Cognitive-behaviour therapy (CBT) is the most commonly used and scientifically supported psychological intervention for young people experiencing social, emotional, and behavioural problems. This Masters-level course, combining theory and practice, provides education and training in the application of CBT with young people. It builds upon the Masters-level course in Behaviour Training with Children by focusing upon the application of behavioural and cognitive strategies when working with children and adolescents displaying various forms of psychopathology (especially internalizing problems).
The course fosters students’ acquisition of some of the key clinical skills associated with CBT with young people, including:
treatment planning
problem solving
cognitive restructuring
relaxation training
systematic desensitization.
Specific attention is given to the developmentally sensitive application of these interventions when working with young people of different ages. For example, how does clinical work with an 8-year-old child with separation anxiety differ from that with a 16-year-old with social anxiety?
The lecture series promotes students’ in-depth knowledge of the key components of CBT with young people, placing emphasis upon the most recent literature addressing the theory and practice of CBT. The corresponding workgroup sessions make use of;demonstrations, supervised skills practice, and discussion, in order to promote students’ acquisition of the skills. Between-workgroup activities that are conducted with young people provide additional practice of the various skills. These activities are a focus of discussion in the workgroup sessions, and students report on their between-workgroup activities via the preparation of assignments.
Coördinator
Dr. D. Heyne
contact via secretary room 2A10
phone +31 71 5273644
e-mail: dtoret@fsw.leidenuniv.nl
Doelstelling(en)
On completion of this course it is expected that students will be able to:
Demonstrate advanced knowledge of the following aspects of conducting CBT with young people:
- the cognitive-behavioural model of behaviour change;
- the developmentally-sensitive selection and application of cognitive and behavioural interventions;
- targets of assessment in cognitive therapy;
- strategies for modifying unhelpful cognition;
- the empirical support for cognitive and behavioural interventions with young people.
Interview young people to conduct basic level assessment of cognitive data, modification of unhelpful cognition, and promotion of helpful cognition.
Identify their own ‘strengths and soft-spots’ with regard to assessing and addressing the cognition of young people.
Studiemateriaal
Textbook:
Graham, P. J. (2004). Cognitive behaviour therapy for children and families (2nd ed.). Cambridge: Cambridge University Press. [One-third of the text is prescribed reading.]Readings available via ‘Blackboard’. Exemplary literature includes:
- Alfano, C. A., et al. (2002). Cognition in childhood anxiety: Conceptual, methodological, and developmental issues. Clinical Psychology Review, 22, 1209-1238.
- Doherr, L., et al. (2005). Young children’s ability to engage in cognitive therapy tasks: Associations with age and educational experience. Behavioural and Cognitive Psychotherapy, 33, 201-215.
- Grave, J., Blissett, J. (2004). Is cognitive behavior therapy developmentally appropriate for young children? A critical review of the evidence. Clinical Psychology Review, 24, 399-420.
- Holmbeck, G. N., O’Mahar, K., Abad, M., Colder, C., Updegrove, A. (2006). Cognitive-behavior therapy with adolescents: Guides from developmental psychology. In P. C. Kendall (Ed.), Child and adolescent therapy: Cognitive-behavioral procedures (pp. 419-464). New York: Guilford.
- Hudson, J. L. (2005). Efficacy of cognitive-behavioural therapy for children and adolescents with anxiety disorders. Behaviour Change, 22, 55-70.
- Kendall, P. et al. (2008). Cognitive-behavioral therapy for anxiety disordered youth: A randomized clinical trial evaluating child and family modalities. Journal of Consulting and Clinical Psychology, 76, 282-297.
- Kendall, P., Barmish, A. J. (2007). Show-That-I-Can (homework) in cognitive-behavioral therapy for anxious youth: Individualizing homework for Robert. Cognitive and Behavioral Practice, 14, 289-296.
- Lohaus, A., Klein-Hessling, J. (2003). Relaxation in children: Effects of extended and intensified training. Psychology and Health, 18, 237-249.
Suveg, C., et al. (2006). Adapting manualized CBT for a cognitively delayed child with multiple anxiety disorders. Clinical Case Studies, 5, 488-510. - Thienemann, M., et al. (2006). A parent-only group intervention for children with anxiety disorders: Pilot study. Journal of the American Academy of Child Adolescent Anxiety, 45, 37-46.
Toetsing
Nine workgroup assignments (5 practical and 4 theoretical assignments; 60% of final mark)
Active participation in workgroups (10% of final mark)
Essay (30% of final mark)
From January 1, 2006 the Faculty of Social Sciences has instituted the Ephorus system to be used by instructors for the systematic detection of plagiarism in students’ written work. Please see the Additional Rules and Regulations, section 6.
Ingangseis/advies
MSc. course Behaviour Training for Children (or familiarity with the material covered in G. Martin & J. Pear (2003), Behavior modification: What it is and how to do it. Upper Saddle River, NJ: Prentice-Hall.)
Only open to Masters-level students in Child and Adolescent Psychology (and in some cases students in Clinical Neuropsychology).
Onderwijsvormen
6 lectures introducing the theory and principles of cognitive-behaviour therapy with young people.
6 workgroups facilitating training in the application of cognitive and behavioural techniques.
Inschrijving
Introduction and enrollment for courses of the first semester will take place August 28th 2008. Introduction and enrollment for courses of the second semester will take place in January 2009. More information will be available at the website of the Department of Psychology.
NB: Assessment of the course is not by means of an exam, and therefore there also is no exam registration.
Blackboard
Except for the textbook, all information relevant to this course is presented on Blackboard (e.g., announcements about the course, lecture materials, additional reading materials, resources for working with young people).