Cognitive and Behavioral Therapies in Children and Adolescents I

Recommended Prerequisites

It is advisable for the students to have already taken the following courses: Behaviour Modification, Cognitive Models in Clinical Psychology, Psychopathology I and II, and Developmental Psychology I and II.

Teaching Methods

Lectures and interactive methods. Practical activities: participant modelling techniques, role playing, case analysis and discussion, and feedback.

Learning Outcomes

The unit enables students to acquire knowledge that allows them to reflect on the developments of the main cognitive-behavioural paradigms and models of therapy for children and adolescents. It analyses the commonest clinical disorders in children and adolescents in terms of clinical description, classification, epidemiology, comorbidity and aetiology; it promotes the cognitive-behavioural conceptualisation of clinical cases, enabling students to assess, diagnose and develop therapeutic strategies, according to cognitive-behavioural models.

Learning outcomes

(a) Identification, reflection and discussion of some of the most prominent and complex issues arising from the application of CB theories and clinical practice with children and adolescents and acquisition of knowledge of some of the main clinical disorders of childhood and adolescence; (b) Assessment and case formulation, diagnosis and development of a therapeutic program in CB terms.

Work Placement(s)

No

Syllabus

1.General introduction:a)relevant developmental aspects of cognitive-behavioural therapy(CBT)with children and adolescents;b)the importance of the family.
2.Specific important theoretical models within the scope of CBT with children and adolescents.
3.The interconnection between and integration of models and intervention strategies,resulting in CB case conceptualisation.
4.Psychopathology in childhood and adolescence and its main clinical disorders:Oppositional Defiant Disorder;Conduct Disorder;Attention Deficit/Hyperactivity Disorder;Depression, and Parent/Adolescent Conflict.
Some subjects are the special focus of practical classes, namely:the establishment of a therapeutic relationship;intervention stages;assessment strategies,and functional analysis and case formulation;manual treatment programs and their components; setting up therapeutic programs according to the case formulation;application of specific therapeutic strategies and techniques for specific situations.

Head Lecturer(s)

Ana Paula Soares Matos

Assessment Methods

Final
Exam: 100.0%

Periodic
Research work: 50.0%
Exam: 50.0%

Bibliography

-American Psychiatric Association(APA)(1994).Diagnostic and Statistical Manual of Mental Disorders.4th ed.Washington DC:APA.

-Freeman,K.A. & Miller,C.A.(2002).Behavioral case conceptualization for children and adolescents.In Michael Hersen,Clinical behavior therapy.NY: Wiley.
 
- Graham,P.(Ed.),(2005).Cognitive behaviour therapy for children and families.Cambridge:Cambr.Univ.Press.
   
- Kendall,P.C.(2005).Child and adolescent therapy:cognitive-behavioral procedures.NY:Guilford.

- Mash,E.J. & Terdal,L.G.(1997)Assessment of childhood disorders(pp.71-129).NY:Guilford.
- Miller,W.R.& Rollnick,S.(2002).Motivational interviewing.Preparing people for change.2nd.ed..NY:Guilford.

- Orvaschel,H.,Faust,J.& Hersen,M.(2001).Handbook of conceptualization and treatment of child psychopathology.Amsterdam:Pergamon.
 
-Weisz,J.R.,& Kazdin,A.E.(Ed.)(2010).Evidence-based psychotherapies for children and adolescents.NY:Guilford.