By Robert D. Friedberg PhD, Jessica M. McClure PsyD
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Additional resources for Clinical Practice of Cognitive Therapy with Children and Adolescents: The Nuts and Bolts
Through observation) or by direct experience (Bandura, 1977, 1986). Depending on the learning circumstance, antecedent stimuli may either directly elicit the behavior or simply set the stage for the behavior to occur. If the behavior is acquired through classical conditioning, certain stimuli have come to elicit emotionally charged behavior. In these instances, stimuli acquire the capacity to pull out an emotional response from the child. For example, suppose a demanding fifth-grade teacher slams his book closed every time he is about to announce a pop quiz.
Problem-solving strategies should be taught to Tessa throughout the treatment process. 6. Cognitive techniques aimed at Tessa’s view of herself as fragile should also be initiated. 7. Tessa’s mother should be included in child-centered parent training to develop a contingency management program for therapy homework completion. Additionally, therapy should focus on helping the mother decrease her overprotectiveness and increase 32 CHAPTER TWO her consistency in responding to Tessa’s needs. , mother and aunt).
THERAPIST: You really seem more interested in fighting with me than in working with me. I’m trying to figure out a way we might work together. How does that sound? ) Well, I’m kind of stuck about what to do. Should we stop now? ) I think we need to develop this a bit more. ) THERAPIST: I’ll take that to mean this is kind of pissing you off. Boy, this is hard. You’re really making me work. How am I doing so far? ) THERAPIST: We need another cue. Would you be willing to simply tell me “Yes” or “No”?