Peter Fuggle completed his clinical psychology training in 1984 and his PhD in 1989. Since qualifying, he has always worked in services for children including posts working with disability, paediatrics and in child mental health services. In 1995, he took up his current Clinical Director post in Islington CAMHS and has subsequently combined clinical practice with wider service development and management roles. In 2004, he was chair of the Child Clinical Psychology Faculty of the British Psychological Society. Since 2008, he has also worked at the UCL/Anna Freud Centre as Joint Course Director of the CBT Post graduate Masters Course and in the development of a mentalization based approach to outreach work with adolescents, an approach known as AMBIT (Adolescent Mentalization based Integrative Therapy). Since 2011, he is also joint lead for the Child-IAPT training delivered by UCL and KCL in London.

Sandra Dunsmuir qualified as an educational psychologist in 1986 and completed her PhD in 2000. She is Co-Director of the Doctorate in Educational and Child Psychology at UCL and is also a Joint Course Director on the UCL postgraduate courses in CBT for Children and Young People, teaching and supervising practitioners from a range of professional backgrounds on a regular basis. Sandra has had extensive experience working as an educational psychologist in four different local authorities and continues to practice on a regular basis with children, their families and teachers in delivering CBT interventions in school and community settings. She has also edited a Portfolio of Measures of Children′s Mental Health & Psychological Wellbeing. Her research integrates empirical research and psychological theory with a particular focus on relationships and communication, parent-teacher trust, interventions to support children′s learning and cross-professional collaborative working. She is past Chair of the British Psychological Society Division of Educational and Child Psychology.

Vicki Curry qualified as a clinical psychologist in 1996 and has worked with children and young people for over 15 years as part of the Islington Child and Adolescent Mental Health Service in both inpatient and community-based teams. She completed the Oxford Diploma in Cognitive Therapy in 1999, and has since provided training and consultation in CBT with children for professionals from a range of agencies, including health, education and social care. She was centrally involved in the development of this aspect of the curriculum within the Educational Psychology Group at UCL; as well as in setting up the UCL/Anna Freud Centre Postgraduate Certificate/Diploma/MSc in CBT for Children and Young People, for which she is a joint Course Director. More recently, Vicki has been involved in the development and delivery of the Child IAPT training programme. She is an associate editor of the BABCP online journal The Cognitive Behaviour Therapist.

Introduction
PART ONE: KNOWLEDGE OF CHILDREN AND THEIR CONTEXT
Parents and Child Development
The Wider Context: Families, Schools, Culture and Safety
Childhood Problems and Distress
PART TWO: CORE CBT PRACTICE
Assessment and Formulation
Evaluating Practice
Setting the Right Context
Therapeutic Alliance
Collaboration
Strengthening the Therapeutic Process
Facilitating Psychological Understanding
Facilitating Acceptance and Coping
Facilitating Change: Behavioural Techniques
Facilitating Change: Cognitive Techniques
PART THREE: CBT IN CONTEXT
Moderating Factors to Effective Practice
The Role of Supervision
What to Do if CBT Is Not Working
References
Index