Short-term play therapy for children by Heidi Gerard Kaduson PhD RPT-S, Charles E. Schaefer PhD

By Heidi Gerard Kaduson PhD RPT-S, Charles E. Schaefer PhD

This quantity offers quite a few play methods that facilitate children’s therapeutic in a shorter time-frame. beneficial for any clinician trying to optimize restricted time with consumers, the publication presents potent tools for treating young ones suffering from such demanding situations as posttraumatic pressure ailment, anxiousness, disruptive habit, temper problems, attention-deficit/hyperactivity illness, and parental divorce. person, kinfolk, and staff therapy versions are defined and illustrated with richly targeted case examples. that includes session-by-session directions, chapters exhibit find out how to interact consumers swiftly, increase applicable remedy ambitions, and enforce conscientiously dependent short interventions that yield lasting results.

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COGNITIVE CHANGE STRATEGIES AND COUNTERING IRRATIONAL BELIEFS Once the child and therapist have identified maladaptive beliefs, the child can be taught to counter irrational or maladaptive beliefs through a number of different techniques. The cognitive change strategies used with adults usually involve a three-pronged approach: (1) look at the evidence, (2) explore the alternatives, and (3) examine the consequences. All three can be adapted for use with children. ” technique. This technique helps fearful children identify their negative thoughts and develop more adaptive cognitions.

Cognitive-behavioral treatments that are considered to be effective forms of psychotherapy for anxiety disorders include five essential components (Albano & Kendall, 2002). 1. Psychoeducation refers to providing accurate information on anxiety, which is usually done by teaching children about the cognitive-behavioral model. The emphasis is on the child (a) learning the relationship between events, thoughts, feelings, and behaviors and (b) identifying his or her individual anxiety symptoms. This step is usually not done with preschool children and may be done with parents instead.

The therapist helped the child write a simple book entitled Things to Do When I Miss Mom. The child’s own ideas were incorporated into the text, although new ideas and positive self-statements were added by the therapist. Each sentence was written on a separate page, which was illustrated by the child. Sample sentences included positive self-statements (“Say to myself, ‘I miss Mom but she will be back soon,’ ‘Mom’s OK, I’m OK, I will see Mom really soon’”) and coping suggestions (“Look at a picture of Mom, look at this book”) suggested by the therapist, as well as coping suggestions generated by the child (“I can give my babysitter a hug,” “I can give my dog a hug”).

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