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Evidence-Based Psychotherapies for Children and Adolescents

Evidence-Based Psychotherapies for Children and Adolescents Drs Alan Kazdin of the Yale Child Study Center, New Haven, Conn, and John Weisz of the University of California at Los Angeles have compiled a practical resource outlining evidence-based treatments for childhood disorders. Chapters written by expert psychotherapy researchers on a wide range of clinical problems, including anxiety disorders, depression, attention-deficit/hyperactivity disorder, oppositional and antisocial behaviors, eating disorders, and enuresis, detail the theoretical background underlying each intervention, the empirical evidence, and the specifics of treatment delivery. This book serves as an excellent resource for clinicians looking to bolster their clinical practice using empirically based techniques, as well as clinical researchers seeking an overview of issues involved in treatment-outcome research. Part 1 provides an introduction to key issues involved in conducting and evaluating pediatric treatment-outcome research, including theoretical, ethical, and design considerations. The authors place particular emphasis on the importance of tailoring treatment modality and content to the developmental level of the target population. Helpful lists of recommendations suggest ways to incorporate developmentally sensitive practices into both clinical and research endeavors. A section of the introduction geared particularly to researchers brings to light important considerations regarding treatment development, study design, and implementation. One introductory chapter is devoted entirely to bridging the gap between research and practice; yet, part 1 of the text seems, on the whole, targeted to researchers, who will find the content here extremely valuable. Clinicians looking to this resource for clinical guidance will find the introduction less relevant to their needs. Part 2 comprises the main thrust of the text, consisting of specific treatment models for internalizing, externalizing, and other disorders. Theoretical orientations of the interventions are primarily cognitive-behavioral but also include interpersonal, systemic, and strategic approaches. Each chapter in part 2 begins with a brief overview of the disorder or behavioral problem in question. Next, a treatment model and treatment goals are made explicit. The majority of each chapter explains how to conduct the treatment itself, including session-by-session summaries and content. Lastly, evidence supporting each treatment is reviewed, including characteristics of treatment responders and future directions. Part 2 serves as an excellent resource for clinicians interested in implementing entire treatment approaches or even individual skills derived from the treatment packages. Each treatment is outlined in a clear, straightforward manner that allows the reader to truly grasp the treatments and their components, as well as to feel competent to use such strategies in clinical practice. The editors have succeeded in taking a step toward bridging the elusive research-practice gap discussed in part 1. Part 3 concludes the text with the editors' thoughts on the future of evidence-based psychotherapies for children and adolescents. Areas needing further exploration are identified, including areas lacking empirical evidence (ie, suicidal and sex-offending youth) and mechanisms of change in psychotherapy. The editors also revisit the challenges inherent in the relationship between evidence-based treatments and clinical practice. The text itself mirrors one of the challenges inherent in the field: connecting evidence-based treatments and clinical standard of care. In addressing the needs of 2 parallel yet related audiences, the text seems disjointed at times, alternating its focus between the researcher interested in issues related to treatment-outcome research and the clinician desiring details on delivery of evidence-based treatments. Nonetheless, the text succeeds in addressing the needs of both clinicians and researchers, albeit in a periodically segregated fashion. I highly recommend this book as a resource for graduate students, clinicians, and researchers for its attention to important issues involved in pediatric treatment-outcome research and its detailed description of up-to-date treatment approaches for a variety of childhood disorders. Correspondence: Dr Goldstein, Child and Adolescent Psychiatry, Western Psychiatric Institute and Clinic, University of Pittsburgh Medical Center, 100 N Bellefield Ave, #462, Pittsburgh, PA 15213 (goldsteintr@msx.upmc.edu). http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Archives of Pediatrics & Adolescent Medicine American Medical Association

Evidence-Based Psychotherapies for Children and Adolescents

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Evidence-Based Psychotherapies for Children and Adolescents

Abstract

Drs Alan Kazdin of the Yale Child Study Center, New Haven, Conn, and John Weisz of the University of California at Los Angeles have compiled a practical resource outlining evidence-based treatments for childhood disorders. Chapters written by expert psychotherapy researchers on a wide range of clinical problems, including anxiety disorders, depression, attention-deficit/hyperactivity disorder, oppositional and antisocial behaviors, eating disorders, and enuresis, detail the theoretical...
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Publisher
American Medical Association
Copyright
Copyright © 2004 American Medical Association. All Rights Reserved.
ISSN
1072-4710
eISSN
1538-3628
DOI
10.1001/archpedi.158.8.836
Publisher site
See Article on Publisher Site

Abstract

Drs Alan Kazdin of the Yale Child Study Center, New Haven, Conn, and John Weisz of the University of California at Los Angeles have compiled a practical resource outlining evidence-based treatments for childhood disorders. Chapters written by expert psychotherapy researchers on a wide range of clinical problems, including anxiety disorders, depression, attention-deficit/hyperactivity disorder, oppositional and antisocial behaviors, eating disorders, and enuresis, detail the theoretical background underlying each intervention, the empirical evidence, and the specifics of treatment delivery. This book serves as an excellent resource for clinicians looking to bolster their clinical practice using empirically based techniques, as well as clinical researchers seeking an overview of issues involved in treatment-outcome research. Part 1 provides an introduction to key issues involved in conducting and evaluating pediatric treatment-outcome research, including theoretical, ethical, and design considerations. The authors place particular emphasis on the importance of tailoring treatment modality and content to the developmental level of the target population. Helpful lists of recommendations suggest ways to incorporate developmentally sensitive practices into both clinical and research endeavors. A section of the introduction geared particularly to researchers brings to light important considerations regarding treatment development, study design, and implementation. One introductory chapter is devoted entirely to bridging the gap between research and practice; yet, part 1 of the text seems, on the whole, targeted to researchers, who will find the content here extremely valuable. Clinicians looking to this resource for clinical guidance will find the introduction less relevant to their needs. Part 2 comprises the main thrust of the text, consisting of specific treatment models for internalizing, externalizing, and other disorders. Theoretical orientations of the interventions are primarily cognitive-behavioral but also include interpersonal, systemic, and strategic approaches. Each chapter in part 2 begins with a brief overview of the disorder or behavioral problem in question. Next, a treatment model and treatment goals are made explicit. The majority of each chapter explains how to conduct the treatment itself, including session-by-session summaries and content. Lastly, evidence supporting each treatment is reviewed, including characteristics of treatment responders and future directions. Part 2 serves as an excellent resource for clinicians interested in implementing entire treatment approaches or even individual skills derived from the treatment packages. Each treatment is outlined in a clear, straightforward manner that allows the reader to truly grasp the treatments and their components, as well as to feel competent to use such strategies in clinical practice. The editors have succeeded in taking a step toward bridging the elusive research-practice gap discussed in part 1. Part 3 concludes the text with the editors' thoughts on the future of evidence-based psychotherapies for children and adolescents. Areas needing further exploration are identified, including areas lacking empirical evidence (ie, suicidal and sex-offending youth) and mechanisms of change in psychotherapy. The editors also revisit the challenges inherent in the relationship between evidence-based treatments and clinical practice. The text itself mirrors one of the challenges inherent in the field: connecting evidence-based treatments and clinical standard of care. In addressing the needs of 2 parallel yet related audiences, the text seems disjointed at times, alternating its focus between the researcher interested in issues related to treatment-outcome research and the clinician desiring details on delivery of evidence-based treatments. Nonetheless, the text succeeds in addressing the needs of both clinicians and researchers, albeit in a periodically segregated fashion. I highly recommend this book as a resource for graduate students, clinicians, and researchers for its attention to important issues involved in pediatric treatment-outcome research and its detailed description of up-to-date treatment approaches for a variety of childhood disorders. Correspondence: Dr Goldstein, Child and Adolescent Psychiatry, Western Psychiatric Institute and Clinic, University of Pittsburgh Medical Center, 100 N Bellefield Ave, #462, Pittsburgh, PA 15213 (goldsteintr@msx.upmc.edu).

Journal

Archives of Pediatrics & Adolescent Medicine – American Medical Association

Published: Aug 1, 2004

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