ISBN : 9780199340989
Cognitive behavior therapy (CBT) is arguably the most effective psychotherapy model for children and adolescents with emotional disorders (e.g., anxiety, depression, obsessive-compulsive disorders, trauma and stress-related disorders, etc.). Emotional disorders in youth frequently overlap or co-occur, and yet many of the existing, effective therapies available for children and adolescents with emotional disorders target just one or a smaller subset of these problems. The Unified Protocols for Transdiagnostic Treatment of Emotional Disorders in Children and Adolescents, based in groundbreaking research from Jill Ehrenreich-May, David H. Barlow, and colleagues, suggest that there may be a simpler and more efficient method of utilizing effective strategies, such as those commonly included in CBT, in a manner that addresses the broad array of emotional disorder symptoms in children and adolescents. The child and adolescent Unified Protocols do this by framing effective strategies in the general language of strong or intense emotions, more broadly, and by targeting change through a common lens that applies across emotional disorders. Specifically, the child and adolescent Unified Protocols help youth by allowing them to focus on a straightforward goal across emotional disorders: reducing intense negative emotion states by extinguishing the distress and anxiety these emotions produce through emotion-focused education, awareness techniques, cognitive strategies, problem-solving and an array of behavioral strategies, including a full-range of exposure and activation techniques. The Unified Protocol for children and adolescents comprises a Therapist Guide, as well as two Workbooks, one for children, and one for adolescents.
Introduction to the Unified Protocols for the Transdiagnostic Treatment of Emotional Disorders in Children (UP-C) and Adolescents (UP-A); PART ONE: ADOLESCENTS (UP-A); Chapter 1; Core Module 1: Building and Keeping Motivation; Chapter 2; Core Module 2: Getting to Know your Emotions and Behaviors; Chapter 3; Core Module 3: Introduction to Emotion-Focused Behavioral Experiments; Chapter 4; Core Module 4: Awareness of Physical Sensations; Chapter 5; Core Module 5: Being Flexible in Your Thinking; Chapter 6; Core Module 6: Awareness of Emotional Experiences; Chapter 7; Core Module 7: Situational Emotion Exposure; Chapter 8; Core Module 8: Reviewing Accomplishments and Looking Ahead; Chapter 9; Module P: Parenting the Emotional Adolescent; PART TWO: CHILDREN (UP-C); Chapter 10; Introduction to the Unified Protocol for the Transdiagnostic Treatment of Emotional Disorders in Children (UP-C); Chapter 11; UP-C Session 1: Introduction to the Unified Protocol for the Transdiagnostic Treatment of Emotional Disorders in Children; C Skill: Consider How I Feel; Chapter 12; UP-C Session 2: Getting to Know Your Emotions; C Skill: Consider How I Feel; Chapter 13; UP-C Session 3: Using Science Experiments to Change our Emotions and Behavior; C Skill: Consider How I Feel; Chapter 14; UP-C Session 4: Our Body Clues; C Skill: Consider How I Feel; Chapter 15; UP-C Session 5: Look at My Thoughts; L Skill: Look at My Thoughts; Chapter 16; UP-C Session 6: Use Detective Thinking; U Skill: Use Detective Thinking and Problem Solving; Chapter 17; UP-C Session 7: Problem Solving and Conflict Management; U Skill: Use Detective Thinking and Problem Solving; Chapter 18; UP-C Session 8: Awareness of Emotional Experiences; E Skill: Experience My Feelings; Chapter 19; UP-C Session 9: Introduction to Emotion Exposure; E Skill: Experience My Feelings; Chapter 20; UP-C Session 10: Facing Our Feelings-Part 1; E Skill: Experience My Feelings; Chapter 21; UP-C Sessions 11-14: Facing Our Feelings-Part 2; E Skill: Experience My Feelings; Chapter 22; UP-C Session 15: Wrap Up and Relapse Prevention; S Skill: Stay Healthy and Happy; PART THREE: VARIATIONS AND ADAPTATIONS; Chapter 23; UP Group and Individual Therapy Variations, Other Adaptations; Considerations for adapting UP-A and UP-C for use with different populations