Treating Internalizing Disorders in Children and Adolescents

Identifying 13 core techniques and strategies that cut across all available evidence-based treatments for child and adolescent mood and anxiety disorders, this book provides theoretical rationales, step-by-step implementation guidelines, and rich clinical examples. Therapists can flexibly draw from these elements to tailor interventions to specific clients, or can use the book as an instructive companion to any treatment manual. Coverage includes exposure tasks, cognitive strategies, problem solving, modeling, relaxation, psychoeducation, social skills training, praise and rewards, activity scheduling, self-monitoring, goal setting, homework, and maintenance and relapse prevention.
About the Author: Douglas W. Nangle, PhD, is Professor and Director of the Doctoral Program in Clinical Psychology at the University of Maine. He has published extensively in the areas of social skills assessment and treatment, child and adolescent peer relations, and cognitive-behavioral treatments. An award-winning teacher and mentor, he has advised, taught, and provided clinical supervision for doctoral students for more than 20 years.

David J. Hansen, PhD, is Professor of Psychology, Director of the Clinical Psychology Training Program, and Director of the Center for Brain, Biology, and Behavior at the University of Nebraska-Lincoln. His primary research area is child maltreatment (sexual abuse, physical abuse, and neglect), including assessment and intervention with victims and families and the consequences and prevention of maltreatment.

Rachel L. Grover, PhD, is Associate Professor of Psychology at Loyola University Maryland, where she teaches undergraduate and graduate courses in child development, research methods, and child therapy. She conducts research on child anxiety as well as social competence in the teen and emerging adulthood years.

Julie Newman Kingery, PhD, is Associate Professor of Psychology at Hobart and William Smith Colleges in Geneva, New York. Her research examines the role of peer relationships as predictors of psychological and academic adjustment, particularly across the middle school transition, as well as the etiology and maintenance of anxiety in youth. She also has a particular interest in the developmentally sensitive implementation of cognitive-behavioral therapy with children and adolescents.

Cynthia Suveg, PhD, is Associate Professor of Psychology and Associate Director of Clinical Training in the Clinical Doctoral Program at the University of Georgia. Her research broadly examines the role of emotion-regulation processes in child adjustment.