Overview
- Authors:
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Thomas H. Ollendick
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Virginia Polytechnic Institute and State University, Blacksburg, USA
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Jerome A. Cerny
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Indiana State University, Terre Haute, USA
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Table of contents (10 chapters)
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- Thomas H. Ollendick, Jerome A. Cerny
Pages 1-24
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- Thomas H. Ollendick, Jerome A. Cerny
Pages 25-56
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- Thomas H. Ollendick, Jerome A. Cerny
Pages 57-83
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- Thomas H. Ollendick, Jerome A. Cerny
Pages 84-115
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- Thomas H. Ollendick, Jerome A. Cerny
Pages 116-148
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- Thomas H. Ollendick, Jerome A. Cerny
Pages 149-177
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- Thomas H. Ollendick, Jerome A. Cerny
Pages 178-218
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- Thomas H. Ollendick, Jerome A. Cerny
Pages 219-250
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- Thomas H. Ollendick, Jerome A. Cerny
Pages 251-276
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- Thomas H. Ollendick, Jerome A. Cerny
Pages 277-303
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Back Matter
Pages 304-351
About this book
As noted by its title, the focus of this book is centered on an examination of behavior therapy with children in clinical settings. Throughout, our goal has been to examine theoretical underpinnings, review empirical research, and illustrate clinical utility for a variety of behavioral proce dures with children. In pursuing this goal, we have described child behavior therapy as an approach based on empirical methodology, de rived from behavioral principles, and focused upon adjustment disor ders of children. The hallmark of such an approach is its accountability the extent to which the procedures and techniques presented in this text are demonstrably accountable must be determined at least partially by the reader. As students of child behavior, we have become sensitized to two trends in behavior therapy with children during the preparation of this book. First, we have been concerned with the simple application of behavioral procedures to children, irrespective of developmental con siderations. All too frequently, assessment strategies and treatment pro cedures found to be useful with adults have been applied to children in an indiscriminate fashion. For example, some recent studies have examined and assessed the very same social skill deficits in children as in adults (e. g. , lack of eye contact, delayed latency of response, and absence of positive commendatory responses). Surely, skill deficits differ from age to age just as they differ from situation to situation.
Authors and Affiliations
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Virginia Polytechnic Institute and State University, Blacksburg, USA
Thomas H. Ollendick
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Indiana State University, Terre Haute, USA
Jerome A. Cerny
