Description
FOREWORD INTRODUCTION PART 1: SETTING YOURSELF UP TO SUCCEED Chapter 1 - LOW INTENSITY CBT: WHAT YOU REALLY NEED TO KNOW Chapter 2 - HOW TO INTRODUCE YOURSELF Chapter 3 - HOW TO BOUNDARY YOUR ROLE Chapter 4 - HOW TO LOOK AFTER YOURSELF Chapter 5 - TIPS WHEN MEETING PARENTS AND CARERS PART 2: PRACTISE ESSENTIALS Chapter 6 - KEY SKILLS IN ASSESSING AND GOAL SETTING Chapter 7 - TEN WAYS TO BE A MORE INCLUSIVE PRACTITIONER Chapter 8 - A GOOD SESSION IS LIKE A THREE COURSE MEAL Chapter 9 - TIPS FOR GOOD THERAPEUTIC CONVERSATIONS WITH YOUNG PEOPLE Chapter 10 - SOME CREATIVE ACTIVITIES TO IMPROVE ACCESS AND ENGAGEMENT FOR ALL Chapter 11 - SAFEGUARDING, RISK ASSESSMENT AND SAFETY PLANNING Chapter 12 - HOW TO MAKE AN ONWARD REFERRAL Chapter 13 - SELF-REFLECTIVE PRACTISE AND SUPERVISION PART 3: TIPS FOR INTERVENTIONS Chapter 14 - THE VALUE OF COMPASSION Chapter 15 - THE IMPORTANCE OF BACK-UP TEAMS Chapter 16 - HOW TO HELP WITH SLEEP HYGIENE Chapter 17 - KEY PRINCIPLES IN BRIEF BEHAVIOURAL ACTIVATION FOR DEPRESSION Chapter 18 - KEY PRINCIPLES IN GRADED EXPOSURE FOR ANXIETY Chapter 19 - KEY PRINCIPLES IN PARENT-LED CBT FOR ANXIETY Chapter 20 - COPING STRATEGIES, PROBLEM SOLVING AND RELAXATION ACTIVITIES Chapter 21 - A BRIEF OVERVIEW OF MORE COMPLEX NEEDS Chapter 22 - BLUEPRINTING AND ENDINGS Chapter 23 - WHAT TO DO WHEN THINGS GET STUCK Chapter 24 - WORKING WITHIN SCHOOLS AFTERWORD ACRONYM AND JARGON BUSTER FURTHER READING AND RESOURCES CONTRIBUTORS AND ACKNOWLEDGEMENTS ABOUT THE AUTHOR REFERENCES
Hugh Miller is a clinical tutor at the Anna Freud Centre and an honorary lecturer at UCL with experience of training children's wellbeing practitioners, education mental health practitioners and supervisors. Hugh is also a clinical lead at an NHS wellbeing service and works in Specialist CAMHS as a CBT psychotherapist. He is based in Brighton.