About this course

Learning Objectives

• Identify common cognitive distortions within the CBT framework and irrational beliefs within the REBT framework as they present in youth with internalizing disorders.
• Describe and apply a minimum of four cognitive restructuring techniques including evidence-gathering, logical disputation, consequential analysis, and functional disputation using developmentally appropriate language and clinical strategies tailored to children and adolescents.
• Adapt cognitive restructuring interventions to account for developmental stage differences between middle childhood (ages 7–11) and adolescence (ages 12–18), including appropriate modifications to abstraction level, language, and the integration of behavioral techniques.
• Identify culturally responsive adaptations including surface-level and deep-structure modifications necessary for ethical and effective CR practice with youth from diverse backgrounds.

Course Instructor(s)

• Mark Terjesen, Ph.D.

  Director of Clinical Services, North Coast Psychological Services

  Mark Terjesen, Ph.D. is the Director of Clinical Services at North Coast Psychological Services. He is a Professor of Psychology at St. John’s University in New York, where he has taught at both the undergraduate and graduate levels since 1999. Dr. Terjesen is the director of the Doctoral Program in School Psychology at St. John's University and has trained and supervised master's and doctoral students throughout his tenure. He earned his Ph.D. in Clinical and School Psychology from Hofstra University and has studied, published, and presented at a number of national and international conferences on topics that include Cognitive-Behavioral Therapy (CBT), Rational Emotive Behavior Therapy (REBT), and the assessment and treatment of various disorders seen in children, adolescents, and adults. Dr. Terjesen has trained many professionals internationally in school psychology and the use of cognitive behavioral practices with children and families. His most recent publications include Deliberate Practice in Rational Emotive Behavior Therapy (2023), Cognitive Behavioral Therapy in a Global Context (2022) and Rational-Emotive and Cognitive Approaches to Child and Adolescent Mental Health: Theory, Practice, Research, Applications (2020). Dr. Terjesen has served as President of the School Division of the New York State Psychological Association (NYSPA), the President of the Trainers of School Psychologists (TSP), the largest national training organization for school psychology faculty members, and the President of the Division 52 (International Psychology) of the American Psychological Association (APA), of which he is also a fellow. Dr. Terjesen has served as an Editorial Board Member for a number of applied professional psychology journals. In 2021, Dr. Terjesen received the honor of the Gil Trachtman Leadership in School Psychology Award by the New York Association of School Psychologists.

Disclosure

References

• Bernard, M., and Terjesen, M.D. eds. (2020). Rational-emotive and cognitive-behavioral approaches to child and adolescent mental health: theory, practice, research, applications. Springer, 2020. DiGiuseppe, R. A., Doyle, K. A., Dryden, W., & Backx, W. (2014). A practitioner's guide to rational emotive behavior therapy (3rd ed.). Oxford University Press. Friedberg, R. D., & McClure, J. M. (2015). Clinical practice of cognitive therapy with children and adolescents: The nuts and bolts (2nd ed.). Guilford Press.