Download Cognitive-Behavioural Therapy for ADHD in Adolescents and by Susan Young, Jessica Bramham(auth.) PDF

By Susan Young, Jessica Bramham(auth.)

The 1st version of this ebook brought the Young-Bramham Programme, a pioneering method of cognitive behavioural remedy for ADHD in adults, which used to be well-received via scientific and educational groups alike. in keeping with the most recent findings within the box, the authors have increased the second one version to include remedy ideas not just for adults, but additionally for children with ADHD.

  • Updates the confirmed Young-Bramham Programme for use not just with adults but additionally with children, who're making the tough transition from baby to grownup providers
  • New version of an influential advisor to treating ADHD past adolescence which encompasses the hot progress in medical wisdom of ADHD besides released therapy directions
  • Chapter structure offers a normal creation, an outline of useful deficits, evaluate tools, CBT ideas to the matter, and a template for staff supply

Chapter 1 creation (pages 3–20):
Chapter 2 providing the Young?Bramham Programme (pages 21–36):
Chapter three cognizance Module (pages 39–53):
Chapter four reminiscence Module (pages 54–63):
Chapter five association and Time?Management Module (pages 64–90):
Chapter 6 Impulsivity Module (pages 91–107):
Chapter 7 Problem?Solving Module (pages 111–128):
Chapter eight Interpersonal Relationships Module (pages 129–152):
Chapter nine nervousness Module (pages 153–181):
Chapter 10 Frustration and Anger Module (pages 182–202):
Chapter eleven Low?Mood and melancholy Module (pages 203–220):
Chapter 12 Sleep Module (pages 221–242):
Chapter thirteen Substance Misuse Module (pages 243–266):
Chapter 14 getting ready for the longer term Module (pages 269–284):

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Extra resources for Cognitive-Behavioural Therapy for ADHD in Adolescents and Adults: A Psychological Guide to Practice, Second Edition

Sample text

This involves education about the disorder by: adopting psychoeducational techniques; overcoming ambivalence by drawing on motivational interviewing decisional balance techniques; cognitive-restructuring and reframing the past by challenging negative automatic thoughts; self-monitoring performance; recognizing errors in thinking; and evaluating cognitive distortions and misattributions. Whenever possible, it will also be important to elicit core beliefs the individual holds about him/herself, other people and the world.

Many people feel relieved after they have received a diagnosis of ADHD. They say they always knew there was something wrong and it is reassuring to know that it is not their fault. Although people have often thought about ADHD for some time before receiving the diagnosis, hearing the words ‘you have ADHD’ can still be a shock requiring emotional adjustment. Many people report that, following diagnosis, they experience an emotional reaction such as feelings of regret, guilt, and sadness, which are natural and part of an acceptance process.

Nevertheless, a cycle is re-entered by the ADHD individual positively reframing the negative outcome, causing them to try again in the hope of achieving success. This explains the resilience commonly found in people with ADHD and suggests that this is underpinned by selfefficacy. Therefore the way they interact is associated with their ability to continually compensate and adapt. This adaptive aspect of the syndrome may be expressed creatively in innovative and entrepreneurial endeavours and personality characteristics (Young, 2005).

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