Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

coping cat

No description
by

petra juriša

on 17 February 2016

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of coping cat

coping cat
Petra Juriša, Jasmina Mehulić, Helena Pađen

Psychoeducation
3. Psychoeducation on Anxiety and Emotional Education
4. Fear ladder
f
e
a
r
5. Relaxation
Exposure
Evaluations
PROs and CONs
OUR OPINION Of THE PROGRAM...
How did you like the program
What do you think are the good and the bad sides
effective
involves caregivers
gradual
flexible
has repetition and homework
customized for children
no background or degree related qualifications are required
of Coping Cat
adapted for Canada (Coping Bear) and Australia (Coping Koala)
translated to: Chinese, Hungarian, Japanese, Norwegian, Spanish
adapted for adolescents - C.A.T
The California Evidence-Based Clearinghouse rating 1 - well-supported by research evidence
program developer conducted most of the evaluations
Kendall, P. C. (1994)
listed at National Registry of Evidence-based Programs and Practices
randomized controlled trial
control group
(wait-list)
follow-up
(1 year, 2-5 years)
significant differences in children and parent's reports
treatment and control comparisons
small sample sizes
participants mostly Caucasian
Walkup, J.T. et al. (2008)
randomized controlled trial
follow-up
Southam-Gerow, M.A.
et al. (2010).
randomized controlled trial
control group
(treatment as usual)
significant difference in anxiety
significant difference in enrolling in other mental health services
follow-up
(6 years)
combination of Coping Cat and Zoloft had the best results
control group
groups: CC; Zoloft; CC+Zoloft; placebo
Nauta et al. (2004)
randomized controlled trial
effects of Coping Cat in Neatherlands
control group
significant differences between treatment and control groups
follow-up
a computer-assisted version: Camp Cope-A-Lot
training: live workshops with or without trainee role-plays
a training DVD "CBt4CBT" (not necessary)
What to do when feeling
frightened
?
Expecting
bad things to happen?
Attitudes
and
actions
that help.
Results
and
rewards
!
1. Building Rapport
2. Treatment orientation
• child-nominated game
Building rapport

Treatment Orientation

Psychoeducation on Anxiety and Emotional Education

Fear Ladder

Relaxation
Getting to know each other!
personal facts game
Why are we here?
"Do you have any pets?"
"Yeah, three kittens"
"Me, too. What are their names?"
"Lemon, Ginger and Kale."
fun & engaging:
Role of the therapist = coach
STIC:
Show That I Can !

reward !
when and what to do
1. Identify Feelings:
teach kids how to distinguish feelings
understand internal sensations when they get anxious

Feelings Charades
Feelings Dictionary
Draw a Body and Point


2. Normalize feelings:
everyone has feelings
other people have felt this way and have gotten past it

Coping Modeling
F
teaching different techniques to relax
Progressive muscle relaxation
lemon squeezing & turtle's neck

Diaphragmatic breathing

6. Identify anxious self talk
E
hierarchy of feared stimuli
ongoing process
items can be added or removed accordingly

PARENTS!

explanations
teaching how to manage their child's anxiety or their own anxiety about the child
Feelings Thermometer
coping strategies !
1. Identify
2. Teach less anxiety provoking self-talk
3. Teach thinking traps
7. Problem Solving
A


EXAMPLE?!?
7. Self Evaluation and Self Reward
8. The Coping Plan


Teach self-rewarding

Discuss results using the feeling thermometer

FOCUS on the
coping process
not on the outcome!
reward for the coping process regardless of the result

PARENTS!
talk about the next phase of the treatment and how they can help
rehearse & prepare for exposure
=
strategies to cope with anxiety

attitudes and actions that will help
R
=
Results and rewards
EXpecting bad things to happen?
cognitive distortions
atributions
=
What is this picture for? :)
How about this one?
introduction :)
-anxiety disorders
types:
- separation anxiety disorder
- social phobia
- generalized anxiety disorder
attachment style?
secure
avoidant
ambivalent
disorganized
- stage salient tasks
A little reminder
1. Attachment (0-1)
2. Emotion regulation (1-3)
3. Autonomy - Identity (3-5)
4. Peer relations / Academics (or work) (6-12)
- result of all kinds of maltreatment
academical underperforming
avoiding school/sports
limited social contact
frustration
social isolation
http://www.workbookpublishing.com/fearplan.swf
most effective way of treatment?
goals:
to face feared situations
to use what was learned in
types:
imaginal - role playing, written
in vivo
Thank you :)
6% - 21%
gradual

using Feelings Thermometer
-
65%-84% with one anxiety disorder also develop an additional anxiety/behavioral/mood disorder
coping cat
- INDIVIDUAL FOCUSED COGNITIVE BIHEVIORAL APPROACH FOR CHILDREN
WITH SAD, SP AND GAD
- POPULATION :
8 to 13 years
- GOALS:
1. Teach children to recognize signs of anxiety
2. Teach techniques to manage anxiety
3. Identify cognitive processes associated with anxiety
4. Teach children to practice technique
METHOD:
16 x 60 minutes
8= psychoeducation
8= exposure
Identifying Anxious Self-talk

Problem Solving

Self-Evaluation and Self-Reward

The Coping Plan
Our impression...
Thank you :)
Arousal continuum, Perry
important role of parents
psychoeducation
Full transcript