From Timid to Tiger

170 Pages·2010·18.55 MB·English

by  Dr Sam Cartwright?Hatton

From Timid to Tiger
From Timid to Tiger: A Treatment Manual for Parenting the Anxious Child
Sam Cartwright-Hatton, Ben Laskey, Stewart Rust and Deborah McNally
© 2010 John Wiley & Sons, Ltd. ISBN: 978-0-470-68310-1
From Timid to Tiger
A Treatment Manual for Parenting the Anxious Child
Dr Sam Cartwright-Hatton
with
Dr Ben Laskey
Dr Stewart Rust
Dr Deborah McNally
A John Wiley & Sons, Ltd., Publication
Thiseditionfirstpublished2010
©2010JohnWiley&SonsLtd.
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LibraryofCongressCataloging-in-PublicationData
Cartwright-Hatton,Sam.
Fromtimidtotiger:parentingtheanxiouschild:atreatmentmanual/SamCartwright-Hatton,
withBenLaskey,StewartRust,DeborahMcNally.
p.;cm.
Includesbibliographicalreferencesandindex.
ISBN978-0-470-68310-1(pbk.)
1.Anxietyinchildren.2.Cognitivetherapyforchildren.3.Parenting.I.Title.
[DNLM:1.AnxietyDisorders–therapy.2.Child.3.CognitiveTherapy–methods.WM172C329f
2010]
RJ506.A58C372010
618.92’8522–dc22
2010016192
AcataloguerecordforthisbookisavailablefromtheBritishLibrary.
Setin10/13ScalabyLaserwordsPrivateLimited,Chennai,India.
PrintedinSingaporebyFabulousPrintersPteLtd.
1 2010
This book is dedicated to ZB, who was with me (quite
literally, in my tummy), the whole way.
SamCartwright-Hatton,Manchester,September2009.
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Contents
ListofContributors ix
Preface xi
WhoIsThisBookFor? xiii
Acknowledgements xv
1 Theoretical Background to the Programme 1
2 How to Use This Book 17
3 Session One
Introduction to the Programme and Some
Basic Concepts 27
4 Session Two
Securing the Parent–Child Bond through Play 45
5 Session Three
Understanding Children’s Anxiety 57
6 Session Four
Using Praise to Build Children’s Confidence 73
7 Session Five
Using Rewards to Get Children Motivated 85
8 Session Six
Setting Limits on Anxious Children’s Behaviour 99
9 Session Seven
Using Withdrawal of Attention to Manage
Children’s Behaviour 109
10 Session Eight
Managing Children’s Worry 121
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S 11 Session Nine
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E Managing Really Difficult Behaviour: Time Out
T
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O and Consequences 133
C
12 Session Ten
Wrapping Up: Review, Managing School, Celebration 147
AdditionalResources 165
Index 167
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List of Contributors N
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DrSamCartwright-Hatton
ClinicalPsychologistandSeniorLecturerinClinicalPsychology
SchoolofPsychologicalSciences
ZochonisBuilding
BrunswickSt
UniversityofManchester
Manchester
M139PL,UK
SamCartwright-Hattonisanacademicclinicalpsychologistwhocarriesoutresearchinthe
development and treatmentof anxietydisordersof childhood. She was the recipient ofthe
2009 May Davidson Award from the British Psychological Society in recognition of this
work.
DrBenLaskey
ClinicalPsychologistandHonoraryTutorinClinicalPsychology
SalfordChildandAdolescentMentalHealthServices
PendletonGatewayCentre
1Broadwalk
Salford,M65FX
Ben Laskey is a parent and clinical psychologist who lives and works in Salford. He co-
ordinates and delivers parenting programmes for children under eight years in the city
and works individually with children and families. He has a particular interest in child
anxietydisordersandconductsresearchthroughtheUniversityofManchesterwhereheis
anhonorarytutorinClinicalPsychology.BenisonthenationalcommitteefortheBABCP
andhasspokenatnationalconferencesonparentingandanxiety.
DrStewartRust
ConsultantClinicalPsychologistinNeuropsychology
PaediatricPsychosocialDepartment
HarringtonBuilding
RoyalManchesterChildren’sHospital
HathersageRoad
ManchesterM139WL
Stewart is a consultant clinical psychologist in Neuropsychology at the Royal Manchester
Children’s Hospital, where he works with children and young people with head injuries,
epilepsy,braintumoursandmetabolicconditions.Hehaspreviouslyworkedincommunity
parentingforsevenyears,deliveringparentinggroupstofamiliesstrugglingwithchildren’s
behaviouraldifficulties.
ix
S DrDebMcNally
R
O ClinicalPsychologist
T
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B PaediatricPsychosocialDepartment
TRI HarringtonBuilding
N
O RoyalManchesterChildren’sHospital
C
F HathersageRoad
O
ManchesterM139WL
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DebisaclinicalpsychologistspecialisinginworkingwithchildrenandfamiliesinSalford.
Shehasaparticularinterestinparentingandcognitivebehaviouralinterventions.
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Preface
Ameliahasjustgothomefromschool.Sheisinfloodsoftears.Herteachergavetheclass
a new red pencil each, and told them there would be ‘big trouble’ for anyone who lost it.
Ameliahaslostherpencil.Sheisterrifiedofwhatwillhappenwhenherteacherfindsout.
Thishappensalot.Ameliaisoftentobefoundintearsoversomeminorcatastrophe,andis
increasinglydifficulttoconsole.Afterseveralhoursoffailingtostemthetears,herDadgets
inthecar,andtrawlsthecornerstoresandpetrolstations.Hisluckisin,andhereturnsjust
intimeforbed,withashiny,new,redpencil.
Problemsolved.Orisit?
Did Amelia’s Dad do the right thing? Although he did the kind thing, did he do the best
thingforhelpingAmeliacopewithheranxietiesinthelongterm?
Parents of anxious children are frequently faced with dilemmas like these. And, unfortu-
nately,theaverageparent’sinstincttoprotecttheirvulnerablechildmaybeworkinginquite
theoppositedirectiontothatwhichisneeded.
Many parents who come to see us already recognise that their approach is not working.
They want help with getting it right. Unfortunately, in most developed societies, parents
areleft alone to workouthow to bring uptheirchildren. This is difficult whenyou have a
well-adjusted child. When your child is doing things that are out of the ordinary, it can be
quiteimpossible.
This course is designed for parents like Amelia’s. It is grounded in theory and based on
empiricaldata.Thecoursetakesthetherapistandparentthroughastep-by-stepapproachto
managinganxietyinyoungchildren.Itisaimedatproducingconfidentparentswhoknow
howtoencourageconfidenceintheirchild,whoknowwhattodowhentheirchildisworried
orafraid.
WehavefoundthiscourseveryusefulinhelpingcountlessfamilieslikeAmelia’s.Wehave
alsohadalotoffunalongtheway.Wehopethatyoudotoo.
xi
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Who Is This Book For?
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Thisbookisaimedprimarilyatmentalhealthprofessionals.Althoughwethinkthatawide
rangeofpeoplewhoworkwithchildrenandfamilieswillfindtheideasuseful,wethinkthat
torunthecompleteprogramme,acoreprofessionalbackgroundinmentalhealthisneeded.
In addition, to get the most out of the programme, at least one group leader needs some
trainingandexperienceincognitivebehaviourtherapy(CBT)andoneinbehaviouralparent
training.Ideally,betweenthem,thegroupleaderswouldbehighlyskilledinbothofthese.
IntermsofCBTknowledge,atleastoneofthegroupleadersneedstobeskilledinbasicCBT
techniques, including simple formulation, socratic questioning, behavioural experiments,
graded exposure and cognitive challenging. He/she should also understand the basic CBT
model of anxiety, including the role of anxious thoughts, the fight/flight response and
avoidance.
Intermsofparenttraining,atleastoneofthegroupleadersneedstobehighlyexperienced
in working with parents. He/she also needs to be familiar with at least one behaviourally
basedparenttrainingprogramme,suchasWebster-Stratton’sIncredibleYears,TriplePand
so on. He/she should have a good basic understanding of behavioural theory, particularly
the role of reinforcementand extinctionschedules, and of attachmenttheoryand of social
learningtheory.Outcomeswillbemuchbetterifatleastonegroupleaderhasledprevious
behaviouralparenttraininggroups.
xiii