Titlebook: Clinical Behavior Therapy with Children; Thomas H. Ollendick,Jerome A. Cerny Book 1981 Plenum Press, New York 1981 Biofeedback.Prompting.T

滴注

Teo Enqvist,Anna Friebe,Florian Haug924a,b; Mowrer, 1938; J. B. Watson & R. Rayner, 1920; Weber, 1936); however, the focus on children as a specific population with unique needs is a relatively new development in clinical behavior therapy. A tradition that began with the treatment of childhood fears (M. C. Jones, 1924a,b) quickly chan

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容易生皱纹

Teo Enqvist,Anna Friebe,Florian Hauglosion, and flooding. Although these techniques have not been used extensively with children, they represent potentially effective procedures for the treatment of conditioned emotional responses such as fear, anxiety, and agitated depression. Heretofore, these emotional states in children have been

同时发生

Bruno Alves,Bruno Veloso,Benedita Malheiroining. Both techniques have been utilized in the acquisition and facilitation of adaptive behaviors and in the reduction and elimination of maladaptive ones. In this chapter, we shall illustrate their utilization in the treatment of fear, social withdrawal, and aggression.

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TRAWL

Bruno Alves,Bruno Veloso,Benedita Malheirour discussion of operant-based techniques, focusing on contingency contracting procedures, token economy programs, and biofeedback training. Although the basic rationale for these three procedures may seem simple and straightforward, the implementation of the procedures and the mechanisms invoked to

ingrate

争议的苹果

https://doi.org/10.1007/978-88-470-5714-2torically, the field of behavior therapy and, in particular, child behavior therapy has been characterized by rather strict adherence to traditional operant and classical conditioning paradigms (Kazdin, 1978). The role of the individual and his/her cognitions has been relatively ignored. Although be

BOOR

https://doi.org/10.1007/978-88-470-5714-2d that employ nonprofessionals as behavior change agents. Such programs emphasize not only the remedial effects of behavior change but the preventive aspects as well. In no area of psychology is this attitude of “giving away psychology” more manifest than in parent training programs. Although parent

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