Cognitive-Behavioural Therapy for ADHD in Adolescents and by Susan Young, Jessica Bramham

By Susan Young, Jessica Bramham

Rev. ed. of: ADHD in adults / Susan younger, Jessica Bramham. 2007.
Includes bibliographical references and index.
ISBN 978-1-119-96074-4 (hardback) – ISBN 978-1-119-96073-7 (paper)


The first version of this publication brought the Young-Bramham Programme, a pioneering method of cognitive behavioural therapy for ADHD in adults, which used to be well-received via scientific and educational groups alike. in response to the most recent findings within the box, the authors have multiplied the second one version to include remedy techniques not just for adults, but in addition for children with ADHD.

Updates the confirmed Young-Bramham Programme for use not just with adults but additionally with youngsters, who're making the tricky transition from baby to grownup services
re-creation of an influential consultant to treating ADHD past adolescence which encompasses the new progress in clinical wisdom of ADHD besides released therapy guidelines
bankruptcy structure presents a basic creation, an outline of useful deficits, overview tools, CBT strategies to the matter, and a template for team delivery

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Additional info for Cognitive-Behavioural Therapy for ADHD in Adolescents and Adults: A Psychological Guide to Practice (2nd Edition)

Sample text

This is often expressed as a labile temperament and characterized by emotional outbursts. Indeed, anger is more likely to be expressed outwardly than inwardly suppressed, possibly due to poor impulse control, poor self-regulation and a low boredom threshold. This behaviour may lead to negative outcomes including relationship breakdown, termination of employment and involvement with the police. It is likely to be perceived by others as a negative character trait and clients may be assumed to be unpredictable or in some cases even dangerous.

Interpreter: here the therapist should facilitate interpretation of the constellation of difficulties making up the individual’s ADHD. This information can be communicated to others who are in contact with the client to help them to understand the disorder. 3. Structurer: in order to provide a foundation for someone who has difficulty in planning and organizing, the clinician should become active and structured. 4. Educator: education may be provided through reading, writing session notes collaboratively, or ongoing (verbally) as part of the therapeutic process.

Additionally, with maturity there is often a shift with hyperactivity and impulsivity modifying more than attentional symptoms (Marsh and Williams, 2004). Adolescents are more likely to fidget than run around aimlessly and problems with organization and time-management become more apparent. The progression of ADHD is also heterogeneous with some individuals experiencing full remission by adulthood, some partial remission and others none at all (Faraone, Biederman and Mick, 2006; Young and Gudjonsson, 2008).

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