Cognitive Behavior Therapy for Depressed Adolescents: A by Randy P. Auerbach, Christian A. Webb, Jeremy G. Stewart

By Randy P. Auerbach, Christian A. Webb, Jeremy G. Stewart

Cognitive habit treatment for Depressed youth provides clinicians, scientific supervisors, and researchers with a complete knowing of etiological pathways in addition to present CBT techniques for treating affected children. Chapters consultant readers from arrangements for the 1st consultation and medical overview to termination and relapse prevention, and every bankruptcy comprises consultation transcripts to supply a extra concrete experience of what it seems like to enforce specific CBT options with depressed youth. In-depth discussions of specified demanding situations posed via operating with depressed teenagers, in addition to how one can tackle those concerns, are also provided.

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Extra resources for Cognitive Behavior Therapy for Depressed Adolescents: A Practical Guide to Management and Treatment

Sample text

Thus, a helpful question to pose is whether or not anyone has commented on how fast or slow the patient’s speech and movements have been lately (or elicit a third-party report from a parent or teacher). , parent, teacher, peer) in the patient’s life has taken stock. Depression is often characterized by weight gain or loss (change of 5% of body weight in 1 month). Understandably, this is not a phenomenon one can easily ascertain during an initial session. However, for longstanding patients, unintended weight gain and/or loss is observable.

Therefore, the HEADS-ED interview may provide a safe means to develop therapeutic rapport before conducting a formalized assessment of symptoms. In addition to being a wonderful clinical tool, the developers of HEADS-ED have made resources about the interview publicly available online – complete with training videos. This is an invaluable resource to learn different ways to probe adolescents using open-ended questions. Further, the HEADS-ED interview may provide an informative starting point to better understand the symptoms discussed during the structured and semi-structured diagnostic interview below.

HEADS-ED Given the importance of building trust and beginning to forge a therapeutic alliance with adolescent patients in the initial sessions, a formalized assessment can, at times, seem like an unnatural introduction to treatment. com). ). In the context of patients in your office, it may be sufficient to begin with the HEADS component before proceeding with a more formalized assessment of symptoms and thus omitting the ED. While it is likely that most clinicians would address each of these issues during initial sessions, the tool provides a handy checklist, and critically, it structures the interview in a natural way by allowing the adolescent to better describe the context in which symptoms may have emerged.

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