Anxiety and Mood Disorders in Childhood - Needham SEPAC
Anxiety and Mood Disorders in Childhood - Needham SEPAC Anxiety and Mood Disorders in Childhood - Needham SEPAC
Psychological Treatment Cont. Psychoeducation Teaching emotional intelligence/processingskills Target thinking processes Build coping and emotional regulation skills Address physiological regulation issues Improve social processing and problemsolving Intensive behavioral planning (includingsafety) Aim to reduce Jessica the A. impact Leavell, Ph.D. on self conceptand general worldview
Integrating Treatment Intothe School Why integrate interventions into the school? Can you really have one without the other? School is full of stimulation & stressors that cantrigger symptoms Symptoms interfere with learning anddevelopment School is their primary social environment Generalization of skills is essentialJessica A. Leavell, Ph.D.
- Page 1 and 2: Anxiety and MoodDisorders in Childh
- Page 3 and 4: Anxiety Disorders Overview Children
- Page 5 and 6: Anxiety Disorders: Diagnostic Panic
- Page 7 and 8: Anxiety DisordersObsessive-Compulsi
- Page 9 and 10: Anxiety Disorders Separation Anxiet
- Page 11 and 12: Depression and Childhood Children e
- Page 13 and 14: Mood Disorders Major Depressive Dis
- Page 15 and 16: Bipolar Disorder Symptoms of mania
- Page 17 and 18: Brain Involvement Decreased prefron
- Page 19 and 20: What is Pediatric BipolarDisorder?
- Page 21 and 22: Psychological Treatments Treatment
- Page 23 and 24: CBT OverviewCognitive Triad (Beck)t
- Page 25 and 26: CBT and Childhood AnxietyAimed to h
- Page 27 and 28: CBT and Childhood AnxietyTrauma Foc
- Page 29 and 30: CBT and Childhood Depression Cognit
- Page 31 and 32: CBT and Childhood Depression Cultur
- Page 33 and 34: Interpersonal Psychotherapy(IPT)Bri
- Page 35 and 36: Family- Focused Therapy Cont.One 2-
- Page 37 and 38: Dialectical Behavioral TherapyDevel
- Page 39 and 40: IPSRT Cont. EST for adults Recent o
- Page 41: Psychological TreatmentSummary Take
- Page 45 and 46: School-Based Interventions Who shou
- Page 47 and 48: School-Based Intervention:Staff Pro
- Page 49 and 50: School-Based Interventions Other Ex
- Page 51 and 52: Components of School-BasedIntervent
- Page 53 and 54: School-Based Interventions4. Teach
Integrat<strong>in</strong>g Treatment Intothe School Why <strong>in</strong>tegrate <strong>in</strong>terventions <strong>in</strong>to the school? Can you really have one without the other? School is full of stimulation & stressors that cantrigger symptoms Symptoms <strong>in</strong>terfere with learn<strong>in</strong>g <strong>and</strong>development School is their primary social environment Generalization of skills is essentialJessica A. Leavell, Ph.D.
Change language