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“This book can serve as an important text in many graduate programs where individuals are becoming acquainted with different treatment strategies and procedures.”

—Child and Family Behavior Therapy


“One of the most useful CBT books for beginning counselors I have ever read. The authors are all highly qualified and experienced….This is a clearly written, easy-to-read manual for beginning therapists….Highly recommended!”

—BACP Children and Young People


“This book is written in clinical, yet user-friendly language with clear, concise guidance for implementing each element from start to finish….By any measure it is a smashing success! This book is recognized as the standard-bearer for identifying and explaining the practical application techniques and strategies of the 13 core elements. Nowhere in journal articles, book chapters, or treatment manuals will readers find such a unique compilation. I highly recommend this timely book for all clinicians in training and seasoned mental health professionals as the go-to resource for gaining a sound understanding of the core elements in treating mood and anxiety disorders in children and adolescents. *****!”

—Doody's Review Service


“If you had to refer a family member for treatment, wouldn’t you pick a treatment that was known to have the preferred probability of success? The authors of this book have done a beautiful job of extracting the core elements of programs that have been supported by research and explaining their nuts and bolts. An extremely valuable guide for all mental health professionals, this volume merits a round of long and loud applause for its provision of valuable 'how-to' information along with its scholarly selection of core elements.”

—Philip C. Kendall, PhD, ABPP, Laura H. Carnell Professor of Psychology and Distinguished University Professor, Temple University


“For anyone interested in treatment of internalizing disorders in children and adolescents, this book will be indispensable. Taking on the increasingly voluminous literature on evidence-based treatments, these authors put a new lens on understanding how the best interventions are put together, focusing on the procedures common to a diverse collection of successful approaches. Their analysis of relevant research offers a compelling picture of accumulated knowledge. This is the book I have been waiting for.”

—Bruce F. Chorpita, PhD, Department of Psychology, University of California, Los Angeles; President, PracticeWise


“Nangle and colleagues have crafted a beautifully written work that integrates theory, research, and clinical practice in a most inviting manner. This invaluable book is sure to propel dissemination of evidence-based procedures, since it distills core elements of the best protocols into readily applicable 'golden nuggets' that anyone who works with children and adolescents will welcome. The text boxes, task analyses, and case illustrations augment what is already robust material. An indispensable clinical resource.”

—Robert D. Friedberg, PhD, ABPP, Professor and Director, Center for the Study and Treatment of Anxious Youth, Palo Alto University


“Nangle et al. score big—really big—with this volume. For the first time ever, the theoretical underpinnings, evidence base, and clinical utility of the key ingredients in the treatment of internalizing disorders in children and adolescents are explored in detail. Many research articles, chapters, and manuals describe these core elements, but only in a cursory, superficial fashion. By contrast, this book brings the techniques to life by providing step-by-step suggestions for their implementation and evaluation. It will become standard fare for training programs in clinical child and adolescent psychology and psychiatry, as well as for professionals. This is a book whose time has surely come.”

—Thomas H. Ollendick, PhD, ABPP, University Distinguished Professor, Department of Psychology, Virginia Tech

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Table of Contents

1. Introduction

2. Exposure Tasks

3. Cognitive Strategies, with Matthew Mychailyszyn and Monica R. Whitehead

4. Problem Solving Training

5. Modeling, with Jennifer Sauvé and Amber Martinson

6. Relaxation Training, with Tiffany West and Alayna Schreier

7. Psychoeducation, with Matthew W. Kirkhart and Jason M. Prenoveau

8. Social Skills Training

9. Praise and Rewards

10. Activity Scheduling

11. Self Monitoring, with Kristel Thomassin and Diana Morelen

12. Goal Setting

13. Homework

14. Maintenance and Relapse Prevention

References

Index

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About the Authors

Douglas W. Nangle, PhD, is Professor and Director of the Doctoral Program in Clinical Psychology at the University of Maine. He has published extensively in the areas of social skills assessment and treatment, child and adolescent peer relations, and cognitive-behavioral treatments. An award-winning teacher and mentor, he has advised, taught, and provided clinical supervision for doctoral students for more than 20 years.

• Author's website

David J. Hansen, PhD, is Professor of Psychology, Director of the Clinical Psychology Training Program, and Director of the Center for Brain, Biology, and Behavior at the University of Nebraska-Lincoln. His primary research area is child maltreatment (sexual abuse, physical abuse, and neglect), including assessment and intervention with victims and families and the consequences and prevention of maltreatment.

Rachel L. Grover, PhD, is Associate Professor of Psychology at Loyola University Maryland, where she teaches undergraduate and graduate courses in child development, research methods, and child therapy. She conducts research on child anxiety as well as social competence in the teen and emerging adulthood years.

Julie Newman Kingery, PhD, is Associate Professor of Psychology at Hobart and William Smith Colleges in Geneva, New York. Her research examines the role of peer relationships as predictors of psychological and academic adjustment, particularly across the middle school transition, as well as the etiology and maintenance of anxiety in youth. She also has a particular interest in the developmentally sensitive implementation of cognitive-behavioral therapy with children and adolescents.

Cynthia Suveg, PhD, is Associate Professor of Psychology and Associate Director of Clinical Training in the Clinical Doctoral Program at the University of Georgia. Her research broadly examines the role of emotion-regulation processes in child adjustment.

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Contributors

Matthew W. Kirkhart, PhD, is Associate Professor and Chair of the Department of Psychology at Loyola University Maryland. His current research focuses on the cognitive processes involved with second-language acquisition and the identification of psychological factors associated with successful adaptation to chronic medical conditions.

Amber A. Martinson, PhD, is a medical psychologist at the VA Salt Lake City Health Care System, U.S. Department of Veterans Affairs. Her research interests include biological correlates of stress, sexual trauma, and chronic pain. Her clinical focus is on veterans with comorbid mental and medical conditions, including chronic pain, dementia, and life-limiting illness.

Diana Morelen, PhD, is a postdoctoral fellow in Clinical Child Psychology at the University of Michigan Department of Psychiatry. Her research focuses on the origins of children’s emotion-related competencies and the role of these competencies in children’s mental health. Dr. Morelen is interested in familial and environmental processes that influence and shape children’s development of emotion regulatory processes, how emotion development occurs within diverse contexts, and how emotional processes help explain the intergenerational transmission of risk from parental to child psychopathology.

Matthew P. Mychailyszyn, PhD, is Assistant Professor of Psychology at Towson University. He is a licensed psychologist who conducts his clinical work at Mt. Washington Pediatric Hospital, Baltimore. Dr. Mychailyszyn’s clinical and research interests focus on issues with pediatric feeding disorders as well as cognitive-behavioral therapy and parent training to address internalizing disorders and disruptive behaviors in youth.

Jason M. Prenoveau, PhD, is a licensed clinical psychologist and Associate Professor of Psychology at Loyola University Maryland. His research viii Contributors focuses on the etiology, phenomenology, and treatment of disorders of anxiety and fear.

Jennifer Sauvé, PhD, is a postdoctoral fellow in Child and Family Psychology at the University of Southern California University Center for Excellence in Developmental Disabilities/Children’s Hospital Los Angeles. Her major interests include social relationships, anxiety, and adjustment among children and adolescents.

Alayna Schreier, MA, is a doctoral candidate in Clinical Psychology at the University of Nebraska–Lincoln. Her research interests include prevention and intervention for at-risk and maltreating families, early childhood intervention programs, and policy related to child welfare.

Kristel Thomassin, PhD, is Assistant Professor in the School of Psychology at the University of Ottawa. Her research focuses on children’s emotional development, including the ways in which the family system contributes to children’s development of adaptive emotion skills and the role of these emotion skills in child psychopathology. Dr. Thomassin seeks to translate this knowledge to the clinical care context as a means of gaining insight into how treatment approaches might be adapted to maximize therapeutic outcomes for youth.

Tiffany West, PhD, is Assistant Professor at the University of Arkansas for Medical Sciences and the Arkansas Children’s Hospital. Her research and clinical interests are in the field of childhood traumatic stress and disruptive behavior disorders.

Monica R. Whitehead, MS, is a doctoral candidate in Clinical Psychology at the University of Georgia. Her research interests include social and emotional functioning of anxious youth and examining factors related to therapeutic alliance and treatment outcome.

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Audience

Clinical child/adolescent psychologists, counselors, social workers, psychiatrists, and school psychologists.

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Course Use

May serve as a supplemental text in graduate-level courses.