Abstract
The present paper reconsiders the role of developmental theory in the use of cognitive-behavior therapy (CBT) with children. The implication of Piaget's theory of cognitive development and Selman's social perspectivetaking theory are reviewed briefly in regard to CBT. It is argued that the assessment of both logical/analytical thought structures and social perspective-taking abilities may be useful in planning a course of CBT with children.
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Andrew Kinney, Ph.D., is an Associate Fellow at the Institute for Rational-Emotive Therapy, New York City. He is an Assistant Professor of Psychology at Mohawk Valley Community College, Utica, NY, and an Adjunct Lecturer of psychology at the State University of New York Institute of Technology at Utica/Rome, NY.
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Kinney, A. Cognitive-behavior therapy with children: Developmental reconsiderations. J Rational-Emot Cognitive-Behav Ther 9, 51–61 (1991). https://doi.org/10.1007/BF01060637
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DOI: https://doi.org/10.1007/BF01060637