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a p y W i
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Regis oy
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 Introduction
• Mental health is an essential part of childen and
adolescents every day health. A complex
interaction with relationships has the ability to
interfere with their physical health and mental
health. It can interfere with how they succeed in
school, work, and society. Psychotherapy for
children has contributed to the development in
effective treatment and prevention of mental
health disorders. (1)
 Historical Perspective
• Before the 19th century there was few EBP
on child psychotherapy (6).
• It wasn’t till the late 1800’s that pediatric’s
became a medical specialty (6).
Historical Perspective Cont.
• International Association for Child and
Adolescent Psychiatry and Allied
Professions (IACAPAP) started in 1937 (6).
• American Academy of Child & Adolescent
Psychiatry (AACAP) was founded in 1953
(6)
 Key Figures

• John Bowbly- Attachment theory-

proposed one of the earliest theories of
social development (3).
• Albert Bandura- Social learning theory-
behaviors can be learned through
observation and modeling (3).
 Key Figures Cont.
• Sigmund Freud- developed a model in which
the libido (sexual drive) of the child focuses on
different parts of the body as the child grows
up (oral, anal, phallic, latency, and genital
stages) (3).
• Erik Erikson- Eight stage of human development
from infancy to death (3).
• John B. Watson and B.F. Skinner- Behavioral
child development theories (3).
 Key Terms & Concepts
• Cognitive Behavioral Therapy- A type of
behavioral therapy that helps children and
adolescents understand thoughts and
feelings that influence their behavior(4).
 Key Terms & Concepts
Cont.
• Dialectal Behavioral Therapy- Emphasizes on
one taking responsibility for their own
problems and helps the person examine how
they can deal with the conflict and intense
negative emotions (4).
• Play Therapy- Toys, dolls, drawing, and games
are used to help the child recognize, identify,
and verbalize feelings (4).
 Key Terms & Concepts
Cont.
• Psychodynamic Therapy- More form of intensive
therapy to help the child understand the
underlying problems that motivate their behavior,
thoughts, and feelings (4).

• Family Therapy- Focuses on helping families

function and communicate in a more positive
manner by providing support and education(4).
 Assessment
DSM-5 Diagnosis
Austism Spectrum Disorder (ASD) (8)
Attention/Deficit/Hyperactivity Disorder (ADHD) (8)
Specific Learning Disorder (8)
Intellectual Disability & Mental Retardation (8)
Disruptive Mood Dysregulation Disorder (8)
 Assessment Cont.
Trauma & Stress Related Disorder (8)
Disruptive, Impulse-Control, and Conduct
Disorders (8)
Specific Learning Disorder (8)
Eating Disorders (8)
 Assessment: Signs &
Symptoms
Trauma & Stress Related Disorder
• Obessive-Compulsive Disorder
• Repeatedly washes hands
• Repetitive actions
• Obsessed with arranging things
 Case Study
• L.R. is a 16 year old Caucasian female with a
history of washing her hands until they are raw.
She spends hours arranging things in the house
until she feels that it is “just right”. She must
perform rituals before leaving the house, if she
gets interrupted she has to start all over or she can
not leave at all. As a result she is often late for
school and has no social life.
 Treatment Approach,
Methods, & Techniques
• Cognitive behavioral therapy &
Pharmacological
• 12 weeks of CBT & Sertraline
• Introducing Exposure Response
Prevention ERP (5)
 Treatment Plan Cont.
• The Worry Hill- Explain how learning to stop
OCD is like riding a bike up and down a big hill.
Facing your fears and stopping your rituals
feels like riding up a big “Worry Hill” but if you
work hard and don’t stop you will get up to the
top of the hill (5)
• Modeling the four-step RIDE acronym-
Rename, Insist, Defy, Enjoy (5)
 Treatment Plan Cont.
• CBT is done in four phases:
• Phase 1: Biopsychosocial Assessment and
Treatment Plan (5)
• Phase 2: Building Treatment Readiness (5)
• Phase 3: The RIDE Up and Down the Worry Hill (5)
• Phase 4: After the RIDE (5)
 Exercise/Worksheet
• https://www.therapistaid.com/worksheets/ocd-exp
osure-hierarchy.pdf (7)

• Please see attached papers

 Videos
• Cognitive Behavioral Therapy

• https://www.youtube.com/watch?v=VNHPxkT0wI
g&t=41s

• Play Therapy Link

• https://www.youtube.com/watch?v=ZeLL6u4RGhc
 EBP Practice
• Article 1:Wagner. A. P. (2003). Cognitive-Behavioral
Therapy for Children and Adolescents with
Obsessive-Compulsive Disorder. Retrieved from
https://beckinstitute.org/wp-content/uploads/2015/10/CBT-
for-CandA-with-OCD.pdf
• This article introduces CBT using the “Worry Hill” for
children or adolescents who suffer from OCD.
• Wagner (2003) reports CBT is recommended as the
treatment of choice in OCD if the clinician is skilled in
working with children and adolescents.
 EBP Cont.
• The Worry Hill- Explain how learning to stop OCD
is like riding a bike up and down a big hill. Facing
your fears and stopping your rituals feels like
riding up a big “Worry Hill” but if you work hard
and don’t stop you will get up to the top of the hill
 EBP Practice

• Article 2: Lokman KOÇAK. (2016).

Obsessive-Compulsive Disorder in Childhood and
Its Treatment with Cognitive Behavioral Therapy. 

• This article aims to investigate the effectiveness of

CBT treatment for children with OCD.
 EBP Cont.
• Article 3: Morgan, J., Caporino, N. nicole.
caporino@temple. ed., Nadai, A., Truax, T., Lewin, A.,
Jung, L., … Storch, E. (2013). Preliminary Predictors of
Within-Session Adherence to Exposure and Response
Prevention in Pediatric Obsessive-Compulsive
Disorder.

• This study aims to identify of within-session treatment

adherence in pediatric OCD .
 EBP Cont.
• 20 psychotherapy sessions audiotapes were coded
to assess for in-session adherence using ERP.

• Studies showed that children who adhere to ERP

sessions mediated the relationship between family.
 Resources
• Websites
• Aacap.org
• Effectivechildtherapy.org
• Apa.org
• Goodtherapy.org
 Resources Cont.
• CME’s

• https://www.aacap.org/AACAP/CME_and_Meeting
s/CME/Online_CME.aspx?hkey=e7d604a1-56ad-41
df-a6cc-740b184b5797

• Professional Associations

• Acachild.org
 Resources Cont.
• Trainings and Certifications

• https://beckinstitute.org/?gclid=CjwKCAiA0O7fBRASEiwAY
I9QAp8eJicrRAdcX2IOxFqJNALlR--AV4NHOqGA_JVW3K3
R-tbi6XeUJhoC3ocQAvD_BwE

• Books,Video’s, and Podcast

• https://adaa.org/learn-from-us/from-the-experts/podcasts/c
ognitive-behavioral-therapy-depressed-and-suicidal
 Resources Cont.
Child and Adolescent Therapy Science and Art 2nd
edition.
 Conclusion
• All children have the right to live a healthy and
happy life. They deserve access to mental health
care. There are many different therapy’s to help the
family, child, and adolescent address their needs.
Child therapy can build their self-esteem,
communication skills, address specific problems,
channel emotions and behavior.
 References
• (1). Aureen Pinto Wagner. (2003).
Cognitive-behavioral therapy for children and
adolescents with obsessive-compulsive disorder. Brief
Treatment and Crisis Intervention, 3(3), 291-306.
doi:10.1093/brief-treatment/mhg022
• (2). American Academy of Child and Adolescent
Psychiatry. (2008). Retrieved from
https://www.aacap.org/AACAP/Families_and_Youth/Fa
cts_for_Families/FFF-Guide/Psychotherapies-For-Child
ren-And-Adolescents-086.aspx
 References Cont.
• (3). Cherry. K., (2018). Child Development Theories And Examples.
Verymindwell. Retrieved from
https://www.verywellmind.com/child-development-theories-2795068

• (4). OCD Treatment Overview. Retrieved from

https://www.therapistaid.com/therapy-guide/ocd-treatment-overview#p
sychoeducation

• (5). Wagner. A. P. (2003). Cognitive-Behavioral Therapy for Children and

Adolescents with Obsessive-Compulsive Disorder. Retrieved from
https://beckinstitute.org/wp-content/uploads/2015/10/CBT-for-CandA-
with-OCD.pdf
 References Cont.
• (6). Rey, J. M., Assumpção Jr, F. B., Bernad,
C. A., Çuhadaroğlu, F. Ç, Evans, B., Harper,
G., . . . Schleimer, K. (2015). History of child
psychiatry
• (7). TherapistAid.Com. Retrieved from
https://www.therapistaid.com/worksheets/
ocd-exposure-hierarchy.pdf
 References Cont.
• (8). Wills, C. D. (2014). DSM-5 and
neurodevelopmental and other disorders of
childhood and adolescence. The Journal of the
American Academy of Psychiatry and the
Law, 42(2), 165. Retrieved
from https://www.ncbi.nlm.nih.gov/pubmed/24986
343
• (9).
https://www.youtube.com/watch?v=G5dlLL3FFzg