Palermo et al. 2010; Fisher et al. 2014), and obsessive compulsive disorder (Franklin et al. 2015). In addition, CBT has informed many school-based prevention programmes and been found to be effective in reducing symptoms of depression (Hetrick et al. 2016; Calear and Christensen 2010), anxiety (Werner-Seidler et al. 2017; Stockings et al. 2016, Neil and Christensen 2009), and post-traumatic symptoms (Rolfsnes and Idsoe 2011).
The substantial body of knowledge demonstrating effectiveness has resulted in CBT being recommended by expert groups such as the UK National Institute for Health and Care Excellence (NICE) and the American Academy of Child and Adolescent Psychiatry for the treatment of young people with emotional disorders including depression, obsessive compulsive disorders, post-traumatic stress disorder, and anxiety. This growing evidence base has also prompted the development of a national training programme in the UK in CBT, Improving Access to Psychological Therapies (IAPT), which has now been extended to children and young people (Shafran et al. 2014).
CBT is an evidence-based intervention for the prevention and treatment of psychological problems.
The foundations of cognitive behaviour therapy
The theoretical basis for CBT has evolved over many years through the work of a number of significant influences. A review of this research is beyond the remit of this book, although it is important to note some of the key concepts and approaches that have underpinned and shaped CBT as we currently know it.
CBT is a generic term to describe therapeutic interventions based on behavioural, cognitive, and problem-solving approaches. It has evolved through three distinct phases or waves, each of which has significantly contributed to clinical practice.
First wave: behaviour therapy
The first phase was based on learning theory and was shaped by the pioneering work of Pavlov (1927), Wolpe (1958), and Skinner (1974) demonstrating classical and operant conditioning. This work established how emotional responses, such as anxiety, could become associated (conditioned) with specific events and situations, i.e. spiders or talking with people. Thus anxiety could be reduced by pairing events that trigger the anxiety (i.e. seeing a spider, approaching a group of people) with an antagonistic response (relaxation). This procedure (systematic desensitisation) continues to be widely used in clinical practice and involves graded exposure, both in vivo and in imagination, to a hierarchy of feared situations whilst remaining relaxed.
The second major influence of behaviour therapy highlighted the important role of environmental influences on behaviour. This work demonstrated that behaviour is triggered by environmental influences (antecedents) and that the consequences which follow will influence the likelihood of that behaviour occurring again. Behaviour will increase in occurrence if it is followed by positive consequences (positive reinforcement), or not followed by negative consequences (negative reinforcement). A detailed understanding of antecedents and the use of reinforcement to increase adaptive behaviours continue to be widely used techniques in CBT interventions.
Relaxation training, systematic desensitisation, exposure, and reinforcement are effective techniques.
Second wave: cognitive therapy
The second phase built on the efficacy of behavioural techniques by paying attention to the personal meanings and interpretations that individuals make about the events that occur. This was heavily influence by the work of Ellis (1962), Beck (1976), and Beck et al. (1979) who proposed that problems with emotions and behaviour arise from the way events are construed rather than by the event per se. As such, emotions and behaviours can be changed by challenging the meanings and ways in which events are processed. This led to the development of a comprehensive understanding of different types of cognitions (core beliefs, assumptions, and automatic thoughts); their focus (cognitive triad – about me, the future, the world); their content (personal threat, failure, responsibility, and blame); and the way in which information is processed (selective and biased). This is summarised in Figure 1.1.
Figure 1.1 The cognitive model.
In terms of cognitions, the strongest and deepest are core beliefs (or schemas) which are developed during childhood as a result of significant and/or repeated experiences. Overly critical and demanding parents may, for example, lead a child to develop a belief that they are a ‘failure’. Core beliefs are very strong, global, rigid, fixed ways of thinking that are resistant to change. They underpin the meanings and interpretations that we make about ourselves, our world, and our future and lead us to make predictions about what will happen. The child with a belief that they are a ‘failure’ will therefore expect to fail in most situations.
These beliefs are activated by events similar to those that produced them (i.e. school tests). Once activated, attention, memory, and interpretation processing biases filter and select information that is consistent with the belief. Attention biases result in attention being focused on information that confirms the belief (i.e. looking for evidence of failure), whilst neutral or contradictory information is overlooked. Memory biases result in the re...
Table of contents
Cover
Title Page
Copyright
About the author
Acknowledgement
Online resources
Chapter One: Cognitive behaviour therapy: theoretical origins, rationale, and techniques
Chapter Two: Cognitive behaviour therapy with children and young people
Chapter Three: Think good, feel good: an overview of materials
