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<p>Notes on Editors ix</p> <p>Notes on Contributors x</p> <p>1 An Introduction to the Competencies-Based Approach 1<br /> <i>Elizabeth S. Sburlati, Heidi J. Lyneham, and Carolyn A. Schniering</i></p> <p>2 Effective Training Methods 10<br /> <i>Emily Jones and Katharina Manassis</i></p> <p><b>Part I Generic Therapeutic Competencies 23</b></p> <p>3 Self-Assessment of Our Competence as Therapists 25<br /> <i>Elizabeth S. Sburlati and James Bennett-Levy</i></p> <p>4 Professional Evidence-Based Practice with Children and Adolescents 36<br /> <i>Rinad S. Beidas, Matthew Ditty, Margaret Mary Downey,</i> <i>and Julie Edmunds</i></p> <p>5 Child and Adolescent Characteristics that Impact on Therapy 49<br /> <i>Caroline L. Donovan and Sonja March</i></p> <p>6 Building a Positive Therapeutic Relationship with the Child or Adolescent and Parent 63<br /> <i>Ruth C. Brown, Kimberly M. Parker, Bryce D. McLeod,</i> <i>and Michael A. Southam-Gerow</i></p> <p>7 Assessing Child and Adolescent Internalizing Disorders 79<br /> <i>Jennifer L. Hudson, Carol Newall, Sophie C. Schneider, and Talia Morris</i></p> <p><b>Part II CBT Competencies 95</b></p> <p>8 Theoretical Foundations of CBT for Anxious and Depressed Youth 97<br /> <i>Sarah J. Perini and Ronald M. Rapee</i></p> <p>9 Case Formulation and Treatment Planning for Anxiety and Depression in Children and Adolescents 114<br /> <i>Heidi J. Lyneham</i></p> <p>10 Effectively Engaging and Collaborating with Children and Adolescents in Cognitive Behavioral Therapy Sessions 128<br /> <i>Jeremy S. Peterman, Cara A. Settipani, and Philip C. Kendall</i></p> <p>11 Facilitating Homework and Generalization of Skills to the Real World 141<br /> <i>Colleen M. Cummings, Nikolaos Kazantzis, and Philip C. Kendall</i></p> <p><b>Part III Specific CBT Techniques 157</b></p> <p>12 Managing Negative Thoughts, Part 1: Cognitive Restructuring and Behavioral Experiments 159<br /> <i>Sarah Clark, Gemma Bowers, and Shirley Reynolds</i></p> <p>13 Managing Negative Thoughts, Part 2: Positive Imagery, Self-Talk, Thought Stopping, and Thought Acceptance 176<br /> <i>Maria Loades, Sarah Clark, and Shirley Reynolds</i></p> <p>14 Changing Maladaptive Behaviors, Part 1: Exposure and Response Prevention 194<br /> <i>Brennan J. Young, Thomas H. Ollendick, and Stephen P. Whiteside</i></p> <p>15 Changing Maladaptive Behaviors, Part 2: The Use of Behavioral Activation and Pleasant Events Scheduling with Depressed Children and Adolescents 208<br /> <i>Sandra L. Mendlowitz</i></p> <p>16 Managing Maladaptive Mood and Arousal 225<br /> <i>Donna B. Pincus, Ryan J. Madigan, Caroline E. Kerns,</i> <i>Christina Hardway, and Jonathan S. Comer</i></p> <p>17 Problem-Solving Skills Training 247<br /> <i>Ana M. Ugueto, Lauren C. Santucci, Lauren S. Krumholz,</i> <i>and John R. Weisz</i></p> <p>18 Social Skills Training 260<br /> <i>Lauren S. Krumholz, Ana M. Ugueto, Lauren C. Santucci,</i> <i>and John R. Weisz</i></p> <p>19 Modifying the Family Environment 275<br /> <i>Polly Waite, Monika Parkinson, Lucy Willetts, and Cathy Creswell</i></p> <p>Index 301</p>

“This is a useful manual for developing or revising core CBT competencies for anxiety and depression in young people . . . Although there is reference to stuck points or resistance in CBT, the methods would be most suited to engaged young people with non-complex presentations.”  (<i>Child And Adolescent Mental Health</i>, 8 April 2015)

<p><b>Elizabeth S. Sburlati </b>is a researcher in Clinical Psychology at the Centre for Emotional Health, Macquarie University, Australia. Elizabeth is also a practicing psychologist who sees clients with a wide range of presenting problems. She has led the research on ‘Therapist Competencies for the Empirically Supported Treatment of Child and Adolescent Anxiety and Depressive Disorders’ which forms a basis for this book.</p> <p><b>Heidi J. Lyneham </b>is a research fellow at the Centre for Emotional Health, Macquarie University, Australia. She has published numerous papers and chapters, and is the co-author of <i>Helping Your Anxious Child: A Step by Step Guide for Parents, 2^nd edition</i> (2008). Her research focuses on improving assessment and treatment methods for emotional problems experienced by children, adolescents and their families.</p> <p><b>Carolyn A. Schniering </b>is a senior lecturer, clinical supervisor, and child psychologist at the Centre for Emotional Health, Macquarie University, Australia, and also works in private practice dealing with a wide range of emotional problems in individuals, children, and families. She has published many papers and is the co-author of <i>Treating Anxious Children and Adolescents: An Evidence-Based Approach </i>(2011).</p> <p><b>Ronald M. Rapee </b>is Distinguished Professor of Psychology at Macquarie University, Australia and Director of the Macquarie University Centre for Emotional Health. He is an internationally recognised expert on anxiety disorders and the development of these disorders through the lifespan. In 2012, he was made a Member of the Order of Australia for his contributions to clinical psychology in Australia.</p>

<p>This is the first book to offer an explicitly competencies-based approach to the cognitive-behavioural treatment of anxiety and depression in children and young people. Within it, an outstanding and influential set of experts in the field describe a comprehensive model of therapist competencies required for empirically supported cognitive behavioral treatment. They explore each of these competencies in great detail, and highlight effective ways of training these competencies. As a result, the book not only supports the training, development and assessment of competent clinicians who are implementing CBT, it is also invaluable for clinicians who wish to gain an understanding of the competencies they need to acquire or improve, guidelines for how to achieve these, providing a benchmark against which they can assess themselves. <i>Evidence-Based CBT</i> <i>for Anxiety and Depression in Children and Adolescents</i> works to improve the quality of therapists working in this area, and as a result, the quality of treatment that many young people receive.</p>

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