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Family Based Treatment for Restrictive Eating Disorders: A Guide for Supervision and Advanced Clinical Practice [Mīkstie vāki]

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, (Stanford University School of Medicine, USA), (FAED, Benioff UCSF Professor in Children's Health, Department of Psychiatry, UCSF Weill Institute for Neurosciences, and Director, Eating Disorders Program, University of California, San)
  • Formāts: Paperback / softback, 180 pages, height x width: 229x152 mm, weight: 290 g, 10 Tables, black and white
  • Izdošanas datums: 09-Apr-2018
  • Izdevniecība: Routledge
  • ISBN-10: 0815369573
  • ISBN-13: 9780815369578
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Family Based Treatment for Restrictive Eating Disorders: A Guide for Supervision and Advanced Clinical PracticePalielināt
  • Formāts: Paperback / softback, 180 pages, height x width: 229x152 mm, weight: 290 g, 10 Tables, black and white
  • Izdošanas datums: 09-Apr-2018
  • Izdevniecība: Routledge
  • ISBN-10: 0815369573
  • ISBN-13: 9780815369578
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9780815369578.html
Keywords:

Family Based Treatment for Restrictive Eating Disorders unpacks some of the most common dilemmas providers face in implementation of Family Based Treatment (FBT) across the spectrum of restrictive eating disorders. Directed towards advanced clinicians and supervisors, this manual is rooted in the assumption that true fidelity requires ongoing self-reflection and an understanding of the nuances involved in translating manualized interventions into rich clinical practice. Combining the key tenets of FBT with the best practices in supervision, it provides a framework to support each phase of the treatment process. Each chapter contains a wealth of resources, including clinical vignettes, a treatment fidelity measure, and other useful tools to assist both supervisors and advanced clinicians in becoming expert FBT practitioners.

Recenzijas

"Written by the fields most authoritative experts, this book is a "must read" for all students, practitioners and supervisors engaged in treating adolescent eating disorder patients with Family Based Treatment, and for all others interested in learning what this first-line, evidence-based treatment is about. Clearly written and elaborately detailed, the volume contains step-by-step instructions for undertaking this treatment approach, practical discussions of the common problems likely to be encountered and tactics for their management, and useful appendix material to help chart and assess progress."

Joel Yager, MD, professor of psychiatry, University of Colorado School of Medicine, and past president of the Academy for Eating Disorders

"This is an extraordinarily helpful book aimed at enhancing the supervision of clinicians using Family Based Treatment for disorders such as anorexia and bulimia nervosa. As such, it is a rare practical treatise on supervision, with many concrete case examples, and although focused on Family Based Treatment, it would be useful to many beginning (or experienced) supervisors in other domains. Moreover, many of the chapters present an advanced view that is likely to be useful to those wanting to improve their practice of Family Based Treatment."

W. Stewart Agras, MD, professor emeritus of psychiatry, Stanford University School of Medicine

Acknowledgments xiv
1 Orientation to This Manual
1(7)
Sarah Forsberg
James Lock
Daniel Le Grange
Background on Treatment Fidelity
1(1)
The Art of Supervision
2(1)
Delineating the Utility of This Manual
3(3)
What This Manual Is Not
3(1)
Best Practices in Supervision
3(1)
Who Is This Manual For?
4(1)
How to Use This Manual
5(1)
An Important Note About Diagnostic Focus
5(1)
Background Summary
6(1)
Common Dilemmas
6(1)
Supervisory Tools
6(1)
References
6(2)
2 Orientation to FBT Supervision: Notes From the Field
8(15)
Sarah Forsberg
James Lock
Daniel Le Grange
Assessment Phase
8(5)
Training Parameters
9(2)
Orientation to the Supervision Process
11(1)
Supervisor Self-Assessment
12(1)
A Developmental Model of Supervision: Clinician Assessment and Learning
12(1)
Orientation to the Structure of Supervision
13(1)
Guideline for Case Presentation in Supervision
14(1)
Case Presentation Guide for FBT (Appendix III)
14(2)
Recommendations for Review of Audio or Videotapes
15(1)
Evaluating Progress
16(1)
Supervision Tracking Form (Appendix IV)
16(1)
A Brief Primer on Modes of Teaching
17(2)
Symbolic
17(1)
Iconic
18(1)
Enactive
18(1)
Supervision Roadmap
19(1)
Case Example
20(1)
References
21(2)
3 Beginning Well
23(14)
Sarah Forsberg
James Lock
Daniel Le Grange
Initial Assessment
23(1)
Common Dilemmas
24(11)
Understanding Parental Empowerment
24(2)
The Family Assessment
26(3)
Keeping the Therapeutic Focus in the Face of Family Concerns
29(2)
Taking a Leadership Role in Team Communications
31(4)
References
35(2)
4 Session 1
37(16)
Sarah Forsberg
Kathleen Kara Fitzpatrick
James Lock
Daniel Le Grange
Background on Session 1
37(1)
Becoming a Family Therapist: A Developmental Framework
37(1)
Preparing for the Supervision Session When the Therapist Is New to Family Therapy
37(1)
Review of the Session
38(1)
Session 1 Supervisory Guide
38(13)
Becoming an FBT Therapist
40(1)
Supervision Case Vignette
41(1)
Expectations for the Advanced FBT Clinician
41(1)
Shifting From an Individual to a Family Therapy Focus
42(1)
Actively Engaging the Entire Family
43(1)
The Art of Circular Questions
44(2)
Remaining Agnostic: Clinician Is Distracted by Causal Discussion
46(1)
Managing Family Criticism
47(1)
Engaging Siblings in a Supportive Role
48(1)
Timing and Pacing of the Session
48(1)
Mobilizing Families in Light of the Crisis of the ED: Clinician is Either Too Light or Too Grave
49(1)
Summarizing the Session: Catalyzing Family Action
50(1)
Fidelity Coding Framework
51(1)
References
52(1)
5 Session 2
53(12)
Sarah Forsberg
Kathleen Kara Fitzpatrick
James Lock
Daniel Le Grange
Background on Session 2
53(1)
Preparation for the Session
54(1)
Common Dilemmas
55(10)
Gathering a Thorough Understanding of Family Mealtimes (the Who, Where, When, What and How)
55(2)
When the Eating Disorder Escalates: Management of Aggressive Behaviors and Emotion Dysregulation
57(2)
When an Adolescent Does Not Eat, Will Not Eat "One Bite More"
59(1)
The Adolescent Eats "Too" Well---Using Paradoxical Interventions
60(1)
Assessing the Nutritional Needs of the Child
61(1)
A Basic Primer on the Nutritional Needs of Individuals With Restrictive Eating Disorders
62(3)
6 Remainder of Phase I
65(20)
Sarah Forsberg
Kathleen Kara Fitzpatrick
James Lock
Daniel Le Grange
Background on the Remainder of Phase I
65(2)
Preparation for the Session
65(2)
Common Dilemmas
67(17)
Assisting Parents in Working in Concert
67(4)
Maintaining a Keen Focus on Weight Restoration: Managing Distractions
71(3)
When the Eating Disorder Is Driving the Ship: Helping Parents Become Sufficiently Empowered
74(2)
When an Extinction Burst Is Something New: Managing High-Risk Behaviors
76(2)
Managing Expectations for Weight Progress
78(4)
When Phase I Does Not End: Problem-Solving Barriers to Progress
82(2)
References
84(1)
7 Transition to Phase II
85(15)
Sarah Forsberg
James Lock
Daniel Le Grange
Background on Phase II
85(3)
Evaluating Readiness for Phase II
85(3)
Common Dilemmas
88(11)
The Transition to Phase II Happens Too Quickly
88(2)
Managing Family Burnout
90(1)
The Clinician Pushes Too Soon for Independence
91(2)
Determining Appropriate Scaffolding
93(1)
The Transition to Phase II Happens Too Slowly
94(5)
References
99(1)
8 Phase II Issues
100(13)
Sarah Forsberg
James Lock
Daniel Le Grange
Background on Phase II
100(2)
Phase II Treatment Goals (Appendix VIII)
102(1)
Common Dilemmas
103(10)
Knowing When to Align With Adolescent Goals: Continuing to Separate Disordered From Healthy Behavior
103(2)
Reintegrating Sports, Exercise and Other Physical Activity
105(4)
Stalling Out: When the Push for Final Weight Progress Plateaus
109(1)
Making Nutritional Adjustments to Support Weight Maintenance
110(3)
9 Phase III and Termination
113(15)
Sarah Forsberg
James Lock
Daniel Le Grange
Background on Phase III
113(1)
A Developmental Model: Understanding Developmental Stages and Tasks
114(3)
Preparation for the Transition
116(1)
Phase III Readiness Assessment (Appendix IX)
117(1)
Common Dilemmas
117(10)
Making the Transition Conscious
117(2)
Understanding Adolescent Issues
119(1)
Phase III Treatment Planning Guide (Appendix X)
120(5)
How to Say Good-Bye: Managing Termination
125(2)
References
127(1)
10 Additional Considerations and Future Directions
128(19)
Sarah Forsberg
James Lock
Daniel Le Grange
Additional Considerations
128(1)
Unpacking Perceived Contraindications to FBT
129(6)
Cultural Variables
129(4)
Working With Divorced or Single-Parent Families
133(2)
Aligning Teams and Systems
135(3)
Description of Dilemma
135(1)
Supervisory Intervention
136(1)
The Role of the Pediatrician in FBT: Guidelines
137(1)
Future Directions
138(1)
Using a Separated Family Format: Parent-Focused Treatment
139(5)
Description of the Dilemma
139(1)
Supervisory Intervention
139(2)
Applying FBT to Transition-Age Youth
141(2)
Intensive Parent Coaching (IPC) for Early Non-Responders
143(1)
Concluding Comments
144(1)
References
144(3)
Appendices
147(28)
Appendix I List of Recommended Readings
147(2)
Appendix II Supervisee Needs Assessment
149(1)
Appendix III Case Presentation Guide for FBT
150(1)
Appendix IV Supervision Tracking Form
151(1)
Appendix V Fidelity Coding Framework: Session 1
152(5)
Appendix VI Fidelity Coding Framework: Session 2
157(8)
Appendix VII Fidelity Coding Framework: Session 3 and Remainder of Phase I
165(6)
Appendix VIII Phase II Treatment Goals
171(1)
Appendix IX Phase III Readiness Assessment
172(1)
Appendix X Phase III Treatment Planning Guide
173(2)
Index 175
Sarah Forsberg, PsyD, is a psychologist in the Department of Child Psychiatry at the University of California, San Francisco, where she conducts training and research in the eating disorders program. Her focus is on treatment development, as well as the dissemination and training practices surrounding family based treatment for eating disorders.

James D. Lock, MD, PhD, is professor of child psychiatry and pediatrics and associate chair in the Department of Psychiatry and Behavioral Sciences at Stanford University School of Medicine, where he also serves as director of the eating disorder program for children and adolescents. His recent research focuses on integrating treatment research with neuroscience in eating disorders, including examining neurocognitive processes and their functional and neuroanatomical correlates.

Daniel Le Grange, PhD, is Benioff UCSF Professor in Childrens Health and eating disorders director in the Department of Psychiatry and the UCSF Weill Institute for Neurosciences at the University of California, San Francisco. He is also emeritus professor of psychiatry and behavioral neuroscience at the University of Chicago, and his research has focused on psychosocial treatment development for adolescents with eating disorders. He has presented his research in North America, Europe, South Africa, Asia, and Australia. He is a recipient of the 2013 UCSF Presidential Chair Award as well as the 2014 Leadership in Research Award from the International Academy of Eating Disorders.