MARC record from Internet Archive

LEADER: 07059cam 2200901 a 4500
001 ocm26318388
003 OCoLC
005 20201007202346.0
008 920731s1993 nyua b 001 0 eng
010 $a 92049966
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019 $a28380360
020 $a0898620139$q(acid-free paper)
020 $a9780898620139$q(acid-free paper)
035 $a(OCoLC)26318388$z(OCoLC)28380360
050 00 $aRJ505.C63$bK45 1993
060 00 $aWS 350.6$bK33c 1993
082 00 $a618.92/89142$220
084 $a77.83$2bcl
084 $aCU 8000$2rvk
084 $aCU 8500$2rvk
100 1 $aKendall, Philip C.,$eauthor.
245 10 $aCognitive-behavioral therapy for impulsive children /$cPhilip C. Kendall, Lauren Braswell.
250 $a2nd ed.
260 $aNew York :$bGuilford Press,$c©1993.
300 $axii, 239 pages :$billustrations ;$c24 cm
336 $atext$btxt$2rdacontent
337 $aunmediated$bn$2rdamedia
338 $avolume$bnc$2rdacarrier
504 $aIncludes bibliographical references (pages 199-232) and index.
520 $aThe first edition of Kendall and Braswell's Cognitive-Behavioral Therapy for Impulsive Children has been used successfully by thousands of clinicians to help children reduce impulsivity and improve their self-control. Building on the procedures reviewers call "powerful tools," "empirically sound and clinically sophisticated," and "of great value to professionals who work with children," the authors have expanded the program that they designed and developed in a number of ways. These include: adaptations that expand its use to a wider range of problems, including impulsive behavior both with and without ADHD, Conduct Disorder, and learning disabilities; greater utilization of hands-on workbook materials; systematic involvement of parents and teachers; application to a broader variety of settings - from the clinician's office to work with groups, families, and within schools; and more detailed descriptions of treatment strategies, clearly illustrated with case examples and transcripts. Revising and updating the acclaimed original work, and presenting the most detailed account to date of how to implement the authors' carefully wrought procedures, this second edition is an invaluable resource for anyone working with children who need to learn how to "stop and think" before they act. Readers will find this book a rich model of how psychologists develop clinically sensitive and empirically sound approaches to a problem. Offering the specificity clinicians need to incorporate these strategies into their practice, this volume is an invaluable resource for child and family psychologists, social workers, educators, and psychiatrists. It also serves as an ancillary text for courses in school psychology, clinical child psychology, educational interventions, applied developmental psychology, and other mental-health-related classes. In addition, parents, classroom teachers, and others who encounter impulsive children will find the work accessible and informative.
505 2 $aCh. 1. Overview -- The Cognitive-Behavioral Model -- Historical Influences -- Child as Client -- The Posture of the Therapist -- The Focus of This Second Edition -- Ch. 2. Background Review -- Development of Cognitive-Behavioral Approaches with Externalizing Children -- Outcome Studies Addressing ADHD-Type Behavior -- Outcome Research with Conduct-Disordered Children -- Outcome Research with Learning-Disabled Children -- Outcome Inconsistency and Moderator Variables -- Ch. 3. Nature of the Deficit: The Target Sample for the Treatment -- Impulsivity -- Attention-Deficit Hyperactivity Disorder -- Oppositional Defiant Disorder and Conduct Disorder -- Learning Disabilities -- Role of the Family -- Ch. 4. Assessment Issues and Procedures -- Interview Assessment -- Behavior Rating Scales -- Task Performance Measures -- Self-Report Assessment -- Behavioral Observation -- Other Analogue Assessments -- Sociometrics -- Archival Data -- General Concerns -- Ch. 5. Treatment: The Basic Ingredients -- Problem-Solving Approach -- Self-Instructional Training -- Modeling -- Behavioral Contingencies -- The Role of Emotions: Affective Education -- Role Plays -- Training Tasks -- A Goal: Building a Coping Template -- Ch. 6. Optimizing Treatment Impact -- Matching Child Needs to Treatment Strengths -- Cooperation and Collaboration -- Addressing Relapse -- Generalization? Be Rational! -- Completing the Program: Dealing with Termination -- Specific Pitfalls to Avoid -- Ch. 7. Working with Parents, Teachers, and Groups of Children -- Working with Parents -- Working with Teachers -- Working with Children in Groups.
650 0 $aCognitive therapy for children.
650 0 $aSelf-control in children.
650 22 $aChild.
650 22 $aInfant.
650 2 $aChild Behavior Disorders$xtherapy.
650 2 $aCognitive Behavioral Therapy.
650 2 $aCognitive Behavioral Therapy$xmethods.
650 2 $aImpulsive Behavior.
650 6 $aThérapie cognitive pour enfants.
650 6 $aMaîtrise de soi chez l'enfant.
650 7 $aCognitive therapy for children.$2fast$0(OCoLC)fst00866565
650 7 $aSelf-control in children.$2fast$0(OCoLC)fst01111553
650 7 $aImpulsivität$2gnd
650 7 $aKind$2gnd
650 7 $aVerhaltenstherapie$2gnd
650 17 $aCompulsieve gedragsstoornissen.$2gtt
650 17 $aKinderen.$2gtt
650 17 $aCognitieve therapie.$2gtt
650 7 $aTerapia cognitiva.$2larpcal
650 7 $aDisturbios do comportamento.$2larpcal
650 7 $aPsicoterapia.$2larpcal
650 7 $aCrianca (sociologia)$2larpcal
650 07 $aImpulsivität.$2swd
650 07 $aKind.$2swd
650 07 $aVerhaltenstherapie.$2swd
653 0 $aCognitive therapy for children
653 0 $aSelf-control in children
700 1 $aBraswell, Lauren,$eauthor.
856 41 $3Table of contents$uhttp://www.gbv.de/dms/bowker/toc/9780898620139.pdf$zTable of contents
856 42 $3Contributor biographical information$uhttp://catdir.loc.gov/catdir/bios/guilford051/92049966.html$zContributor biographical information
856 42 $3Publisher description$uhttp://catdir.loc.gov/catdir/description/guilford051/92049966.html$zPublisher description
938 $aBaker & Taylor$bBKTY$c39.00$d.00$i0898620139$n0002178654$sactive
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