Kendall P C
Department of Psychology, Temple University, Philadelphia, Pennsylvania 19122.
J Consult Clin Psychol. 1993 Apr;61(2):235-47. doi: 10.1037//0022-006x.61.2.235.
This article begins with a brief description of the guiding theory behind cognitive-behavioral interventions with youth, such as a therapeutic posture, an important cognitive distinction, and a specific treatment goal. Next, on the basis of a review of the literature, the nature of cognitive functioning, the treatments, and the outcome of treatment studies are described and examined for (a) aggression, (b) anxiety, (c) depression, and (d) attention-deficit hyperactivity. Conclusions and emerging developments are provided.
本文首先简要描述了针对青少年的认知行为干预背后的指导理论，如治疗姿态、一个重要的认知区别以及一个具体的治疗目标。接下来，在文献综述的基础上，描述并审视了认知功能的本质、治疗方法以及针对（a）攻击行为、（b）焦虑、（c）抑郁和（d）注意力缺陷多动的治疗研究结果。文章给出了结论和新出现的进展情况。
