The Anxiety Disorders Clinic for Children and Adolescents (TADCCA) at Aarhus University in Denmark

Thastum, Mikael

doi:10.14713/pcsp.v9i2.1816

Cited by 2 publications

(2 citation statements)

References 9 publications

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“…Therefore, the cost of the treatment is not increased compared to other settings, but this should be taken into consideration when interpreting the results since their participation may enhance the quality and efficacy of the treatment.. Besides being a research clinic, our Clinic also serves as a teaching clinic, as described elsewhere (Thastum, 2013). In Denmark there is a scarcity of clinical psychologists trained in evidence-based methods of treatment of psychological disorders in children, including anxiety disorders.…”

Section: Combining Group and Individual Formatsmentioning

confidence: 99%

"Cool Kids" in Denmark: Continuing Reflections on a Cognitive-Behavioral Therapy Group for Anxious Youth

Thastum¹,

Lundkvist-Houndoumadi²

2013

PCSP

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This paper responds to a commentary by Perini, Wuthrich, and Rapee (2013) on two case studies on cognitive behavioral therapy for anxious children and their parents using the "Cool Kids" treatment program (Lundkvist-Houndoumadi & Thastum, 2013a;Lundkvist-Houndoumadi & Thastum, 2013b). In our response we address the following topics: including fathers in the therapy; a stepped-care approach to treatment; treatment of non-responders; parental anxiety as a predictor of treatment response; combining group and individual formats; and inclusion of students in the treatment.

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Section: Combining Group and Individual Formatsmentioning

confidence: 99%

"Cool Kids" in Denmark: Continuing Reflections on a Cognitive-Behavioral Therapy Group for Anxious Youth

Thastum¹,

Lundkvist-Houndoumadi²

2013

PCSP

Self Cite

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“…As described by Thastum (2013) in the first article in this issue, which provides much more detail about TADCCA, after Erik's group and a number of subsequent groups were run, Thastum obtained funds to run a large randomized clinical trial of 110 participants, with half acting as a 3-month, waiting list control. Part of his trial involves individual follow-up therapy with an individualized treatment plan for those 20% or so of cases who-based on past groupsare expected to show a limited or lack of response to the Cool Kids group.…”

Section: The Anxiety Disorders Clinic For Children and Adolescents (Tmentioning

confidence: 99%

Synergy Among Research, Practice, and Training in Psychotherapy: An Introduction to the Work of Mikael Thastum and His Students at Aarhus University, Denmark

Fishman¹

2013

PCSP

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While the nature of research, practice, and training in psychotherapy makes it possible for them to be synergistic in advancing best practice and continuous improvement in the field, this potential is just beginning to be mined. In this process, the systematic case study has important roles to play since it captures and analyzes the contextually complex, qualitative and quantitative data that constitute the basic phenomena of the field. This article briefly reviews the dynamics of the research-practice-training synergy and illustrates how they are embodied in the work of Dr. Mikael Thastum at The Anxiety Disorder Clinic for Children and Adolescents (TADCCA) of Aarhus University. As a second example of this synergy and as a comparison to Thastum's Clinic, the parallel work of Brian Chu at the Youth and Depression Clinic (YAD-C) at Rutgers University is reviewed.Key words: synergy in psychotherapy; psychotherapy research; psychotherapy practice; psychotherapy training; cognitive behavior therapy (CBT); youth CBT; case studies; clinical case studies ____________________________________________________________________________ It would seem self-evident that there should be synergy among psychotherapy research, practice, and training. Research helps to identify and document "best practice" principles and procedures; practice is most effective when it incorporates these; and training is most effective when the didactics taught to trainees and their clinical practicum experiences are based on the best practices identified with research.In this context, the systematic case study has important roles to play. First, it's important to note that psychotherapy practice always takes place within the contextual complexities of the individual case. Thus, identifying and richly documenting-both qualitatively and quantitatively-best practice cases is important from a research point of view in identifying the mechanisms and pragmatics leading to good versus poor outcomes in naturalistic, real-world settings. Second, the creation of systematic case studies of best practice can provide guidelines for how practitioners should conduct therapy. Third, systematic case studies can provide explicit models in the clinical training of students who are learning to conduct therapy. Fourth, by learning how to design and write systematic case studies on their own and others' work, students

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The Anxiety Disorders Clinic for Children and Adolescents (TADCCA) at Aarhus University in Denmark

Cited by 2 publications

References 9 publications

"Cool Kids" in Denmark: Continuing Reflections on a Cognitive-Behavioral Therapy Group for Anxious Youth

"Cool Kids" in Denmark: Continuing Reflections on a Cognitive-Behavioral Therapy Group for Anxious Youth

Synergy Among Research, Practice, and Training in Psychotherapy: An Introduction to the Work of Mikael Thastum and His Students at Aarhus University, Denmark

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