Cognitive-Behavioural Therapy for ADHD in Adolescents and Adults: A Psychological Guide to Practice

Cognitive-Behavioural Therapy for ADHD in Adolescents and Adults: A Psychological Guide to Practice

Susan Young

Language: English

Pages: 326

ISBN: 1119960738

Format: PDF / Kindle (mobi) / ePub


The first edition of this book introduced the Young-Bramham Programme, a pioneering approach to cognitive behavioural treatment for ADHD in adults, which was well-received by clinical and academic communities alike. Based on the latest findings in the field, the authors have expanded the second edition to incorporate treatment strategies not only for adults, but also for adolescents with ADHD.

  • Updates the proven Young-Bramham Programme to be used not only with adults but also with adolescents, who are making the difficult transition from child to adult services
  • New edition of an influential guide to treating ADHD beyond childhood which encompasses the recent growth in scientific knowledge of ADHD along with published treatment guidelines
  • Chapter format provides a general introduction, a description of functional deficits, assessment methods, CBT solutions to the problem, and a template for group delivery

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

require sustained effort and concentration, or those in which the client lacks interest or motivation to complete. Indeed, one advantage of the Behavioural Assessment of Dysexecutive Syndrome (Wilson et al., 1996) is that it is an ecologically valid battery of executive functioning tests that translate relatively well from the artificial testing room into real life. Nevertheless, some individuals are still able to perform in an assessment setting, in other words control their cognitive

defined as any life situation or task that requires something to be changed or resolved. This allows the person to function adaptively. The problem may be explicit (for example, needing accommodation) or intrinsic (for example, feeling unattractive). Obstacles such as novelty, ambiguity, conflicts of interest or lack of resources may prevent an immediate response or solution from being effective. Sometimes people may only begin to realize that a problem exists when they have failed to achieve a

right way to say it She may reject me Difficulty getting up early Time to pack bag in morning Transport delays Going away for weekend next week Raising deposit Worries about having to live with strangers Pride Fear of rejection, goals, but the inability to realistically acknowledge their capabilities and skills, time management problems, perfectionist attitude and so on. Three questions can be asked in order to assist with understanding the problem; 1. What is the problem or situation? 2.

foregoing that listening skills are a big problem for people with ADHD and a primary target for intervention. Clients may not have adequate listening skills for two reasons. First, they do not give the person an opportunity to speak, thus appearing disinterested in their point of view. This occurs when they become overly aroused (either by anxiety or enthusiasm) and they are motivated to fill the gap by talking, or their thoughts tumble out in an incoherent jumbled manner. Second, they do not

example, if they feel let down or misunderstood. It is therefore important to reinforce the idea that relationships require tolerance, persistence, compromise and flexibility. They need to learn to read social situations accurately. Attentional problems may mean that individuals forget arrangements or fail to keep in touch. Time management strategies (see Organization and Time-Management Module in Chapter 5) will help individuals make plans to meet up with friends, remind them of the appointment

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