Search

While most individuals hope that the COVID-19 viral global pandemic is over, waves of infection and multiple mutating variants persist prompting considerable uncertainty. Re-entering previously familiar routines is especially difficult for youth challenged by excessive intolerance of uncertainty and accompanying anxiety. Therefore, constructing a conceptual map to explain these stressors and a viable skill set to cope with their anxiety are potentially helpful tasks. This is the exact focus of this article. A review of the past and current impact of COVID-19 on children and adolescents' lives sets the proper context. Intolerance of uncertainty and health anxiety are two core constructs used to understand the psychological impact of the viral outbreak. Consequently, these variables are explained and summarized. A cognitive-behaviorally based toolkit focused on equipping youth experiencing high intolerance of uncertainty and anxious symptoms with skills for re-entry into an uncertain environment is outlined. Various processes and practices are illustrated via a representative confabulated case example. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic is a public health crisis that continues to impact individuals worldwide. While children may be less susceptible to severe medical complications, they are nonetheless vulnerable to stress and anxiety associated with the pandemic. However, current understanding of psychological functioning and potential strategies to mitigate distress amid a pandemic is naturally limited. Consequently, this article is an attempt to fill that gap. Existing literature on pandemics, health-related anxieties, intolerance of uncertainty, and psychopathological sequelae is summarized within the context of the COVID-19 outbreak. Conclusions from the empirical data and emerging theoretical models are reviewed and synthesized. Finally, several potentially engaging and effective examples of developmentally appropriate interventions targeting intolerance of uncertainty and health-related anxieties in pediatric patients during the peri- and post-pandemic periods are described. [ABSTRACT FROM AUTHOR]

There has been a recent focus on the processes that underlie intervention delivery for children and adolescents throughout the Cognitive-Behavioral Therapy (CBT) literature. Certain process variables have been associated with treatment outcome among youth receiving CBT. Data for these process variables including: the therapeutic alliance or therapeutic relationship, child and parent involvement, other child and therapist variables, and issues of diversity, are reviewed. Based on this data, specific clinical recommendations are made. The treatment relationship as a very important process (VIP), and the facilitation of CBT so that it is real and relevant to youth are emphatically discussed. Process issues in modular CBT are identified. Ultimately, genuine collaborative empiricism and guided discovery preserve the therapeutic relationship as a VIP, and foster the customization of therapeutic tools and the treatment trajectory. [ABSTRACT FROM AUTHOR]

Although cognitive behavioral spectrum approaches with individual children are plentiful and demonstrate effectiveness, cognitive behaviorally oriented clinicians are frequently left to their own devices when it comes to treating families. Cognitive behavioral family therapy is a relatively recent development and there are precious few reports of its clinical use. This article presents a conceptual foundation and clinical rubrics for the practice of cognitive behavioral family therapy. Basic theoretical background information is presented and places the therapeutic processes and procedures in a proper context. Session structure in cognitive behavioral therapy is illustrated and the way it propels therapeutic momentum and adds focus to each session is explained. Rudimentary processes of self-monitoring, self-instruction, rational analysis, and behavioral enactment are described and augmented with case material. Finally, the conclusion offers directions for further theory building, research, and clinical practice. [ABSTRACT FROM AUTHOR]

Presents a study that described a cognitive-behaviorally based skills training program for elementary school-age children experiencing anxious and depressive symptoms. Theoretical rationale for the program; Clinical content of the program; Analysis of descriptive data on eight children.

In this article introducing the special issue, factors involved in making the translation from lab findings to clinical practice are discussed. The common themes which pervade all the articles are articulated. Pivotal points of each individual contribution are emphasized. Particular attention is paid to developmental sensitivity, conceptualization, the courage to take on challenging psychiatric conditions, clinical innovation, and clear guidelines for practitioners. [ABSTRACT FROM AUTHOR]