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from
Part II
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Interventions and Skill Building: Selecting and Using Interventions
Suzanne Mouton-Odum, Psychology Houston, PC-The Center for Cognitive Behavioral Treatment, Texas,Ruth Goldfinger Golomb, Behavior Therapy Center of Greater Washington, Maryland,Charles S. Mansueto, Behavior Therapy Center of Greater Washington, Maryland
In this chapter we review the gamut of senses that can be involved in BFRBs including, touch, sight, taste, sound, and smell. In addition, targeted solutions are offered to help the reader relieve the sensations that might trigger a BFRB, while also increasing positive sensory input to help settle one’s nervous system and foster desirable internal states. The focus of much of this chapter is to help the reader achieve a balanced and satisfied nervous system. So often, people engage in actions to address imbalances in the nervous system, without even realizing why they are doing them. BFRBs are often attempts to achieve a desirable sensation or ways to relieve undesirable ones. By directly addressing sensory experiences in healthy ways, BFRBs will weaken because the function of them has become less necessary.
Charles S. Mansueto, Behavior Therapy Center of Greater Washington, Maryland,Suzanne Mouton-Odum, Psychology Houston, PC - The Center for Cognitive Behavioral Treatment, Texas,Ruth Goldfinger Golomb, Behavior Therapy Center of Greater Washington, Maryland
In this chapter, the authors shift attention to younger BFRB clients and to modifications to ComB treatment when children, family members, and other caretakers are involved in therapy. Managing these additional people presents added complexity for the therapist to manage. Ideas for helping create a supportive, therapeutic social context for younger clients are presented throughout. Commonly occurring misconceptions, anxieties and problematic relationship issues are described, explored, and addressed throughout, with an emphasis placed on coaching caregivers into positive and supportive roles in the therapeutic endeavor. Also addressed is the importance of setting realistic expectations for therapy and coaching caregivers to deal with the inevitable motivational issues that will have to be addressed for effective treatment of younger clients. Different recommendations, reflecting the varying needs of clients of different ages – infants, younger and older children, and adolescents, are provided – as are approaches for dealing with children with sensory dysregulation issues.
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