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Titlebook: Cognitive Behavior Therapy with Children; Andrew W. Meyers,W. Edward Craighead Book 1984 Springer Science+Business Media New York 1984 Com

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书目名称Cognitive Behavior Therapy with Children
编辑Andrew W. Meyers,W. Edward Craighead
视频video
丛书名称NATO Science Series B:
图书封面Titlebook: Cognitive Behavior Therapy with Children;  Andrew W. Meyers,W. Edward Craighead Book 1984 Springer Science+Business Media New York 1984 Com
描述Recent estimates (Hallahan & Kauffman, 1978) indicate that over 4. 7 million children, 7.3% of the child population under the age of 19, are labeled emotionally disturbed, mentally retarded, or learning-disabled. Moreover, many of these children remain unserved or are inadequately served. The past decade has produced an increasing concern with the mental health needs of these children and their families. This trend had as much impact in behavior therapy as it did in any other branch of the helping professions. Behavioral work with children, with its emphasis on skill development and environmental modification, helped to build into child psychotherapy a true preventive mental health orientation. The ease of delivery and application of behavioral procedures allowed parents and other caregivers to become meaningfully involved in the clinical process, and so facilitated therapy gains and the maintenance and generalization of those gains. Perhaps the most significant change in behavior therapy in the 1970s was the move beyond interventions derived strictly from learning theories to applications based on knowledge from a variety of psycho­ logical research areas. The cognitive mediationa
出版日期Book 1984
关键词Community Psychology; Training; assessment; attention; emotion; intervention; psychology
版次1
doihttps://doi.org/10.1007/978-1-4757-9733-6
isbn_softcover978-1-4757-9735-0
isbn_ebook978-1-4757-9733-6Series ISSN 0258-1221
issn_series 0258-1221
copyrightSpringer Science+Business Media New York 1984
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Cognitive Behavior Therapy with Children978-1-4757-9733-6Series ISSN 0258-1221
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Lecture Notes in Computer Sciencenk, 1959; MacFarlane, Allen, & Honzik, 1954). These fears take many forms and include fears of physical injury (e.g., being kidnapped, having an operation), natural events (e.g., storms, the dark), and social and achievement situations (e.g., exams, class recitations) (Miller, Barrett, Hampe, & Noble, 1972).
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Lecture Notes in Computer Scienceal perspective. He asserted that children must be considered in terms of developmental progressions along physical, social, and cognitive dimensions. Researchers and practitioners alike need to become more aware of “normal” developmental sequences and to understand the relationship of their interven
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