Mindfulness-Based Cognitive Therapy for Anxious Children

J. Semple Randye, Jennifer Lee

Description

Mindfulness-Based Cognitive Therapy for Anxious Children offers a complete professional treatment program designed to help children ages nine through twelve who struggle with anxiety. This twelve-session protocol can be used to treat anxious children in group or individual therapy. The poems, stories, session summaries, and home practice activities on the enclosed CD-ROM supplement child therapy sessions and parent meetings to illuminate mindful awareness concepts and practices. In twelve simple sessions, children will learn new ways to relate to anxious thoughts and feelings and develop the ability to respond to life events with greater awareness and confidence.

Help children manage the symptoms of all types of anxiety:

•Panic disorder
•Agoraphobia
•Obsessive-compulsive disorder
•Post-traumatic stress disorder
•Generalized anxiety disorder
•Social phobia
•Specific phobias
•Separation anxiety disorder
•School refusal

Sujets

• Sociologie, société et politique
• Clinical psychology

Informations

• Publié par: New Harbinger Publications
• Date de parution: 01 janvier 0001
• Nombre de lectures: 0
• EAN13: 9781572247208
• Langue: English
• Poids de l'ouvrage: 13 Mo

Extrait

A Note to eBook Readers Thehardcovereditionofthisworkcomeswithabound‐inCD ROMthatcontainsPDFversionsoftheappendicesandother resourcesherein. Allofthesefilesareavailabletoyoufordownloadat http://nhpubs.com/7208 Pleasenotethatthepurchaseofthisebookdoesnotincludea physicalcopyoftheCD‐ROM,andpleaseinterpretany referencetotheCD‐ROMorthediscthatyoumightfindinthe followingtexttorefertothefilesontheaboveweblink.

MindfulnessBased Cognitive Therapy for Anxious Children

A Manual for Treating Childhood Anxiety

RANDYE J. SEMPLE,P H D JENNIFER LEE, P H D

New Harbinger Publications, Inc.

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.

Distributed in Canada by Raincoast Books

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

Library of Congress Cataloging in Publication Data on file 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

To the children

1

2

3

4

5

Foreword

Contents

Acknowledgments

Introduction

PàRt 1 A Mindfulness-Based Approach to Treating Childhood Anxiety

DancingBetweenTwoWorlds:BuddhistPsychology and Cognitive Psychology

Understanding the Problem of Anxiety

Different Paradigms and Different Goals

AdaptingMindfulness-BasedCognitiveTherapy for Children

vii

xi

1

7

25

40

60

PàRt 2 Mindfulness-Based Cognitive Therapy for Children

Overview of the Twelve-Session Program

77

Vi Cognitive Therapy for Anxious Children Mindfulness-Based

 6Introducing a New Way of Being in the World

 7Who Am I and Why Am I Doing This?

 8Mindfulness to Your Taste

 9Sound Experiences

10Seeing Clearly

11Being Touched by Mindfulness

12Making Sense of Scents

13Mindfulness as a Way of Life

PàRt 3 MBCT-C in Perspective

14The Past and Future of MBCT-C

Epilogue

Appendix A: Information and Resources

Appendix B: Table of Contents forMindfulness in Everyday LifeNotebook

Appendix C: MBCT-C Session Handouts

Appendix D: Program Evaluations

References

Index

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359

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 (mind- fulness-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