Kendall / Hollon Assessment Strategies for Cognitive-Behavioral Interventions

1. Auflage 2013
ISBN: 978-1-4832-7771-4
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 440 Seiten, Web PDF

Assessment Strategies for Cognitive-Behavioral Interventions is a collection of original contributions provided by leaders in the field who consider the theoretical and applied assessment issues related to the expanding field of cognitive-behavioral interventions. Chapters in the present volume, designed as a companion volume to an earlier text, Cognitive-Behavioral Interventions: Theory, Research, and Procedures, focus on the issues inherent in the measurement of cognitive and behavioral events and processes. The book opens with an overview of recent growth in the field. Attention is devoted to examining several goals of the new assessment endeavors, some suggestions related to the proposed methods, and certain problems inherent in cognitive-behavioral assessments. Separate chapters follow that deal directly with a variety of specific content areas. These include a conceptualization of attributions, as well as describing their measurement and speculating as to their role in both the etiology and treatment of psychological disturbance; and suggestions for assessment in clinical interviews and for using psychometric instruments and discusses belief systems and irrationality. Subsequent chapters focus on special populations and procedures.

Autoren/Hrsg.

Kendall, Philip C.

Hollon, Steven D.

Inhaltsverzeichnis

1;Front Cover;1
2;Assessment Strategies for Cognitive–Behavioral Interventions;4
3;Copyright Page;5
4;Table of Contents;8
5;Dedication;6
6;List of Contributors;12
7;Preface;14
8;Chapter 1. Assessment and Cognitive–Behavioral Interventions: Purposes, Proposals, and Problems;16
8.1;Purposes;17
8.2;Proposals;19
8.3;Problems;22
8.4;Closing Comment;26
8.5;Reference Notes;26
8.6;References;26
9;Chapter 2. Attributional Styles: Toward a Framework for Conceptualization and Assessment;28
9.1;The Emergence of an A ttributional Perspective in the Clinic;28
9.2;Overview of the Social and Personality Approaches to Attribution Theory;32
9.3;Contributions from Contemporary Cognitive Psychology to Elucidating the Casual Attribution Process;39
9.4;A New Perspective on the Attribution Process: An Ingregration of Work in Social, Personality, and Cognitive Psychology;41
9.5;Attributional Styles: Toward a Conceptualization and Assessment Technology;53
9.6;Reference Notes;67
9.7;References;67
10;Chapter 3. Assessing Belief Systems: Concepts and Strategies;74
10.1;Theoretical and Research Foundations;75
10.2;Assessment Methods and Strategies: Theoretical Issues;80
10.3;Assessment Methods and Strategies: Specific Tools;82
10.4;Self-Monitoring Procedures;87
10.5;Psychometric Instruments;87
10.6;Future Directions in Research;93
10.7;Reference Notes;96
10.8;References;97
11;Chapter 4. Assessing Self-Referent Speech: Methods in the Measurement of Self-Statements;100
11.1;Some Background;101
11.2;Methods for Assessing Self Statements;105
11.3;Self Statements and Emotions;121
11.4;Issues;127
11.5;Reference Notes;128
11.6;References;129
12;Chapter 5. The Measurement of Imagery: How Can It Be Clinically Useful?;134
12.1;Measurement Issues: Definitions and Constructs;135
12.2;Imagery and Imagination Measures;144
12.3;Conclusions;165
12.4;ACKNOWLEDGMENT;166
12.5;Reference Notes;166
12.6;References;167
13;Chapter 6. Current Concerns: Assessing Therapeutically Relevant Motivation;176
13.1;Current Concerns: The Nature of the Construct and Its Importance for Cognitive- Behavioral Therapy;177
13.2;Assessment of Current Concerns;179
13.3;Examples of Potential Clinical Use;199
13.4;Research with Current Concerns;201
13.5;Summary;209
13.6;References;210
14;Chapter 7. The Assessment of Interpersonal Problem-Solving Skills;212
14.1;Interpersonal Cognitive Problem-So hing (ICPS) Skills;213
14.2;ICPS Assessment Issues and Alternatives;217
14.3;Future Directions for Theory and Research;232
14.4;Reference Notes;236
14.5;References;237
15;Chapter 8. Approaches to Assessment for Cognitive–Behavioral Interventions with Children;242
15.1;Assessing Children: Key Concerns;243
15.2;Assessment of Social Cognition;245
15.3;Assessment of Interpersonal Problem Solving;255
15.4;Assessment of Children's Attributions;261
15.5;Assessment of Problem-Solving Style;263
15.6;Assessment of Sociometric (PEER) Status;266
15.7;Observational Assessment;274
15.8;Behavior Rating Scales;279
15.9;A Recommendation: "Specifying"and "Impact" Levels of Assessment;286
15.10;Future Directions;288
15.11;Reference Notes;288
15.12;References;290
16;Chapter 9. Cognitive Tasks in Clinical Assessment: An Exercise in Applied Psychology;302
16.1;Cognitive Theory and Cognitive Therapy;305
16.2;Representative Assessment Procedures;313
16.3;Conclusion;324
16.4;Reference Notes;327
16.5;References;327
17;Chapter 10. In Vivo Assessment Techniques for Cognitive–Behavioral Processes;334
17.1;Conceptual Overview;335
17.2;The Myth of Cognitive Intransience;336
17.3;In Vivo Monitoring;338
17.4;Use of In Vivo Cognitive Self-Monitoring;362
17.5;Se If-Monitoring and Psychopathology;365
17.6;Conclusions;369
17.7;Reference Notes;370
17.8;References;371
18;Chapter 11. The Assessment of Schemata: A Unifying Framework for Cognitive, Behavioral, and Traditional Assessment;378
18.1;Difficulties in Integrating Experimental Cognitive Psychology;379
18.2;Overview of the Schemata Approach;382
18.3;Strategies for Assessing Schemata;385
18.4;Summary and Conclusions;408
18.5;Reference Notes;409
18.6;References;410
19;Author Index;416
20;Subject Index;432