By Philip J. Graham
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Extra resources for Cognitive Behaviour Therapy for Children and Families (Cambridge Child and Adolescent Psychiatry)
Bolton Rather, the therapist needs to find out whether such cognition is involved in the problem and address it if so; if not, there is no need. This line of thought suggests that the emphasis should be firmly on assessment of the particular case, although of course the assessment is theory driven. We know mainly from the adult models what kind of cognitions to look for in particular kinds of presenting problem. For example, in the case of panic attacks, it should be determined whether the key trigger is an external situation or some internal, somatic sign, and what catastrophizing appraisals are being made.
4 Representation of what cognitive states are regulating another’s or one’s own behaviour This is a particularly interesting kind of meta-cognition, involving what has come to be called ‘theory of mind’. It is used mainly for attributing reasons for action and for affect, expressed in statements of the form: ‘I (or he) did what I (or he) did because I (or he) felt like thus-and-so/believed such-and-such’ and ‘I (or he) felt like thus-and-so because this or that happened to me (or him) and I (or he) believed such-and-such’.
Chandler, M. and Lalonde, C. (1996). Shifting to an interpretative theory of mind: 5- to 7-year-olds’ changing conceptions of mental life. In A. J. Sameroff and M. M. ), The Five to Seven Year Shift. The Age of Reason and Responsibility. Chicago: University of Chicago Press, pp. 111–39. Chorpita, B. , Albano, A. M. and Barlow, D. H. (1996). Cognitive processing in children: relation to anxiety and family influences. Journal of Clinical Child Psychology, 25, 170–6. Clark, D. (1999). Anxiety disorders: why they persist and how to treat them.