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With new case material, expanded pedagogical tools, and updated theory and research, the second edition of this reader-friendly text is an ideal introduction to cognitive-behavioral therapy (CBT) for graduate students and practitioners. In a witty, empathic style, David F. Tolin explains the'whats,''whys,'and'how-tos'of addressing the behavioral, cognitive, and emotional elements of clients'psychological problems. Featuring helpful graphics, vivid examples and sample dialogues, and 39 reproducible worksheets and forms that can also be downloaded and printed, the book concludes with four chapter-length case illustrations. New to This Edition •New or expanded discussions of case formulation, transdiagnostic interventions, therapeutic strategies like mindfulness and acceptance, and more. •Increased attention to cultural competence, intermediate beliefs, and linking conceptualization to intervention. •Additional chapter-length case example. Pedagogical Features •Numerous engaging boxes, including'Try This,''The Science Behind It,''Things that Might Bug You about This,” and more. •New in the second edition--chapter-opening'Essential Points,''CBT Spotlight'boxes on popular variants of CBT, and end-of-chapter discussion questions. •Learning worksheets for self-practice of core CBT skills. •End-of-chapter key terms with definitions. See also Experiencing CBT from the Inside Out, by James Bennett-Levy, Richard Thwaites, Beverly Haarhoff, and Helen Perry, a unique self-practice/self-reflection workbook, and The Therapeutic Relationship in Cognitive-Behavioral Therapy, by Nikolaos Kazantzis, Frank M. Dattilio, and Keith S. Dobson, which provides key recommendations for optimizing outcomes.

Thousands of clinicians and students have turned to this casebook--now completely revised with 90% new material--to see what cognitive-behavioral therapy (CBT) looks like in action with the most frequently encountered child and adolescent disorders. Concise and accessible, the book is designed for optimal utility as a clinical resource and course text. Leading scientist-practitioners provide a brief overview of each clinical problem and its assessment and management. Chapters are organized around one or more detailed case examples that demonstrate how to build rapport with children and families; plan effective, age-appropriate treatment; and deliver evidence-based interventions using a variety of therapeutic strategies and materials. (Prior edition editors: Mark A. Reinecke, Frank M. Dattilio, and Arthur Freeman.) New to This Edition •Most chapters are new, reflecting nearly 15 years of advances in theory and research. •Additional chapter topics: generalized anxiety disorder and family-based treatment of adolescent substance abuse. •Streamlined, more concise format makes the book even more user friendly. •Increased attention to cultural considerations and transdiagnostic treatment strategies.

This book has been replaced by Doing CBT, Second Edition, ISBN 978-1-4625-5412-6.

This master-class-in-a-book is designed to guide teachers of mindfulness-based interventions (MBI) in continuing to develop more competence while raising global standards of practice and pedagogy. Starting with the central yet elusive concept of stewardship, it then expands upon the core components of MBI pedagogy. A series of reflective essays by MBI teachers from around the world foregrounds differences and challenges in meeting participants “where they are.” Such reflections are both inspiring and thought-provoking for teachers —wherever they are. The book also provides practical guidance and tools for adjusting teaching style and content for special populations, from chronic pain patients to trauma survivors, from health care professionals to clergy, and including many others. Detailed scripts and practices, ready to adopt and adapt, offer opportunities to explore new directions in the classroom, and to continue the life-long development of the teacher. Included in the coverage: Deepening teachers'skills of guidance of meditation practices Insights into the essential practice of inquiry and dialogue with participants New practices that allow participants to explore mindfulness together in a spoken encounter How to keep up with, review, and make clear to participants the range of scientific evidence supporting the MBIs The breadth of practical insights and hands-on strategies makes Resources for Teaching Mindfulness a unique developmental asset for a wide range of practitioners around the world. Among those who will benefit are physicians and other medical practitioners, health and clinical psychologists, marriage and family therapists, nurses, clinical social workers, physical and occupational therapists, health educators, and organizational development specialists.

Informed by the principles and practices of dialectical behavior therapy (DBT), this book presents skills training guidelines specifically designed for adults with cognitive challenges. Clinicians learn how to teach core emotion regulation and adaptive coping skills in a framework that promotes motivation and mastery for all learners, and that helps clients apply what they have learned in daily life. The book features ideas for scaffolding learning, a sample 12-week group curriculum that can also be used in individual skills training, and numerous practical tools, including 150 reproducible handouts and worksheets. The large-size format facilitates photocopying. Purchasers also get access to a webpage where they can download and print the reproducible materials.

Collaborative Cognitive-Behavioral Social Work Intervention: A Workbook presents knowledge about behavioral and cognitive interventions in an easy-to-read manner. Cognitive-behavioral therapy (CBT) can be an empowering approach to change, helping clients at the individual level learn how to take change painful feelings and harmful behaviors and manage their social environment by learning new skills. An abundance of examples allows the reader to see the diverse range of applications cognitive-behavioral interventions might have to social work, as well as how to deliver CBT in a way that is respectful of client circumstances and works with people collaboratively.

The challenges of providing mental health services to school children are numerous and diverse, ranging from staffing shortages to insufficient funding to family resistance to administrative indifference. Yet with the U.S. Surgeon General estimating that approximately 20% of young people display signs of psychological problems, the need for such services – particularly for interventions that not only address mental health issues but also reinforce protective factors – is considerable.Evidence-Based School Mental Health Services offers readers an innovative, best-practices approach to providing effective mental health services at school. The author draws on the widely used and effective three-tiered public health model to create a school-based system that addresses the emotional and behavioral needs of students most at risk for experiencing, or showing strong signs and symptoms of, emotional problems or disabilities. This prevention-oriented program adapts cognitive behavioral and other clinical therapies for use in primary through high school settings.In several concise, easy-to-read chapters, the author addresses such important topics as: The rationale for building a three-tier mental health system in schools.The importance of making emotion regulation training available to all students.Designing strategies for adding affect education and emotion regulation training at each tier.Providing empirical support for implementing CBT in school settings.Preparing young children to benefit from school-based CBT.Also included is an Appendix of specific group activities and exercises that can be put to use in the school setting.Evidence-Based School Mental Health Services is a must-have resource forresearchers, scientist-practitioners, and graduate students in school psychology, clinical child psychology, pediatrics, psychiatry, social work, school counseling, education as well as for those who develop or influence public policy. And it is essential reading for any professional who is responsible for and interested in children's well-being and development.