Skip to main content

Cognitive-Behavioral Approaches to Child Psychopathology

Present Status and Future Directions

  • Chapter
Handbook of Developmental Psychopathology

Abstract

The contributions to the present volume attest to the importance and complexity of childhood psycho-pathology. Children’s behavioral maladjustment has broad effects, not only on the child at home, in school, and in the peer group, but on family functioning, and community systems. Accurate assessment and effective treatment of childhood psycho-pathology should have immediate and longer term preventive health and mental health benefits for the child, the family, and the community.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  • Achenbach, T. M. (1978). Psychopathology of childhood: Research problems and issues. Journal of Consulting and Clinical Psychology, 46, 759–776.

    Article  PubMed  Google Scholar 

  • Anooshian, L. J., & Siegel, A. W. (1985). From cognitive to procedural mapping. In C. J. Brainerd & M. Pressley (Eds.), Basic processes in memory development: Progress in cognitive development research (pp. 47–102). New York: Springer-Verlag.

    Chapter  Google Scholar 

  • Bandura, A. (1969). Principles of behavior modification. New York: Holt, Rinehart & Winston.

    Google Scholar 

  • Bandura, A. (1973). Aggression: A social learning analysis. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.

    Google Scholar 

  • Bandura, A. (1985). Model of causality in social learning theory. In M. J. Mahoney & A. Freeman (Eds.), Cognition and psychotherapy (pp. 81–99). New York: Plenum Press.

    Google Scholar 

  • Beck, A. T. (1976). Cognitive therapy and the emotional disorders. New York: International Universities Press.

    Google Scholar 

  • Bransford, J. D. (1979). Human cognition: Learning, understanding, and remembering. Belmont, CA: Wadsworth.

    Google Scholar 

  • Bronfenbrenner, U. (1979). The ecology of human development. Cambridge: Harvard University Press.

    Google Scholar 

  • Brown, C., Meyers, A. W., & Cohen, R. (1984). Long-term self-instruction training: Generalization to proximal and distal problem-solving tasks with preschoolers. Cognitive Therapy and Research, 8, 427–438.

    Article  Google Scholar 

  • Brown, C.M. (1986). Developmental contributions to the assessment of childhood depression. Unpublished doctoral dissertation, Department of Psychology, Memphis State University.

    Google Scholar 

  • Camp, B. W. (1977). Verbal mediation in young aggressive boys. Journal of Abnormal Psychology; 86, 145–153.

    Article  PubMed  Google Scholar 

  • Camp, B. W. (1980). Two psychoeducational treatment programs for young aggressive boys. In C. K. Whalen & B. Henker (Eds.), Hyperactive children—The social ecology of identification and treatment (pp. 191–220). New York: Academic Press.

    Google Scholar 

  • Camp, B. W., & Bash, M. A. S. (1981). Think aloud: Increasing social and cognitive skills—A problem-solving program for children (primary level). Champaign, IL: Research Press.

    Google Scholar 

  • Camp, B. W., & Ray, R. S. (1984). Aggression. In A. W. Meyers & W. E. Craighead (Eds.), Cognitive behavior therapy with children (pp. 315–350). New York: Plenum Press.

    Google Scholar 

  • Camp, B.W., Blom, G. E., Hebert, F., & van Doorninck, W. J. (1977). “Think aloud”: A program for developing self-control in young aggressive boys. Journal of Abnormal Child Psychology, 5, 157–169.

    Article  PubMed  Google Scholar 

  • Cohen, R. (Ed.). (1985). The development of spatial cognition. Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Cohen, R., & Meyers, A. W. (1984). The generalization of self-instructions. In B. Gholson & T. L. Rosenthal (Eds.), Applications of cognitive-developmental theory (pp. 95–112). New York: Academic Press.

    Google Scholar 

  • Cohen, R., & Schleser, R. (1984). Cognitive development and clinical interventions. In A. W. Meyers & W. E. Craighead (Eds.), Cognitive behavior therapies with children (pp. 45–68). New York: Plenum Press.

    Google Scholar 

  • Cohen, R., Schleser, R., & Meyers, A. W. (1981). Self-instructions: Effects of cognitive level and active rehearsal. Journal of Experimental Child Psychology, 32, 65–76.

    Article  Google Scholar 

  • Cohen, S. L., Nichol, G. T., Cohen, R., & Meyers, A. W. (1985, April). Self-instruction learning at home and at school. Paper presented at the biennial meeting of the Society for Research in Child Development, Toronto.

    Google Scholar 

  • Coyne, J. (1982). A critique of cognitions as causal entities with particular reference to depression. Cognitive Therapy and Research, 6, 3–13.

    Article  Google Scholar 

  • Craighead, W. E. (1982). A brief clinical history of cognitive-behavioral therapy with children. School Psychology Review, 11, 5–13.

    Google Scholar 

  • Craighead, W. E., Wilcoxon-Craighead, L., & Meyers, A. W. (1978). New directions in behavior modification with children. In M. Hersen, R. M. Eisler, & P. M. Miller (Eds.), Progress in behavior modification (Vol. 6, pp. 159–201). New York: Academic Press.

    Google Scholar 

  • Craighead, W. E., Meyers, A. W., & Wilcoxon-Craighead, L., & McHale, S. (1983). Issues in cognitive behavior therapy with children. In M. Rosenbaum, C. Franks, & Y. Jaffe (Eds.), Perspectives on behavior therapy in the 80’s (pp. 234–261). New York: Springer-Verlag.

    Google Scholar 

  • Craighead, W. E., Meyers, A. W., & Wilcoxon-Craighead, L. (1985). A conceptual model for cognitive-behavior therapy with children. Journal of Abnormal Child Psychology, 13, 331–342.

    Article  PubMed  Google Scholar 

  • Dember, W. N. (1974). Motivation and the cognitive revolution. American Psychologist, 29, 161–168.

    Article  Google Scholar 

  • Dulany, D. E. (1974). On the support of cognitive theory in opposition to behavior theory: A methodological problem. In W. B. Weimer & D. S. Palermo (Eds.), Cognition and the symbolic processes (pp. 43–56). Hillsdale, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Ellis, A. (1962). Reason and emotion in psychotherapy. New York: Lyle Stuart.

    Google Scholar 

  • Flavell, J. H. (1963). The developmental psychology of Jean Piaget. New York: Van Nostrand.

    Book  Google Scholar 

  • Glenwick, D. S., & Jason, L. A. (1984). Locus of intervention in child cognitive behavior therapy: Implications of a behavioral community perspective. In A. W. Meyers & W. E. Craighead (Eds.), Cognitive behavior therapy with children (pp. 129–162). New York: Plenum Press.

    Google Scholar 

  • Goodnight, J. A., Cohen, R., & Meyers, A. W. (1984). Generalization of self-instructions: The effect of strategy adaptation training. Journal of Applied Developmental Psychology, 5, 35–44.

    Article  Google Scholar 

  • Henggeler, S. (Ed.). (1982). Delinquency and adolescent psy-chopathology. Boston: John Wright-PSG.

    Google Scholar 

  • Homme, L. (1965). Perspectives in psychology: Control of cov-erants, the operants of the mind. Psychological Record, 15, 501–511.

    Google Scholar 

  • Kagan, J., Rossman, B. L., Day, D., Albert, J., & Phillips, W. (1964). Information processing in the child: Significance of analytic and reflective attitudes. Monographs of the Society for Research in Child Development, 41, (Serial No. 5).

    Google Scholar 

  • Kanfer, F. H., & Karoly, P. (1972). Self-control: A behav-ioristic excursion into the lion’s den. Behavior Therapy, 3, 398–416.

    Article  Google Scholar 

  • Kazdin, A. E. (1978). History of behavior modification: Experimental foundations of contemporary research. Baltimore, MD: University Park Press.

    Google Scholar 

  • Kendall, P. C., & Hollon, S. D. (1979). Cognitive-behavioral interventions: Theory, research, and procedures. New York: Academic Press.

    Google Scholar 

  • Luria, A. R. (1961). The role of speech in the regulation of normal and abnormal behaviors. New York: Liveright.

    Google Scholar 

  • Mahoney, M. J. (1985). Psychotherapy and human change processes. In M. J. Mahoney & A. Freeman (Eds.), Cognition and psychotherapy (pp. 3–48). New York: Plenum Press.

    Google Scholar 

  • Meichenbaum, D. (1974). Cognitive behavior modification. Morristown, NJ: General Learning Press.

    Google Scholar 

  • Meichenbaum, D. (1977). Cognitive behavior modification: An integrative approach. New York: Plenum Press.

    Google Scholar 

  • Meichenbaum, D., & Asarnow, J. (1979). Cognitive-behavior modification and metacognitive development. In P. Kendall & S. Hollon (Eds.), Cognitive-behavioral interventions: Theory, research, and procedures (pp. 11–35). New York: Academic Press.

    Google Scholar 

  • Meyers, A. W., & Cohen, R. (1982). The role of adolescent cognition in a family-ecological model. In S. Henggeler (Ed.), Delinquency and adolescent psychopathology (pp. 187–203). Boston: John Wright-PSG.

    Google Scholar 

  • Meyers, A. W., & Cohen, R. (1984). Cognitive-behavioral interventions in educational settings. In P. C. Kendall (Ed.), Advances in cognitive-behavioral research and therapy (Vol. 3, pp. 131–166). New York: Academic Press.

    Google Scholar 

  • Meyers, A. W., & Craighead, W. E. (Eds.). (1984a). Cognitive behavior therapy with children. New York: Plenum Press.

    Google Scholar 

  • Meyers, A. W., & Craighead, W. E. (1984b). Cognitive behavior therapy with children: A historical, conceptual, and organizational overview. In A. W. Meyers & W. E. Craighead (Eds.), Cognitive behavior therapy with children (pp. 1–17). New York: Plenum Press.

    Google Scholar 

  • Minuchin, P. (1985). Families and individual development: Provocations from the field of family therapy. Child Development, 56, 289–302.

    Article  PubMed  Google Scholar 

  • Murray, E. J., & Jacobson, L. I. (1971). The nature of learning in traditional and behavioral psychotherapy. In A. E. Bergin & S. L. Garfield (Eds.), Handbook of psychotherapy and behavior change: An empirical analysis (pp. 709–747). New York: Wiley.

    Google Scholar 

  • Nichol, G., Cohen, R., Meyers, A. W., & Schleser, R. (1982). Generalization of self-instruction training. Journal of Applied Developmental Psychology, 3, 205–215.

    Article  Google Scholar 

  • Panella, D., Cooper, P., & Henggeler, S. (1982). Peer relations in adolescents. In S. Henggeler (Ed.), Delinquency and adolescent psychopathology. Boston: John Wright-PSG.

    Google Scholar 

  • Schleser, R., Meyers, A. W., & Cohen, R. (1981). Generalization of self-instructions: Effects of general versus specific content, active rehearsal, and cognitive level. Child Development, 52, 335–340.

    Article  Google Scholar 

  • Schleser, R., Meyers, A. W., Cohen, R., & Thackwray, D. (1983). Generalization of self-instructions by impulsive children: Effects of discovery versus faded rehearsal. Journal of Consulting and Clinical Psychology, 51, 954–955.

    Article  PubMed  Google Scholar 

  • Schleser, R., Cohen, R., Meyers, A. W., & Rodick, J. D. (1984). The effects of cognitive level and training procedures on the generalization of self-instructions. Cognitive Therapy and Research, 8, 187–200.

    Article  Google Scholar 

  • Skinner, B. F. (1953). Science and human behavior. New York: Free Press.

    Google Scholar 

  • Thackwray, D., Meyers, A., Schleser, R., & Cohen, R. (1985). Achieving generalization with general versus specific self-instructions: Effects on academically deficient children. Cognitive Therapy and Research, 9, 297–308.

    Article  Google Scholar 

  • Turkewitz, H. (1984). In A. W. Meyers & W. E. Craighead (Eds.), Cognitive behavior therapy with children (pp. 66–98). New York: Plenum Press.

    Google Scholar 

  • Vygotsky, L. S. (1962). Thought and language. New York: Wiley.

    Book  Google Scholar 

  • Weimer, W. B. (1977). A conceptual framework for cognitive psychology: Motor theories of the mind. In R. Shaw & J. Bransford (Eds.), Perceiving, acting, and knowing (pp. 267–311). Hillsdale, NJ: Erdlbaum.

    Google Scholar 

  • Zajonc, R. B. (1980). Feeling and thinking: Preferences need no inferences. American Psychologist, 35, 151–175.

    Article  Google Scholar 

  • Zeiss, A. M., Lewinsohn, P. M., & Munoz, R. F. (1979). Nonspecific improvement effects in depression using interpersonal skills training, pleasant activity schedules or cognitive training. Journal of Consulting and Clinical Psychology, 47, 427–439.

    Article  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Editor information

Editors and Affiliations

Rights and permissions

Reprints and permissions

Copyright information

© 1990 Plenum Press, New York

About this chapter

Cite this chapter

Meyers, A.W., Cohen, R. (1990). Cognitive-Behavioral Approaches to Child Psychopathology. In: Lewis, M., Miller, S.M. (eds) Handbook of Developmental Psychopathology. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-7142-1_37

Download citation

  • DOI: https://doi.org/10.1007/978-1-4615-7142-1_37

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4615-7144-5

  • Online ISBN: 978-1-4615-7142-1

  • eBook Packages: Springer Book Archive

Publish with us

Policies and ethics