Multimodal Therapy with Children: Anxious Ashley

Keat, Donald B.

doi:10.1300/j294v15n02_05

Cited by 4 publications

(3 citation statements)

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“…Keat (1979) refined this multimodal approach and adapted it for use with children by providing appropriate modifications and common examples within each of the BASIC-ID categories that are youth appropriate. Additionally, Keat provided a series of specific psychometrically sound measures that could be used objectively to assess a client's BASIC-ID.…”

Section: Subjective Measuresmentioning

confidence: 99%

Assessment in Youth Sport: Practical Issues and Best Practice Guidelines

Harris

Blom

Visek

2013

The Sport Psychologist

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Assessment is an important element to the present and future of sport psychology (McCann et al., 2002), both in science and in practice. Yet, there exist few resources addressing the unique developmental parameters facing sport scientists and sport practitioners when it comes to conducting sound assessment across the athletic lifespan. Indeed, this aspect of the literature remains particularly sparse with respect to youth sport assessment (Noble, 2011). Therefore, the purpose of this paper is to provide an understanding of the practical issues and best practice guidelines pertaining to assessment during the provision of sport psychology services to children and adolescent athletes.

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Section: Subjective Measuresmentioning

confidence: 99%

Assessment in Youth Sport: Practical Issues and Best Practice Guidelines

Harris

Blom

Visek

2013

The Sport Psychologist

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“…Although multimodal therapy uses many techniques from behavior modifica-tion, it also incorporates elements of social learning theory, general systems theory, and group communications theory (Lazarus, 1986; also see Bandura, 1977;Von Bertalanffy, 1974;Watzlawick, Weakland, & Fisch, 1974). This treatment has proved relevant and has demonstrated positive outcomes (Brunell, 1990;Gumaer, 1990;Keat, 1979;Lazarus, 1985Lazarus, , 1986O'Keefe & Castaldo, 1985;Weed & Hernandez, 1990;Weikel, 1989Weikel, , 1990. Multimodal therapy recognizes the following areas as viable avenues for treatment: (a) learning theory operant and classical conditioning; (b) modeling and vicarious processes; (c) private events-cognitive theory; (d) nonconscious processes (not to be confused with the unconscious) that address levels of awareness or conscious comprehension; and (e) defensive reactions.…”

Section: A Brief Overviewmentioning

confidence: 99%

Multimodal Therapy With an Aggressive Preadolescent: A Demonstration of Effectiveness and Accountability

Martin-Causey¹,

Hinkle

1995

Jour of Counseling & Develop

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Practitioners often employ therapeutic interventions with their clients without a systematic method for evaluating the effectiveness of such procedures. This is typically due to the imprac‐ticalities of true experimental designs in the clinical setting. The authors present a case in which multimodal therapy is applied to an aggressive preadolescent in a high‐management residential setting. Methods of data collection, analysis, and interpretation are demonstrated using a single‐subject accountability model. A practical and usable method of determining the clinical significance of multimodal therapy is employed.

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“…In that form the therapist was seen to work in seven modes of client functioning: Behaviour, Affect, Sensations, Imagery, Cognition, Interpersonal and Drugs. These terms form the acronym BASIC-ID which was later altered by Donald Keat to HELPING for use with children and adolescents (Keat, 1979). In the HELPING framework, the seven modes become Health, Emotions, Learning, People, Imagery/Interests, Notions/ Need to Know and Guidance of ABCs.…”

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confidence: 99%