Mindfulness-Based Cognitive Therapy for Anxious Children

J. Semple Randye

Sujets

• Sociologie, société et politique
• Clinical psychology

Informations

• Publié par: New Harbinger Publications
• Date de parution: 01 janvier 0001
• Nombre de lectures: 0
• EAN13: 9781608825325
• Langue: English

Extrait

Publisher’s Note
This publication is designed to provide accurate and authoritative information in regard to the subject matter covered. It is sold with the understanding that the publisher is not engaged in rendering psychological, financial, legal, or other professional services. If expert assistance or counseling is needed, the services of a competent professional should be sought.
“Anxiety Got the Best of Me” by Denis Kucharski, copyright © 2008 by Denis Kucharski. Used with permission.
“So Just Be” copyright © 2007, “No Man’s Land” copyright © 2002, “Magic Show” copyright © 2005, “I Don’t Take Criticism Well” copyright © 2007, and “River of Feelings”copyright © 2005 by William Menza. Used with permission.
Excerpt from MINDFULNESS-BASED COGNITIVE THERAPY FOR DEPRESSION by Zindel V. Segal, J. Mark Williams, and John D. Teasdale, copyright © 2002 by Guilford Press. Used by permission of Guilford Press.
Copyright © 2011 by Randye J. Semple and Jennifer Lee
New Harbinger Publications, Inc.
5674 Shattuck Avenue Oakland, CA 94609
www.newharbinger.com
Illustrations copyright © Denise McMorrow Mahone, 2011
Cover design by Amy Shoup; Acquired by Catharine Meyers, Edited by Jean Blomquist
All Rights Reserved

ePub ISBN: 9781608825325
The Library of Congress has cataloged the print and PDF editions as:
Semple, Randye J.
Mindfulness-based cognitive therapy for anxious children : a manual for treating childhood anxiety / Randye J. Semple and Jennifer Lee.
p. ; cm.
Includes bibliographical references.
ISBN 978-1-57224-719-2 (pbk.) -- ISBN 978-1-57224-720-8 (PDF e-book)
1. Anxiety in children. 2. Cognitive therapy for children. I. Lee, Jennifer, 1972- II. Title.
[DNLM: 1. Anxiety Disorders--therapy. 2. Adolescent. 3. Child. 4. Cognitive Therapy--methods. 5. Psychotherapy, Group. WM 172]
RJ506.A58S46 2011
618.92’8522--dc23
2011012685

A Note to eBook Readers
The print editions of this work come with a bound-in CD-ROM that contains PDF copies of a number of the forms and worksheets that you'll encounter as you read along. All of these materials are available to you, the ebook reader, to download at this website: nhpubs.com/25325 .
Since this ebook is based on the original print edition, you'll find references to the CD quite often in the text. When you encounter these, please understand that this electronic edition does not come with a physical disc. Instead, you can access all of the materials on the disc at any time on the web. Where possible, we've included hyperlinks in this edition to the supporting website. If you're reading this on a web-enabled device, clicking or tapping on these links will take you to the site where you can access these additional materials.
If you're reading this on a device that is not web-enabled, you can still access the materials by pointing your computer's web browser to nhpubs.com/25325 .
Also, note that the print edition of this work is intended to be written in, and it contains a good deal of blank, lined space for this purpose. In the ebook edition, we've left suggestions of lines where you're asked to do some writing, and you can simply do the exercises in a notebook.
To the children
Contents
A Note to eBook Readers
Foreword
Acknowledgments
Introduction
Part 1: A Mindfulness-Based Approach to Treating Childhood Anxiety
1. Dancing Between Two Worlds: Buddhist Psychology and Cognitive Psychology
2. Understanding the Problem of Anxiety
3. Different Paradigms and Different Goals
4. Adapting Mindfulness-Based Cognitive Therapy for Children
Part 2: Mindfulness-Based Cognitive Therapy for Children
5. Overview of the Twelve-Session Program
6. Introducing a New Way of Being in the World
7. Who Am I and Why Am I Doing This?
8. Mindfulness to Your Taste
9. Sound Experiences
10. Seeing Clearly
11. Being Touched by Mindfulness
12. Making Sense of Scents
13. Mindfulness as a Way of Life
Part 3: MBCT-C in Perspective
14. The Past and Future of MBCT-C
Epilogue
Appendix A: Information and Resources
Appendix B: Table of Contents for Mindfulness in Everyday Life Notebook
Appendix C: MBCT-C Session Handouts
Appendix D: Program Evaluations
References
Foreword
A man was talking to his three-year-old grandson. The little boy was pleased because his dad had been showing him the rudiments of how to play chess. His grandfather asked which of the pieces he liked best. He pointed to the knight. “The horse,” he said. “Why the horse?” asked his grandfather. “Because it can go both down and across.”
Randye Semple and Jennifer Lee have made, in this book, the knight’s move. They have gone both down and across. After much time and thought, they have taken a mindfulness-based intervention developed for adults with recurrent depression and skillfully taken it “down” a generation from adults to children, and then “across” from depression to anxiety. Then they waited until they had carefully evaluated the efficacy of their approach, and the book you hold in your hands is the result.
To make such a knight’s move takes enormous skill, perseverance, and clinical wisdom. Not only did they need to understand the core intentions of the original MBSR (mindfulness-based stress reduction) and MBCT (mindfulness-based cognitive therapy) programs, but they also needed to find a way to address the very specific mechanisms that both clinical experience and research tell us are the factors that maintain and exacerbate anxiety in children.
This is our task in treatment development. We cannot assume that an intervention that is helpful for one community, one age group, or one diagnosis will be helpful for another. If we learn one thing from the cumulative research findings of psychological treatments over the past thirty years, it is that the vulnerability factors and triggering factors—especially the maintaining factors—for different types of psychological problems are different, and need to be specifically addressed to offer the most freedom from suffering to those who come to us for help.
Unless we are teaching a class for people who have a wide range of problems and diagnoses, we need to keep the fundaments of the curriculum intact and yet also adapt the way they are offered. So, if we are offering a class for people who come with specific issues, such as recurrent depression, general anxiety, social phobia, eating disorders, cancer, addiction, or psychosis, or for those with no “diagnosis” but who wish to prepare for an event such as childbirth, in these different situations there are core issues that all share, but there are also differences in the way that suffering is maintained—different “vortices” into which they can be drawn. When we see these differences clearly, offering a generic “cognitive” approach or a generic “mindfulness” approach that does not address these differences is to offer less than the best.
With this in mind, Randye Semple and Jennifer Lee have developed a twelve-session, ninety-minute-per-week program (sixty minutes a week if offered to individual children rather than a class). It is a program specifically for children whose lives are dominated by their worries, anxieties, and daily stressors. In this book you will find help in both the practices and the way they are expressed, because they can be understood, in heart and mind, by children, their parents, and the clinicians themselves: “Listening to the Sounds of Silence,” “Mindfully Moooving Slooowly,” or knowing “What the Nose Knows.” These classes are fun to do.
Of course, we know the dangers of having such specific instruction in a manual: it looks like an invitation to start to teach the program before understanding it from the inside. From the outset, therefore, this book assumes that clinicians have their own mindfulness practice. Without an on-going practice, a clinician is sending young and vulnerable participants on a journey they themselves are not on. The practices used in MBCT-C, as in MBSR and MBCT, are introducing participants to a completely different mode of being: it is a different landscape of the mind, and requires a different (experiential) understanding from the one we are accustomed to in therapy. It is like venturing up a high mountain range for the first time: better with a guide, but we need to find a reliable guide who actually walks the terrain regularly, not one who just loves to study maps.
Making the knight’s move in treatment development, and knowing where to adapt and where to stay with an existing practice are hard to do. Clinicians and those who seek their help will have reason to be glad that these authors had a passion for this work and stayed with it until they had a scientifically proven approach. It will bring benefit to many, many children and their families.

Mark Williams
John Teasdale
Zindel Segal
November 2010
Acknowledgments
This book came into being with the encouragement and caring support of a great many people. I would like to offer my deep appreciation to Richard H. Lathrop, a very special friend, who offered his many insightful and constructive suggestions with great loving-kindness. In addition, Rick’s meticulous editing of the initial drafts was invaluable to us. The fourteen thousand words he removed now sit in a large jar on my desk as a reminder to be more concise next time. We have learned that publishing a book is more complex than we ever imagined. I would like to express my gratitude to Ann Lathrop for her wise advice about all those small publishing details that authors really do need to know. Many thanks to Beatrice L. Wood for her encouragement and thoughtful critique of earlier drafts. My very special thanks to Tenzin Robert A. F. Thurman. His good humor, directness, and talent for cutting through confusion were tremendously helpful. Lastly, I offer my wholehearted appreciation to my spiritual teachers, Ken McLeod and Thanissaro Bhikkhu (Ajaan Geoff), for their scholarship and skillfulness at tran