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ACKNOWLEDGMENTSSince 2005, we have turned to research evidence to inform the treatmentObjectives and Interventions in our latest editions of the PsychotherapyTreatment Planner books. While much of the content of our Planners was“best practice” and also from the mainstream of sound psychologicalprocedure, we have benefited significantly from a thorough review thatlooked through the lens of evidence-based practice. The later editions of thePlanners now stand as content not just based on “best practice” but based onreliable research results. Although several of my coauthors have contributedto this recertification of our content, Timothy J. Bruce has been the mainguiding force behind this effort. I am very proud of the highly professionalcontent provided by so many coauthors who are leaders in their respectivesubspecialties in the field of psychology such as addiction, family therapy,couples therapy, personality disorder treatment, group treatment, women’sissues, military personnel treatment, older adult treatment, and many others.Added to this expertise over the past seven years has been the contributionof Dr. Tim Bruce who has used his depth of knowledge regarding evidencesupported treatment to shape and inform the content of the last two editions,Adult, Adolescent, Child, and Addiction Psychotherapy Treatment Planners. Iwelcome Tim aboard as an author for these books and consider it an honorto have him as a friend, colleague, and coauthor.I must also add my acknowledgment of the supportive professionalismof the Wiley staff, especially that of my editor, Marquita Flemming. Wileyhas been a trusted partner in this series for almost 20 years now and I amfortunate to be published by such a highly respected company. Thank you toall my friends at Wiley!And then there is our manuscript manager, Sue Rhoda, who knows justwhat to do to make a document presentable, right up to the standardsrequired by a publisher. Thank you, Sue.Finally, I tip my hat to my coauthors, Mark Peterson and Bill McInnis,who launched this Child Psychotherapy Treatment Planner with their originalxiii

xiv ACKNOWLEDGMENTScontent contributions many years ago and have supported all the efforts tokeep it fresh and evidence-based.AEJI am fortunate to have been invited some seven years ago by Dr. ArtJongsma to work with him on his well-known and highly regardedPsychotherapy Treatment Planner series and to now be welcomed as one ofhis coauthors on this Planner along with Mark Peterson and Bill McInnis.As readers know, Art’s treatment planners are highly regarded as works ofenormous value to practicing clinicians as well as terrific educational toolsfor “students” of our profession. That Art’s brainchild would have this typeof value to our field is no surprise when you work with him. He is theconsummate psychologist, with enormous breadth and depth of experience,a profound intellect, and a Rogerian capacity for empathy andunderstanding—all of which he would modestly deny. When you work withArt, you not only get to know him, you get to know his family, colleagues,and friends. In doing so, you get to know his values. If you are like me, youhave relationships that you prize because they are with people whom youknow to be, simply stated, good. Well, to use an expression I grew up with,“Art is good people.” And it is my honor to have him as a friend, colleague,and coauthor. Thank you, Art!I also would like to thank Marquita Flemming and the staff at Wiley fortheir immeasurable support, guidance, and professionalism. It is just myopinion, but I think Marquita should publish her own book on authorrelations.I would also like to extend a big thank-you to our manuscript manager,Sue Rhoda, for her exacting work and (needed) patience. In fact, I am sureSue will take it in stride when we ask to do one more edit of thisacknowledgment section after it has been “finalized.”Lastly, I would like to thank my wife, Lori, and our children, Logan andMadeline, for all they do. They’re good people, too.TJB

The Child PsychotherapyTreatment Planner,Fifth Edition

INTRODUCTIONABOUT PRACTICEPLANNERS TREATMENTPLANNERSPressure from third-party payors, accrediting agencies, and other outsideparties has increased the need for clinicians to quickly produce effective,high-quality treatment plans. Treatment Planners provide all the elementsnecessary to quickly and easily develop formal treatment plans that satisfythe needs of most third-party payers and state and federal review agencies.Each Treatment Planner: Saves you hours of time-consuming paperwork.Offers the freedom to develop customized treatment plans.Includes over 1,000 clear statements describing the behavioral manifestations of each relational problem, and includes long-term goals, shortterm objectives, and clinically tested treatment options.Has an easy-to-use reference format that helps locate treatment plancomponents by behavioral problem.As with the rest of the books in the PracticePlanners series, our aim isto clarify, simplify, and accelerate the treatment planning process so youspend less time on paperwork and more time with your clients.ABOUT THIS FIFTH EDITION CHILD PSYCHOTHERAPYTREATMENT PLANNERThis fifth edition of the Child Psychotherapy Treatment Planner has beenimproved in many ways: Updated with new and revised evidence-based Objectives andInterventionsRevised, expanded, and updated the Professional Reference Appendix B1

2 THE CHILD PSYCHOTHERAPY TREATMENT PLANNER Many more suggested homework assignments from the companion book,The Child Psychotherapy Homework Planner, have been integrated intothe InterventionsExtensively expanded and updated self-help book list in the BibliotherapyAppendix ANew Recovery Model Appendix E listing Goals, Objectives, andInterventions allowing the integration of a recovery model orientationinto treatment plansAddition of a chapter on Overweight/ObesityRenamed several chapters: Anger Management is now Anger ControlProblems, Autism/Pervasive Developmental Disorder is now AutismSpectrum Disorder, Mental Retardation is now Intellectual Developmental Disorder, and Social Phobia/Shyness is now Social AnxietyIntegrated DSM-5/ICD-10 diagnostic labels and codes into theDiagnostic Suggestions section of each chapterAdded Appendix C with a listing of other professional references forcited books and articles not referenced in Appendix BAdded Appendix F for listing an index of sources for assessment testsand interview forms cited in the chapter interventionsEvidence-based practice (EBP) is steadily becoming the standard of care inmental healthcare as it has in medical healthcare. Professional organizationssuch as the American Psychological Association, National Association ofSocial Workers, and the American Psychiatric Association, as well asconsumer organizations such as the National Alliance for the Mentally Ill(NAMI), have endorsed the use of EBP. In some practice settings, EBP isbecoming mandated. It is clear that the call for evidence and accountabilityis being increasingly sounded. So, what is EBP and how is its use facilitatedby this Planner?Borrowing from the Institute of Medicine’s definition (Institute ofMedicine, 2001), the American Psychological Association (APA) has definedEBP as “the integration of the best available research with clinical expertisein the context of patient characteristics, culture, and preferences” (APAPresidential Task Force on Evidence-Based Practice, 2006). Consistent withthis definition, we have identified those psychological treatments with thebest available supporting evidence, added Objectives and Interventionsconsistent with them in the pertinent chapters, and identified these with thissymbol: . As most practitioners know, research has shown that althoughthese treatment methods have demonstrated efficacy (e.g., Nathan & Gorman,2007), the individual psychologist (e.g., Wampold, 2001), the treatmentrelationship (e.g., Norcross, 2002), and the patient (e.g., Bohart & Tallman,1999) are also vital contributors to the success of psychotherapy. As notedby the APA, “Comprehensive evidence-based practice will consider all ofthese determinants and their optimal combinations” (APA, 2006, p. 275).For more information and instruction on constructing evidence-based

INTRODUCTION 3psychotherapy treatment plans, see our DVD-based training series entitledEvidence-Based Psychotherapy Treatment Planning (Jongsma & Bruce,2010–2012).The sources listed in the Professional Reference Appendix B and used toidentify the evidence-based treatments integrated into this Planner are many.They include supportive studies from the psychotherapy outcome literature,current expert individual, group, and organizational reviews, as well asevidence-based practice guideline recommendations. Examples of specificsources used include the Cochrane Collaboration reviews, the work of theSociety of Clinical Psychology (Division 12 of the American PsychologicalAssociation), and the Society of Clinical Child and Adolescent Psychology(Division 53 of the American Psychological Association) identifyingresearch-supported psychological treatments, evidence-based treatmentreviews such as those in Nathan and Gorman’s A Guide to Treatments ThatWork (2007) and Weisz and Kazdin’s Evidence-Based Psychotherapies forChildren and Adolescents (2010), as well as evidence-based practice guidelinesfrom professional organizations such as the American PsychiatricAssociation, the American Academy of Child & Adolescent Psychiatry, theNational Institute for Health and Clinical Excellence in Great Britain, TheNational Institute on Drug Abuse (NIDA), the Substance Abuse and MentalHealth Services Administration (SAMHSA), and the Agency for HealthcareResearch and Quality (AHRQ), to name a few.Although each of these sources uses its own criteria for judging levels ofempirical support for any given treatment, we favored those that use morerigorous criteria typically requiring demonstration of efficacy throughrandomized controlled trials or clinical replication series, good experimentaldesign, and independent replication. Our approach was to evaluate thesevarious sources and include those treatments supported by the highest levelof evidence and for which there was consensus in conclusions/recommendations. For any chapter in which EBP is identified, references tothe sources used are listed in the Professional References Appendix B, andcan be consulted by those interested for further information regardingcriteria and conclusions. In addition to these references, this appendix alsoincludes references to Clinical Resources. Clinical Resources are books,manuals, and other resources for clinicians that describe the details of theapplication, or “how to” of the treatment approaches described in a chapter.There is debate regarding evidence-based practice among mental healthprofessionals who are not always in agreement regarding the best treatmentor how to weigh the factors that contribute to good outcomes. Somepractitioners are skeptical about changing their practice on the basis ofresearch evidence, and their reluctance is fueled by the methodologicalchallenges and problems inherent in psychotherapy research. Our intent inthis book is to accommodate these differences by providing a range oftreatment plan options, some supported by the evidence-based value of “bestavailable research,” others reflecting common clinical practices of

4 THE CHILD PSYCHOTHERAPY TREATMENT PLANNERexperienced clinicians, and still others representing emerging approaches sothe user can construct what they believe to be the best plan for theirparticular client.Each of the chapters in this edition has also been reviewed with the goalof integrating homework exercise options into the Interventions. Many (butnot all) of the client homework exercise suggestions were taken from and canbe found in the Child Psychotherapy Homework Planner (Jongsma, Peterson,& McInnis, 2014). You will find many more homework assignmentssuggested for your consideration as part of the Intervention process in thisfifth edition of the Child Psychotherapy Treatment Planner than in previouseditions.The Bibliotherapy Suggestions Appendix A of this Planner has beensignificantly expanded and updated from previous editions. It includes manyrecently published offerings as well as more recent editions of books cited inour earlier editions. All of the self-help books and client workbooks cited inthe chapter Interventions are listed in this Appendix. There are also manyadditional books listed that are supportive of the treatment approachesdescribed in the respective chapters. Each chapter has a list of self-helpbooks consistent with it listed in this Appendix.Appendix C lists additional clinical resources for professionals that arenot listed in the evidence-based resources of Appendix B and are cited in thechapters listed in Appendix C. Therapeutic games, workbooks, toolkits,DVDs, and audiotapes that are cited in chapters are referenced in AppendixD. A new Appendix F provides an alphabetical index of sources forassessment instruments and clinical interview forms cited in interventions.We hope that this index makes it easier for readers to find these resources ifthey are added to the treatment plan.In its final report entitled Achieving the Promise: Transforming MentalHealth Care in America, The President’s New Freedom Commission onMental Health called for recovery to be the “common, recognized outcomeof mental health services” (New Freedom Commission on Mental Health,2003). To define recovery, the Substance Abuse and Mental Health ServicesAdministration (SAMHSA) within the U.S. Department of Health andHuman Services and the Interagency Committee on Disability Research inpartnership with six other Federal agencies convened the NationalConsensus Conference on Mental Health Recovery and Mental HealthSystems Transformation (SAMHSA, 2004). Over 110 expert panelistsparticipated including mental health consumers, family members, providers,advocates, researchers, academicians, managed care representatives,accreditation bodies, state and local public officials, and others. From thesedeliberations, the following consensus statement was derived:“Mental health recovery is a journey of healing and transformation for aperson with a mental health problem to be able to live a meaningful life in acommunity of his or her choice while striving to achieve maximum human

INTRODUCTION 5potential. Recovery is a multifaceted concept based on the following 10fundamental elements and guiding vidualized and hs-basedPeer supportRespectResponsibilityHopeThese principles are defined in Appendix E. We have also created a set ofGoal, Objective, and Intervention statements that reflect these 10 principles.The clinician who desires to insert into the client treatment plan specificstatements reflecting a Recovery Model orientation may choose from thislist.In addition to this list, we believe that many of the Goal, Objective, andIntervention statements found in the chapters reflect a recovery orientation.For example, our assessment interventions are meant to identify how theproblem affects this unique client and the strengths that the client brings tothe treatment. Additionally, an intervention statement such as, “Developwith the client a list of positive affirmations about himself/herself, and askthat it be read three times daily” from the Low Self-Esteem chapter isevidence that recovery model content permeates items listed throughout ourchapters. However, if the clinician desires a more focused set of statementsdirectly related to each principle guiding the recovery model, they can befound in Appendix E.The topic of our children (and adults, too) becoming seriouslyoverweight or obese is getting increasing media and professional attention inrecent years. Because obesity predisposes individuals to an increased risk ofseveral diseases and medical conditions, it is included in the InternationalClassification of Diseases (or ICD) as a general medical condition. It doesnot appear in the DSM because it is not consistently associated with apsychological or behavioral syndrome. It is, however, a highly prevalentmedical issue, influenced by psychological and behavioral factors, and hasproven to be responsive to psychological treatment. Therefore, we haveadded a chapter on Overweight/Obesity to provide evidence-based guidancein developing a treatment plan for this problem. We hope you find thisaddition helpful.We have made a title change for the chapter previously entitled MentalRetardation. Even though the term “mental retardation” was selected about50 years ago to replace what was seen as overly general terminology (e.g.,mental deficiency) or pejorative labels (e.g., idiocy), in recent years the term

6 THE CHILD PSYCHOTHERAPY TREATMENT PLANNERmental retardation has been seen similarly. Instead, we replaced the titleMental Retardation with the title Intellectual Developmental Disorder toimprove specificity and bring our title in line with the latest classificationsystem terminology.With the publication of the DSM-5 (American Psychiatric Association,2013) we have updated the Diagnostic Suggestions listed at the end of eachchapter. The DSM-IV-TR (American Psychiatric Association, 2000) wasused in previous editions of this Planner. Although many of the diagnosticlabels and codes remain the same, several have changed with the publicationof the DSM-5 and are reflected in this Planner.Lastly, some clinicians have asked that the Objective statements in thisPlanner be written such that the client’s attainment of the Objective can bemeasured. We have written our Objectives in behavioral terms and many aremeasurable as written. For example, this Objective from the Anxiety chapteris one that is measurable as written because either it is done or it is not:“Participate in live, or imaginal then live, exposure exercises in which worriesand fears are gradually faced.” But at times the statements are too broad tobe considered measurable. Consider, for example, this Objective from theAnxiety chapter: “Identify, challenge, and replace biased, fearful self-talkwith positive, realistic, and empowering self-talk.” To make it quantifiable aclinician might modify it to read, “Give t

The Child Psychotherapy Progress Notes Planner, Fifth Edition The Adolescent Psychotherapy Progress Notes Planner, Fifth Edition . The Couples Psychotherapy Progress Notes Planner, Second Edition The Family Therapy Progress Notes Planner, Second Edition The Veterans and Active Duty Military Psychotherapy Progress Notes Planner Homework Planners