000			03866cam a2200481 i 4500
001			ocn827208008
003			OCoLC
005			20220920103354.0
006			a er d
007			cr |n|||||||||
008			130211s2008 cau ob 000 0 eng d
016	7		_a014657105 _2Uk
020			_a9781572245754 (paperback)
029	1		_aAU@ _b000048847635
029	1		_aAU@ _b000052577483
029	1		_aAU@ _b000062475458
035			_a(OCoLC)827208008 _z(OCoLC)763156007 _z(OCoLC)819901237 _z(OCoLC)1000371454 _z(OCoLC)1058442901
040			_aEBLCP _beng _epn _cEBLCP _dOCLCQ _dN$T _dMERUC _dTEFOD _dOCLCF _dOCLCO _dOCLCQ _dOCLCO _dYDXCP _dVT2 _dE7B _dB24X7 _dIDEBK _dTEFOD _dOCLCQ _dOCL _dOCLCQ _dUOK _dNTG _dSTF _dAU@ _dOCLCQ _dWYU _dOCLCQ _erda _dUKOBU _dOCLCO
072		7	_aMED _x033000 _2bisacsh
100	1		_aRapee, Ronald M., _eauthor _9317
245	1	0	_aHelping your anxious child : _ba step-by-step guide for parents / _cRonald M. Rapee, Ann Wignall, Susan H. Spence, Vanessa Cobham, Heidi Lyneham.
250			_aSecond edition.
264		1	_aOakland, CA : _bNew Harbinger Publications, _c2008.
300			_avi, 283 pages ; _c23 cm
520			_aThis revised and expanded edition of the best-selling Helping Your Anxious Child offers parents the most up-to-date, proven-effective techniques for helping children overcome anxiety. The authors recommend that the readings and activities take place across a two to four month period and should be approached on a chapter-by-chapter basis to be effective, as each chapter builds on skills and techniques developed in earlier chapters. There are Parent Activities which are undertaken in advance of sitting down with a child, and there are activities, exercises and lessons at the end of each chapter which will help a child to learn how to manage anxiety, and each of which has some guidance notes for the adult. For example, Chapter Three opens with a discussion on how anxious people can tend to catastrophise, such as over-estimating the consequences of being late for an appointment or having an minor error in some homework. The authors propose realistic thinking to help alleviate anxiety induced by assuming the worse outcome, which they recommend calling "detective thinking" when discussing with a child. This is evidence-based reasoning, and the adult example given is feeling anxious about being called into your manager's office unexpectedly and jumping to the conclusion that there will be a negative outcome. By considering past experience, other general information, alternative explanations, and role reversal, it is likely that the negative belief will be exposed as unlikely. If not, considering the actual implications (e.g. "I'll be criticised, but it doesn't really matter: I can deal with it") is realistic, not fatalistic. This is followed by worksheets based on this premise for adults to explore evidence and responses to their own worries. The adult is then primed to help a child using the same premise but with age-adjusted language and activities, and with examples and suggested scripts to assist the adult. There is also an appendix with guided activities on how to help a child relax. Audience: adult caregiver, professional.
650		0	_aAnxiety in children _xTreatment _vPopular works. _9318
650		0	_aFear _xPsychology. _9319
650		0	_aFear _xManagement. _9320
650		0	_aWorry _xPsychology. _9321
650		0	_aChild psychology. _9305
650		2	_aChild Behavior _9322
653			_aReader participation activities
653			_aAnxiety
700	1		_aWignall, Ann, _eauthor. _9324
700	1		_aSpence, Susan H., _eauthor _9325
700	1		_aCobham, Vanessa, _eauthor _9326
700	1		_aLyneham, Heidi J., _eauthor _9327
942			_2ddc _cG
999			_c91 _d91