Should Parents Be Co-Clients in Cognitive-Behavioral Therapy for Anxious Youth?

2005 ◽  
Vol 34 (3) ◽  
pp. 569-581 ◽  
Author(s):  
Andrea J. Barmish ◽  
Philip C. Kendall
Keyword(s):  
Cognitive Behavioral Therapy ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
Anxious Youth

scholarly journals Brief Cognitive-Behavioral Therapy for Anxious Youth: Feasibility and Initial Outcomes

2013 ◽  
Vol 20 (2) ◽  
pp. 123-133 ◽  
Author(s):  
Sarah A. Crawley ◽  
Philip C. Kendall ◽  
Courtney L. Benjamin ◽  
Douglas M. Brodman ◽  
Chiaying Wei ◽  
...  
Keyword(s):  
Cognitive Behavioral Therapy ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
Anxious Youth

Translating Cognitive Behavioral Therapy for Anxious Youth to Rural-Community Settings via Tele-Psychiatry

2015 ◽  
Vol 51 (7) ◽  
pp. 852-856 ◽  
Author(s):  
Emily Jones ◽  
Katharina Manassis ◽  
Paul Arnold ◽  
Abel Ickowicz ◽  
Sandra Mendlowitz ◽  
...  
Keyword(s):  
Cognitive Behavioral Therapy ◽  
Rural Community ◽  
Behavioral Therapy ◽  
Cognitive Behavioral ◽  
Community Settings ◽  
Anxious Youth

They’re Not Just “Little Adults”: Developmental Considerations for Implementing Cognitive-Behavioral Therapy With Anxious Youth

2006 ◽  
Vol 20 (3) ◽  
pp. 263-273 ◽  
Author(s):  
Julie Newman Kingery ◽  
Tami L. Roblek ◽  
Cynthia Suveg ◽  
Rachel L. Grover ◽  
Joel T. Sherrill ◽  
...  
Keyword(s):  
Cognitive Behavioral Therapy ◽  
Behavioral Therapy ◽  
School Personnel ◽  
Cognitive Behavioral ◽  
Empirical Literature ◽  
Future Research ◽  
Social And Emotional ◽  
Developmental Factors ◽  
Anxious Youth ◽  
Exposure Tasks

Developmental factors direct optimal implementations of cognitive-behavioral therapy (CBT) protocols with children and adolescents. Although chronological age can approximate level of development, youthful clients benefit when clinicians carefully assess each child’s cognitive, social, and emotional skills and adjust manualized treatments accordingly. Using several components of manualized CBT for anxiety in youth (i.e., affective education, cognitive restructuring, exposure tasks) as a framework, this article reviews empirical literature and provides practical suggestions for modifying these aspects of treatment to fit a child’s level of development. Important issues such as engaging youth in treatment, and involving school personnel and parents in this process are also discussed. This article concludes with a call for future research that will inform the implementation of manualized treatments based on developmental factors.

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