They're Not Just "Little Adults": Developmental Considerations for Implementing Cognitive-Behavioral Therapy With Anxious Youth

Kingery, Julie Newman; Roblek, Tami; Suveg, Cynthia; Grover, Rachel L.; Sherrill, Joel; Bergman, R. Lindsey

doi:10.1891/088983906780644037

Cited by 19 publications

(36 citation statements)

References 20 publications

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“…Consequently, teaching children with high negative reactivity how to appropriately cope with their intense emotional reactions becomes an important target of intervention. Fortunately, current cognitive behavioral therapy treatment programs for anxiety in children focus on three main components of treatment: affective education, cognitive restructuring, and exposure as ways of coping with negative emotions [47]. Yet, teaching coping skills may not be enough as several researchers have hypothesized that negative reactivity with deficits in self-regulation places children at an even greater risk for developing internalizing symptoms and future psychopathology [48][49][50].…”

Section: Discussionmentioning

confidence: 99%

Child Internalizing Symptoms: Contributions of Child Temperament, Maternal Negative Affect, and Family Functioning

Crawford¹,

Schrock²,

Woodruff-Borden³

2010

Child Psychiatry Hum Dev

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Research has traditionally focused on the role of genetic and environmental variables in the development and maintenance of childhood internalizing disorders. Temperament variables, such as negative affect and effortful control have gained considerable interest within the field of developmental psychopathology. Environmental factors such as mother-child interactions and family cohesion have also been linked with internalizing disorders. The current study examines the relationship between child negative affect, effortful control, maternal negative affect, family functioning, and internalizing symptoms in a sample of preschool-aged children using a path analysis approach. Sixty-five children, aged 3-5 years and their mothers completed measures on child temperament, family environment, maternal personality, and child internalizing symptoms. Results support a complex model for the influence of both direct and indirect factors on internalizing symptoms in preschool-aged children.

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Section: Discussionmentioning

confidence: 99%

Child Internalizing Symptoms: Contributions of Child Temperament, Maternal Negative Affect, and Family Functioning

Crawford¹,

Schrock²,

Woodruff-Borden³

2010

Child Psychiatry Hum Dev

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“…This demands a level of clinical and developmental paediatric knowledge to manage such patterns of interactions in a meaningful way. As Kingery et al (2006) describe, a rote application of theory with children relegates them to the status of ''little adults''. Clinicians require specific knowledge of developmental considerations in the applications of simple interpersonal factors to promote a therapeutic alliance with children.…”

Section: Layer Imentioning

confidence: 99%

“…Activities do not have to reflect a particular theoretical orientation, but rather are a venue through which to engage with the child, through age appropriate symbolic interactions, which may reflect one's theoretical orientation (Kingery et al 2006). In this layer of the relationship it is incumbent upon the counsellor to be responsive to the child's presentation in a manner that promotes an alliance.…”

Section: Layer IImentioning

confidence: 99%

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Child Alliance Process Theory: A Qualitative Study of a Child Centred Therapeutic Alliance

Baylis

Collins

Coleman

2011

Child Adolesc Soc Work J

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The therapeutic alliance has long been recognized as a central component of clinical work with adults, adolescents and children. Process research with adults has repeatedly demonstrated a robust association between measures of the alliance and outcomes in therapy, and research findings have coalesced around a central concept of an alliance. However, work with children and adolescents does not have the same breadth of investigation and its conceptual description has long relied upon adult models to guide clinical work and research endeavours. This paper presents findings from a qualitative study, informed by grounded theory, which explores children's experiences of their therapeutic relationship with a counsellor. Children's responses led to the development of The Child Alliance Process Theory, and is presented as a clinical template to help guide the development of a therapeutic alliance with children.

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“…Several differences are listed later. Firstly, when working with children and adolescents, the therapist must be aware of and be able to adapt the nature and implementation of the CBT strategies and session pacing to the level of social, cognitive, and emotional development that the child or adolescent presents with (e.g., Kingery et al 2006;Ollendick and Hovey 2010;Sauter et al 2009). Secondly, the therapist must consider family environment factors that may be maintaining the disorder in the child or adolescent and appropriately intervene on these (e.g., Sheeber et al 2007;Wood et al 2003).…”

Section: Child and Adolescent Anxiety And Depressive Disorders Est Comentioning

confidence: 99%

A Model of Therapist Competencies for the Empirically Supported Cognitive Behavioral Treatment of Child and Adolescent Anxiety and Depressive Disorders

Sburlati

Schniering

Lyneham

et al. 2011

Clin Child Fam Psychol Rev

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While a plethora of cognitive behavioral empirically supported treatments (ESTs) are available for treating child and adolescent anxiety and depressive disorders, research has shown that these are not as effective when implemented in routine practice settings. Research is now indicating that is partly due to ineffective EST training methods, resulting in a lack of therapist competence. However, at present, the specific competencies that are required for the effective implementation of ESTs for this population are unknown, making the development of more effective EST training difficult. This study therefore aimed to develop a model of therapist competencies for the empirically supported cognitive behavioral treatment of child and adolescent anxiety and depressive disorders using a version of the well-established Delphi technique. In doing so, the authors: (1) identified and reviewed cognitive behavioral ESTs for child and adolescent anxiety and depressive disorders, (2) extracted therapist competencies required to implement each treatment effectively, (3) validated these competency lists with EST authors, (4) consulted with a panel of relevant local experts to generate an overall model of therapist competence for the empirically supported cognitive behavioral treatment of child and adolescent anxiety and depressive disorders, and (5) validated the overall model with EST manual authors and relevant international experts. The resultant model offers an empirically derived set of competencies necessary for effectively treating children and adolescents with anxiety and depressive disorders and has wide implications for the development of therapist training, competence assessment measures, and evidence-based practice guidelines for working with this population. This model thus brings us one step closer to bridging the gap between science and practice when treating child and adolescent anxiety and depression.

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They're Not Just "Little Adults": Developmental Considerations for Implementing Cognitive-Behavioral Therapy With Anxious Youth

Cited by 19 publications

References 20 publications

Child Internalizing Symptoms: Contributions of Child Temperament, Maternal Negative Affect, and Family Functioning

Child Internalizing Symptoms: Contributions of Child Temperament, Maternal Negative Affect, and Family Functioning

Child Alliance Process Theory: A Qualitative Study of a Child Centred Therapeutic Alliance

A Model of Therapist Competencies for the Empirically Supported Cognitive Behavioral Treatment of Child and Adolescent Anxiety and Depressive Disorders

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