Pub Date : 2020-11-24DOI: 10.1080/07317107.2020.1848456
H. Paul
{"title":"Don’t Believe Everything You Feel: A CBT Workbook to Identify Your Emotional Schemas and Find Freedom from Anxiety and Depression","authors":"H. Paul","doi":"10.1080/07317107.2020.1848456","DOIUrl":"https://doi.org/10.1080/07317107.2020.1848456","url":null,"abstract":"","PeriodicalId":46418,"journal":{"name":"Child & Family Behavior Therapy","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83053600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-13DOI: 10.1080/07317107.2020.1819650
H. Paul
Randye Semple, Associate Professor in the Department of Psychiatry and Behavioral Sciences at the University of Southern California (USC), is Consulting Editor for Spirituality in Clinical Practice...
{"title":"The Mindfulness Matters Program for Children and Adolescents: Strategies, Activities, and Techniques for Therapists and Teachers","authors":"H. Paul","doi":"10.1080/07317107.2020.1819650","DOIUrl":"https://doi.org/10.1080/07317107.2020.1819650","url":null,"abstract":"Randye Semple, Associate Professor in the Department of Psychiatry and Behavioral Sciences at the University of Southern California (USC), is Consulting Editor for Spirituality in Clinical Practice...","PeriodicalId":46418,"journal":{"name":"Child & Family Behavior Therapy","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73012134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-13DOI: 10.1080/07317107.2020.1819647
H. Paul
Raphael Bernier, executive director of the Seattle Children’s Autism Center and Associate Director of the Center on Human Development and Disability, is Professor of Psychiatry and Behavioral Scien...
{"title":"What Science Tells Us about Autism Spectrum Disorder: Making the Right Choices for Your Child","authors":"H. Paul","doi":"10.1080/07317107.2020.1819647","DOIUrl":"https://doi.org/10.1080/07317107.2020.1819647","url":null,"abstract":"Raphael Bernier, executive director of the Seattle Children’s Autism Center and Associate Director of the Center on Human Development and Disability, is Professor of Psychiatry and Behavioral Scien...","PeriodicalId":46418,"journal":{"name":"Child & Family Behavior Therapy","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83391034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-13DOI: 10.1080/07317107.2020.1809192
Xiaoyi Hu, G. Lee
Abstract The purpose of the present study was to evaluate the effects of cognitive behavior therapy incorporated with multiple exemplar instruction on the acquisition and maintenance of five emotional skills by children with autism spectrum disorder (ASD). The experimental design was multiple-probe across five behaviors: emotion recognition, emotion recognition in context, emotion expression, seeking help, and emotion regulation. The study was conducted in a general education elementary school in China with three Chinese children (2 girls and 1 boy, aged 7–8 years) serving as participants. Results indicated that the instruction effectively increased correct responses to all five emotional skills for all three children. The acquired skills were maintained at a high level for 2 months following the completion of instruction but some skills later decreased to a slightly lower level.
{"title":"Improving Emotional Skills for Chinese Elementary Children with Autism Spectrum Disorder","authors":"Xiaoyi Hu, G. Lee","doi":"10.1080/07317107.2020.1809192","DOIUrl":"https://doi.org/10.1080/07317107.2020.1809192","url":null,"abstract":"Abstract The purpose of the present study was to evaluate the effects of cognitive behavior therapy incorporated with multiple exemplar instruction on the acquisition and maintenance of five emotional skills by children with autism spectrum disorder (ASD). The experimental design was multiple-probe across five behaviors: emotion recognition, emotion recognition in context, emotion expression, seeking help, and emotion regulation. The study was conducted in a general education elementary school in China with three Chinese children (2 girls and 1 boy, aged 7–8 years) serving as participants. Results indicated that the instruction effectively increased correct responses to all five emotional skills for all three children. The acquired skills were maintained at a high level for 2 months following the completion of instruction but some skills later decreased to a slightly lower level.","PeriodicalId":46418,"journal":{"name":"Child & Family Behavior Therapy","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84345692","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-02DOI: 10.1080/07317107.2020.1809202
Hansen Ek, Stine Torp Løkkeberg, Rikard H. Eriksson, P. Ellingsen
Abstract The aim of the study was to investigate what functional difficulties young people who refuse to go to school experience in their everyday lives. Research questions where what difficulties do young people who refuse to go to school experience? Are there differences between boys and girls? The study is a retrospective journal study with 28 Swedish youngsters based on Strengths & Difficulties Questionnaire (SDQ). Major findings where about somatic symptoms, emotional distress, loneliness, distinct gender roles, less mature and risk behavior. Although the school, social services and children- and adolescent psychiatry largely agree on the complexity of adolescents being absent from school, it seems difficult for the organizations to agree on adequate solutions.
{"title":"Disabilities Exhibited by Children and Adolescents That Refuse to Go to School","authors":"Hansen Ek, Stine Torp Løkkeberg, Rikard H. Eriksson, P. Ellingsen","doi":"10.1080/07317107.2020.1809202","DOIUrl":"https://doi.org/10.1080/07317107.2020.1809202","url":null,"abstract":"Abstract The aim of the study was to investigate what functional difficulties young people who refuse to go to school experience in their everyday lives. Research questions where what difficulties do young people who refuse to go to school experience? Are there differences between boys and girls? The study is a retrospective journal study with 28 Swedish youngsters based on Strengths & Difficulties Questionnaire (SDQ). Major findings where about somatic symptoms, emotional distress, loneliness, distinct gender roles, less mature and risk behavior. Although the school, social services and children- and adolescent psychiatry largely agree on the complexity of adolescents being absent from school, it seems difficult for the organizations to agree on adequate solutions.","PeriodicalId":46418,"journal":{"name":"Child & Family Behavior Therapy","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88677841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-19DOI: 10.1080/07317107.2020.1809198
Tatsuto Yamada, Y. Fujii
Abstract The Parental Acceptance Questionnaire assesses Acceptance and Commitment Therapy outcomes. We examined the reliability and validity of the Japanese-version Parental Acceptance Questionnaire, whether its structure matches the theoretical background of Acceptance and Commitment Therapy, its internal consistency, and its test-retest reliability and convergent and discriminative correlations with general Acceptance and Commitment Therapy indicators. Participants included 253 Japanese parents with school-aged children. Reliability of the Japanese-version Parental Acceptance Questionnaire was supported by internal consistency and test-retest reliability; validity was supported by factor structure and convergent and discriminative correlations. Findings suggest our questionnaire is applicable for Japanese parents with school-aged children.
{"title":"Reliability and Validity of the Japanese-Version Parental Acceptance Questionnaire (6-PAQ)","authors":"Tatsuto Yamada, Y. Fujii","doi":"10.1080/07317107.2020.1809198","DOIUrl":"https://doi.org/10.1080/07317107.2020.1809198","url":null,"abstract":"Abstract The Parental Acceptance Questionnaire assesses Acceptance and Commitment Therapy outcomes. We examined the reliability and validity of the Japanese-version Parental Acceptance Questionnaire, whether its structure matches the theoretical background of Acceptance and Commitment Therapy, its internal consistency, and its test-retest reliability and convergent and discriminative correlations with general Acceptance and Commitment Therapy indicators. Participants included 253 Japanese parents with school-aged children. Reliability of the Japanese-version Parental Acceptance Questionnaire was supported by internal consistency and test-retest reliability; validity was supported by factor structure and convergent and discriminative correlations. Findings suggest our questionnaire is applicable for Japanese parents with school-aged children.","PeriodicalId":46418,"journal":{"name":"Child & Family Behavior Therapy","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79997243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-02DOI: 10.1080/07317107.2020.1782005
Keri Bailey Whitacre, K. Foley, C. Jackson, R. Curtis, C. McNeil
Abstract This study compared Parent-Child Interaction Therapy (PCIT) in a group format to a Treatment as Usual (TAU) group format within a community setting. PCIT is typically conducted individually with caregiver and child in a clinical setting. Results showed decreases on the Parenting Stress Index (PSI-SF), for both treatment groups over time with the PCIT group reporting less parental stress than the TAU group. However, there was no difference between groups over time on the Child Abuse Potential Inventory (CAPI). This study provides preliminary evidence for the efficacy of delivering PCIT in a community setting. The implication for child welfare clinicians is that an evidence-based program such as PCIT, can serve more caregivers and children and decrease parents’ stress.
{"title":"A Comparison of Child Abuse Potential Inventory and Parenting Stress Index with Families in the Parent-Child Interaction Therapy and Treatment as Usual Groups","authors":"Keri Bailey Whitacre, K. Foley, C. Jackson, R. Curtis, C. McNeil","doi":"10.1080/07317107.2020.1782005","DOIUrl":"https://doi.org/10.1080/07317107.2020.1782005","url":null,"abstract":"Abstract This study compared Parent-Child Interaction Therapy (PCIT) in a group format to a Treatment as Usual (TAU) group format within a community setting. PCIT is typically conducted individually with caregiver and child in a clinical setting. Results showed decreases on the Parenting Stress Index (PSI-SF), for both treatment groups over time with the PCIT group reporting less parental stress than the TAU group. However, there was no difference between groups over time on the Child Abuse Potential Inventory (CAPI). This study provides preliminary evidence for the efficacy of delivering PCIT in a community setting. The implication for child welfare clinicians is that an evidence-based program such as PCIT, can serve more caregivers and children and decrease parents’ stress.","PeriodicalId":46418,"journal":{"name":"Child & Family Behavior Therapy","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89628712","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-26DOI: 10.1080/07317107.2020.1780823
H. Paul
{"title":"Evaluating ADHD in Children and Adolescents: A Comprehensive Diagnostic Screening System","authors":"H. Paul","doi":"10.1080/07317107.2020.1780823","DOIUrl":"https://doi.org/10.1080/07317107.2020.1780823","url":null,"abstract":"","PeriodicalId":46418,"journal":{"name":"Child & Family Behavior Therapy","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77287108","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-25DOI: 10.1080/07317107.2020.1781344
H. Paul
John Weisz, Professor of Psychology in the Department of Psychology at Harvard University is also appointed at Harvard Medical School. He is a much awarded scientist/practitioner who served for eig...
{"title":"Principal-Guided Psychotherapy for Children and Adolescents: The FIRST Program for Behavioral and Emotional Problems","authors":"H. Paul","doi":"10.1080/07317107.2020.1781344","DOIUrl":"https://doi.org/10.1080/07317107.2020.1781344","url":null,"abstract":"John Weisz, Professor of Psychology in the Department of Psychology at Harvard University is also appointed at Harvard Medical School. He is a much awarded scientist/practitioner who served for eig...","PeriodicalId":46418,"journal":{"name":"Child & Family Behavior Therapy","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79687461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-24DOI: 10.1080/07317107.2020.1780821
Kelly Kates-McElrath, S. Axelrod
{"title":"Dante’s Good Choices","authors":"Kelly Kates-McElrath, S. Axelrod","doi":"10.1080/07317107.2020.1780821","DOIUrl":"https://doi.org/10.1080/07317107.2020.1780821","url":null,"abstract":"","PeriodicalId":46418,"journal":{"name":"Child & Family Behavior Therapy","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89141414","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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