Cognitive Behavioral Therapy for Eating Disorders A Comprehensive Treatment Guide 1st Edition by Glenn Waller, Helen Cordery, Emma Corstorphine, Hendrik Hinrichsen, Rachel Lawson, Victoria Mountford, Katie Russell ISBN 0521672481 9780521672481

Cognitive Behavioral Therapy for Eating Disorders A Comprehensive Treatment Guide 1st Edition by Glenn Waller, Helen Cordery, Emma Corstorphine, Hendrik Hinrichsen, Rachel Lawson, Victoria Mountford, Katie Russell – Ebook PDF Instant Download/Delivery: 0521672481, 978-0521672481
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ISBN 10:  0521672481  
ISBN 13: 978-0521672481
Author:        Glenn Waller, Helen Cordery, Emma Corstorphine, Hendrik Hinrichsen, Rachel Lawson, Victoria Mountford, Katie Russell

Cognitive Behavioral Therapy for Eating Disorders A Comprehensive Treatment Guide 1st Table of contents:

Section I: Introduction

1. The Philosophical and Theoretical Stance Behind CBT
   1.1 The Importance of Evidence
   1.2 Dealing with the Whole Person in Treatment
   1.3 Clinician Stance: The Curious Clinician
   1.3.1 Collaborative Working Relationships
   1.4 The Transdiagnostic Approach
   1.4.1 Using the Transdiagnostic Model in Practice
   1.5 Themes in the Process of Treatment
   1.5.1 Short-Term Discomfort in Order to Achieve Long-Term Gain
   1.5.2 The Patient Becoming His or Her Own Therapist
   1.5.3 Continuum Thinking
   1.5.4 Goal-Setting
   1.6 The Value of Case Formulation
   1.7 The Importance of Behavioral Experiments

2. Broad Stages in CBT and Format of Delivery
   2.1 Broad Stages in CBT for the Eating Disorders
   2.2 Duration of Treatment and When to Expect Change
   2.3 Format of Treatment

3. What the Clinician Needs to Establish Before Starting
   3.1 Medical Safety
   3.2 Risk Assessment in Eating Disorders
   3.3 Who is at Medical Risk?
   3.4 Assessing Acute Risk at the Beginning of Treatment
   3.4.1 Recent Weight Changes
   3.4.2 Non-Invasive Tests for Muscle Strength: The Sit-Up, Squat, Stand (SUSS) Test
   3.5 Care Planning in Response to the Baseline Physical Tests
   3.6 Assessing Chronic Risk
   3.7 Monitoring Risk During Treatment
   3.7.1 When to Stop CBT Because Medical Risk is the Priority
   3.8 The Value of a Multidisciplinary Working Environment
   3.9 Preparing the Physical Environment
   3.10 Trouble-Shooting: Realistic Expectations of CBT

Summary

Section II: Core Clinical Skills for Use in CBT with the Eating Disorders

4. Assessment
   4.1 Areas Covered in Interview
   4.1.1 Demographic Information
   4.1.2 Eating Behaviors
   4.1.3 Measuring the Patient’s Height and Weight
   4.1.4 Psychosexual Functioning and History
   4.1.5 Central Cognitive Elements
   4.1.5.1 Body Concept/Dissatisfaction
   4.1.5.2 Body Percept
   4.1.5.3 Fear of Fatness and Weight Gain
   4.1.6 Eating Disorder Diagnosis
   4.1.7 General Health
   4.1.8 Comorbid Behaviors and Psychological Disturbances
   4.1.9 Risk Assessment
   4.1.10 Treatment History
   4.1.11 Family Structure
   4.1.12 Life History
   4.1.13 Client’s Motivation and Goals for Treatment
   4.1.14 Treatment Preferences
   4.1.15 Additional Assessment of Cognitions, Emotions, and Behaviors
   4.2 Trouble-Shooting in the Assessment Phase
   4.2.1 Extended Assessment
   4.2.2 Therapy-Interfering Behaviors
   4.2.3 Address the Patient’s Refusal to Be Weighed

5. Preparing the Patient for Treatment

6. Motivation
   6.1 Context for Motivation: Understanding the Patient and Building a Relationship
   6.1.1 Understanding the Patient’s Position
   6.1.2 The Clinician’s Position
   6.1.3 Clinician and Patient Investment
   6.1.4 Stages of Change
   6.1.4.1 Precontemplation (“Not Ready”)
   6.1.4.2 Contemplation (“Thinking About It”)
   6.1.4.3 Preparation (“Getting Ready for Change”)
   6.1.4.4 Action (“Ready, Set, Go”)
   6.1.4.5 Maintenance (“Hanging in There”)
   6.1.5 Willingness and Resources: Two Components of Change
   6.2 Assessing Motivation for Change
   6.2.1 Questionnaire and Interview Measures
   6.2.2 Pros and Cons Lists
   6.2.3 The “Miracle Question”
   6.2.4 Motivation as a Moving Target
   6.3 Tools and Techniques to Enhance Motivation
   6.3.1 Friend or Foe Letters
   6.3.2 Life Plans
   6.3.3 Writing to Oneself in the Future
   6.3.4 Pros and Cons of Change
   6.3.5 Problems and Goals
   6.3.6 Developing and Using a Summary Flashcard
   6.4 Trouble-Shooting: Common Problems in Motivational Analysis and Enhancement
   6.4.1 Addressing Fluctuations in Motivation
   6.4.2 Pros and Cons of the Change Process
   6.4.3 Letting Go of the Eating Disorder
   6.4.4 When the Patient is Not Ready to Change

7. A Guide to Important Dietary and Nutritional Issues
   7.1 What Food is Used for in the Eating Disorders
   7.2 A Beginner’s Guide to Nutrition: What Clinicians and Patients Need to Know
   7.3 What Should a Basic Meal Plan Look Like?
   7.3.1 Meals
   7.3.2 Snacks
   7.3.3 Calcium-Rich Foods
   7.3.4 Fruit and Vegetables
   7.3.5 Traditional Desserts/Fun Foods
   7.3.6 Fluid Requirements
   7.4 Food Planning Versus Counting Calories
   7.5 Helping Patients to Improve Diet: Getting Started
   7.5.1 Planning Changes in Diet
   7.5.1.1 Timing of Eating
   7.5.1.2 Content
   7.6 Working with Patients Who Are Underweight or Overweight
   7.6.1 Managing Weight Gain in Underweight Patients
   7.6.1.1 How Much Extra Does the Patient Need to Eat to Gain Weight?
   7.6.1.2 Changes in Metabolic Rate/Energy Needs During Weight Gain
   7.6.1.3 How to Practically Manage Weight Gain in Low-Weight Patients
   7.6.2 Patients Who Are Overweight or Obese
   7.6.3 Vegetarianism and Veganism
   7.6.4 Vitamin and Mineral Supplements
   7.6.5 Activity
   7.6.5.1 Healthy Activity Levels
   7.6.5.2 Compulsive Versus Excessive Activity
   7.6.6 Alcohol
   7.6.6.1 Advising Patients on Appropriate Alcohol Consumption
   7.6.7 Patients Needing Individual Dietetic Input
   7.7 Psychoeducation Topics in Dietetic Work
   7.8 Summary

8. Case Formulation
   8.1 What is a Case Formulation?
   8.1.1 Why Do We Need Individualized Formulation in CBT?
   8.2 Constructing a Formulation: General Points
   8.2.1 How to Get Started: Some Basic Principles
   8.2.2 Which Cognitive-Behavioral Models Can Guide Your Formulation?
   8.2.3 Formulating Transdiagnostically
   8.3 Understanding and Formulating Bulimic Cases
   8.3.1 A Dysfunctional System for Evaluating Self-Worth
   8.3.2 Extreme Dietary Rules and Rule Violations
   8.3.3 Longer-Term Consequences: Dieting Versus Bingeing and Purging
   8.3.4 Emotion-Driven Eating Behaviors
   8.3.5 How to Do It: Essential Steps in Constructing a Case Formulation
   8.4 Understanding and Formulating Restriction-Based Cases
   8.4.1 Starting the Formulation with Restrictive Cases
   8.5 The More Complex the Patient, the More Important the Formulation
   8.6 Checking Whether Your Formulation is Accurate
   8.6.1 Parsimony
   8.6.2 Behavioral Experiments Are the Next Step
   8.7 How to Get Good at Formulating

9. Therapy-Interfering Behaviors
   9.1 Naming the Reasons for Therapeutic Disruption: Therapy-Interfering Behaviors
   9.1.1 A Framework for Understanding Treatment: The River Analogy
   9.2 Responding to Therapy-Interfering Behaviors
   9.2.1 Using Short-Term Contracts
   9.2.2 The Five-Minute Session
   9.3 Particular Patient Groups

10. Homework
    10.1 Explaining Homework
    10.1.1 Audiotaping of Sessions for Review as Part of Homework
    10.2 General Guidelines for Agreeing Homework Assignments
    10.2.1 Explain the Rationale for the Homework to the Patient
    10.2.2 Ask the Patient to Explain the Rationale for the Homework to You
    10.2.3 Specify Exactly What the Patient Should Do and How They Should Do It
    10.3 Dealing with Homework Non-Compliance

11. Surviving as an Effective Clinician
    11.1 The Physical Aspects of an Eating Disorder
    11.1.1 Physical Risks in the Eating Disorders
    11.1.2 The Act of Weighing in the Therapeutic Relationship
    11.2 The Nature of the Disorder
    11.2.1 The Egosyntonic Nature of Symptoms
    11.3 Personal Characteristics of Patients and Clinicians
    11.3.1 What Brings Us to This Work?
    11.4 How to Survive as an Effective Clinician
    11.4.1 A Collaborative Stance

Summary

Section III: Core CBT Skills as Relevant to the Eating Disorders

16. Socratic Questioning
17. Downward Arrowing
    17.1 How to Do It
    17.2 Case Example: Sarah
18. Cognitive Restructuring
19. Continuum Thinking
20. Positive Data Logs
21. Behavioral Experiments

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