Cognitive Therapy Technique for Children and Adolescents is a practical, well-written “toolbox” of cognitive behavioural therapy (CBT) techniques for children and youth, written for CBT therapists. The authors provide a wide range of CBT tools organized into separate sections titled Behavioural Interventions, Self Instructional and Cognitive Restructuring, Rational Analysis and Performance, and Attainment and Exposure. This book assumes a basic knowledge of CBT constructs such as the cognitive triangle, cognitive schemata, and challenging distorted thinking.
The modular layout of the book begins with a psycho-education module as a way of orienting the reader to a common understanding of the therapy process. Next the therapist may choose one of the other modules depending on a collaborative understanding between therapist and client about what is needed. This allows the reader to choose from a Behavioural Intervention Module, a Cognitive Restructuring Module, a Rational Analysis Module, and a Performance Attainment Exposure Module.
Each module provides multiple examples of exercises, games, and role plays to be used by therapists in collaboration with their patients. Each tool presented outlines materials needed and the range of ages for which the tool is recommended, as well as instructions on how to use it. A description of the activity ensues including a suggestion for the type of symptom picture that the activity helps with. Each activity is first outlined for the clinician and then is illustrated with a dialogue between therapist and child or youth giving an example from an imagined therapy session of the tool being used. Excellent illustration of the use of the Socratic method occurs in most interview transcripts so that the therapist sees clear examples of clinicians using guided discovery with youth patients. All symptom tracking forms, worksheets, and self-monitoring charts are available on the Guilford Press website for those who have purchased the book. Specific chapters illustrate strategies for treating obsessive-compulsive disorder (OCD), social anxiety, and specific phobias. The authors model for the clinician how to seek feedback from the patient on their experience with the treatment tool used.
The authors conclude the book with a chapter in which they inform us that the making of this book took four years. It is very clear that we the reader benefit from much experience and clinical wisdom, providing us with creative, well thought out tools to be used with children and youth suffering from anxiety. Clinicians well versed in the basics of CBT will likely rejoice in the experiments, games, and role plays, which take advantage of metaphor and creativity that are a natural part of childhood.
The authors conclude in the final chapter with seven suggestions for the clinician to consider and remember from the Toolkit:
Involve and Engage The Children and Their Families in the Process (of CBT)
Be Patient with Yourself and The Children, Adolescents and Families You Treat
Remain Flexible with Technique and Process
Use Theory and Research To Guide You
Create and Innovate
Continue to Learn
Embrace Difficult Moments and Mistakes
This is a very scholarly book, which thoroughly cites established CBT authors in both the adult and youth literature. What is refreshingly unique about this volume is that the authors have created a modular approach to CBT that can be individualized for each patient. I highly recommend this book for child and adolescent psychiatrists and other mental health professionals practicing CBT with children and youth, especially patients suffering from anxiety who are keen to be treated in a family or group context.
