By John R. Weisz

Simply because they've been validated in study and proven to paintings, the remedies for baby and adolescent psychological illnesses during this e-book are known as "evidence-based". Chapters hide remedies for the main generally referred adolescence difficulties: nervousness, melancholy, ADHD, and behavior difficulties. John Weisz describes the suggestions and theories underlying every one remedy and information approaches, illustrating them with case examples. The e-book heavily examines every one treatment's power use in daily medical perform and may be priceless to practitioners, scientific supervisors, and scientific software administrators. It additionally summarizes and opinions the facts on every one therapy, for these making plans classes on adolescence therapy.

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Psychotherapy for Children and Adolescents: Evidence-Based Treatments and Case Examples

Simply because they've been verified in learn and proven to paintings, the remedies for baby and adolescent psychological illnesses during this booklet are referred to as "evidence-based". Chapters disguise remedies for the main normally referred early life difficulties: nervousness, melancholy, ADHD, and behavior difficulties. John Weisz describes the strategies and theories underlying each one remedy and info strategies, illustrating them with case examples.

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1991). Dush et al. (1989) found positive effects associated with a specific cognitivebehavioral technique that involves training youngsters to change the selfstatements they make when confronting problems. , 1993) have found respectable mean effects of family therapy somewhat higher for measures of individual family members’ behavior than for family interaction measures. , 1988), and for psychotherapies administered in school settings (Prout & DeMartino, 1986). Summing Up: Effects of Child and Adolescent Psychotherapy and Some Caveats Our survey shows a positive picture of youth treatment outcomes in the broad research literature on youth psychotherapy, but a disappointing picture of the outcomes of usual clinical care.

Range: 5–24 Session length . . . . . . . . . . . . . Range: 50 minutes–1 hour Session participants . . . . . . . . . . Therapist and children (individually or in small groups) Theoretical orientation . . . . . . . . . . . . . . . Classical (respondent) conditioning Treatment elements: 1. Assess fear levels in child who is to be treated. 2. Establish fear hierarchy with feared stimuli arranged from least to most anxiety-provoking.

We will focus here on two research examples targeting animal-related fears. Using live modeling to help children overcome fear of nonpoisonous snakes. Murphy and Bootzin (1973) used one approach to live modeling with children who were afraid of nonpoisonous snakes. Children were selected who both reported such a fear and proved unable to touch a snake for 10 seconds during a behavioral approach test. The participants included 67 fearful children from first to third grades (age, gender, and ethnicity not reported).

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Psychotherapy for Children and Adolescents: Evidence-Based by John R. Weisz
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