I. GUIDING THEORY |
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Guiding Theory for Therapy with Children and Adolescents |
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3 | (28) |
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Toward a Working Definition |
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6 | (2) |
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Therapist as Coach: The Posture of the Therapist |
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8 | (3) |
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11 | (5) |
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Developing Coping over Time: A Temporal Model |
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16 | (3) |
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19 | (228) |
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247 | |
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25 | (6) |
II. EXTERNALIZING DISORDERS |
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Cognitive-Behavioral Assessment and Treatment with Aggressive Children |
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31 | (57) |
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Conceptual Framework for Cognitive-Behavioral Therapy: Identifying Mediational Processes |
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33 | (16) |
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Assessment of Aggression in Children |
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49 | (9) |
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Cognitive-Behavioral Therapy with Aggressive Children |
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58 | (18) |
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76 | (12) |
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Attention-Deficit/Hyperactivity Disorder: The Search for Viable Treatments |
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88 | (41) |
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90 | (9) |
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Behavioral and Cognitive-Behavioral Treatments: Rationale and Findings |
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99 | (7) |
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106 | (9) |
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Mediators and Moderators of Treatment Outcome |
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115 | (2) |
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Current Status and Future Directions |
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117 | (6) |
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123 | (1) |
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123 | (6) |
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Managing Anger in Youth: A Cognitive-Behavioral Intervention Approach |
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129 | (44) |
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Theories, Concepts, Central Features, and Categorization of Anger and Aggression |
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131 | (5) |
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The Cognitive-Behavioral Treatment of Anger and Aggression in Youth |
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136 | (1) |
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The Cognitive-Behavioral Model of Anger |
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137 | (1) |
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The Therapeutic Relationship and the Stress Inoculation paradigm for Aggressive Youth |
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138 | (24) |
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Integration of Individual and Family Interventions: Future Directions |
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162 | (2) |
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164 | (1) |
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164 | (9) |
III. INTERNALIZING DISORDERS |
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Treatment of Depression in Childhood and Adolescence: Cognitive-Behavioral Procedures for the Individual and Family |
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173 | (62) |
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174 | (1) |
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Natural Course of Depression |
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175 | (1) |
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Predictors of Duration of an Episode |
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175 | (1) |
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Psychosocial Aspects of Depressive Disorders: Disturbances in Affect Regulation |
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176 | (3) |
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Etiology of Depressive Disorders during Childhood |
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179 | (8) |
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An Integrated Model of Depressive Disorders during Childhood |
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187 | (4) |
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191 | (9) |
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200 | (18) |
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Moderators of Treatment of Outcome |
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218 | (6) |
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Treatment Outcome Research |
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224 | (2) |
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226 | (1) |
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227 | (8) |
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Treating Anxiety Disorders in Youth |
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235 | (56) |
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The Nature of Anxiety in Youth |
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236 | (7) |
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243 | (10) |
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Treatment: Procedures and Outcomes |
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253 | (25) |
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278 | (1) |
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278 | (13) |
IV. SPECIAL POPULATIONS AND TOPICS |
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Cognitive-Behavioral Intervention for Children with Chronic Health Conditions |
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291 | (43) |
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Health-Related Quality-of-Life Assessment |
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292 | (4) |
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296 | (2) |
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Empirically Supported Treatments in Pediatric Psychology |
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298 | (2) |
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Interventions for Medical Adherence |
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300 | (11) |
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Pediatric Pain Management |
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311 | (9) |
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Problem-Solving Skills Training in Pediatric Cancer |
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320 | (4) |
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324 | (1) |
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324 | (10) |
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Working with Adolescents: Guides from Developmental Psychology |
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334 | (52) |
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Why a Separate Chapter on Adolescents? |
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335 | (1) |
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Overview of Recent Research on Cognitive-Behavioral Interventions with Adolescents |
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336 | (4) |
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A Framework for Understanding Adolescent Development and Adjustment |
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340 | (19) |
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Implications of Developmental Psychology for the Use of Cognitive-Behavioral Therapy with Adolescents |
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359 | (11) |
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Case Example: Developmental Factors and the Treatment of Obsessive-Compulsive Disorder |
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370 | (5) |
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375 | (1) |
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376 | (10) |
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Empirically Supported Treatments for Children and Adolescents |
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386 | (41) |
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On the Nature of Empirically Supported Treatments |
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387 | (2) |
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Empirically Supported Psychosocial Treatments for Child Behavior Problems |
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389 | (16) |
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On Empirically Supported Treatment: Promises and Pitfalls |
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405 | (14) |
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419 | (1) |
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419 | (1) |
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420 | (7) |
Index |
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427 | |