Department of Clinical Child and Family Studies, Utrecht University, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands.
Department of Experimental Psychology, Helmholtz Institute, Utrecht University, Heidelberglaan 1, 3584 CS, Utrecht, The Netherlands.
Clin Child Fam Psychol Rev. 2022 Sep;25(3):552-572. doi: 10.1007/s10567-021-00376-y. Epub 2022 Feb 14.
In cognitive behavioral therapy (CBT) children and adolescents with conduct problems learn social problem-solving skills that enable them to behave in more independent and situation appropriate ways. Empirical studies on psychological functions show that the effectiveness of CBT may be further improved by putting more emphasis on (1) recognition of the type of social situations that are problematic, (2) recognition of facial expressions in view of initiating social problem-solving, (3) effortful emotion regulation and emotion awareness, (4) behavioral inhibition and working memory, (5) interpretation of the social problem, (6) affective empathy, (7) generation of appropriate solutions, (8) outcome expectations and moral beliefs, and (9) decision-making. To improve effectiveness, CBT could be tailored to the individual child's or adolescent's impairments of these psychological functions which may depend on the type of conduct problems and their associated problems.
在认知行为疗法（CBT）中，有行为问题的儿童和青少年学习社会问题解决技能，使他们能够以更独立和适当的方式行事。对心理功能的实证研究表明，通过更加重视以下方面，CBT 的有效性可能会进一步提高：（1）识别存在问题的社会情境类型，（2）在启动社会问题解决时识别面部表情，（3）努力进行情绪调节和情绪感知，（4）行为抑制和工作记忆，（5）对社会问题的解释，（6）情感同理心，（7）生成适当的解决方案，（8）结果预期和道德信念，以及（9）决策。为了提高有效性，CBT 可以根据每个孩子或青少年在这些心理功能上的障碍进行定制，这些障碍可能取决于行为问题的类型及其相关问题。
