Cognitive and Behavioral Therapies in Children and Adolescents I

Recommended Prerequisites

It is advisable that the students have already done the following courses: Behavior Modification, Behavioural and Cognitive Models, Psychopathology I and II, and Developmental Psychology I and II, Behavioural Models, and Cognitive Models

Teaching Methods

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

Learning Outcomes

Objectives:

To acquire knowledge that allows to reflect about the developments of the main cognitive-behavioral paradigms and models of therapy for children and adolescents, from more classical CBT approaches to 3rd wave approaches. To approache the most prevalent clinical disorders in children and adolescents in terms of clinical description, classification, epidemiology, comorbidity and aetiology, cognitive-behavioral assessment, conceptualization, and treatment.

Competencies to develop:

Acquisition of theoretical knowledge and reflection on the basic paradigms of Cognitive Behavioural Therapy with children and adolescents, knowledge on some of the more prevalent clinical disorders of childhood and adolescence, and acquisition of competencies to establish diagnosis, conceptualize clinical cases, and establish therapeutic strategies in cognitive-behavioural terms.

Work Placement(s)

No

Syllabus

1. General introductory issues: a) relevant developmental issues to the cognitive-behavioral therapy (CBT) with children and adolescents; b) Importance of the family and practical issues related to family intervention.

2. Theoretical models within the scope of CBT with children and adolescents.

3. Integration between models and intervention strategies in cognitive-behavioral case conceptualization.

4. Main clinical disorders and themes: Oppositional Defiant Disorder, Conduct Disorder, Attention Deficit/Hyperactivity Disorder, Depression, Suicide, Self-Harm, and Parents/Adolescent Conflict.

The practical classes are articulated with the theoretical classes, also specifically approaching: ojectives and phases of the intervention; the establishment of a therapeutic relationship; assessment strategies; functional analysis and case formulation; setting up therapeutic programs according to the case formulation; exemplification of therapeutic procedures.

Head Lecturer(s)

Ana Paula Soares Matos

Assessment Methods

Assessment
Synthesis work: 50.0%
Frequency: 50.0%

Bibliography

Friedberg, R. D., & McClure, J. M. (2015). Clinical Practice of Cognitive Therapy with Children and Adolescents: The Nuts and Bolts (2nd ed.). New York, United States: Guilford Press.

 

Graham, P., & Reynolds, S. (2013). Cognitive Behaviour Therapy for Children and Families (3rd ed.). Cambridge: Cambridge University Press.

 

Jongsma, A. E., Peterson, L. M., McInnis, W. P., Bruce, T. J. (2014). The Child Psychotherapy Treatment Planner: Includes DSM-5 Updates (5th ed.). New York, United States: John Wiley & Sons Inc.

 

Mash, E. J., & Barkley, R. A. (2014). Child Psychopathology (3rd ed.). New York, United States: Guilford Publications.

 

Shapiro, J. P. (2015). Child and Adolescent Therapy: Science and Art (2nd ed.). New York, United States: John Wiley & Sons Inc.