caa a22 4500 44587029X CHVBK 20180317145509.0 cr unu---uuuuu 170323e20110801xx s 000 0 eng 10.1007/s10560-011-0233-1 doi (NATIONALLICENCE)springer-10.1007/s10560-011-0233-1 Bares Cristina School of Social Work, University of Michigan, 1080 S. University, 48109, Ann Arbor, MI, USA aut Emerging Metacognitive Processes During Childhood: Implications for Intervention Development with Children [Elektronische Daten] [Cristina Bares] This paper reviews the literature of how three aspects of metacognition, relevant to working with children in clinical settings, develop across childhood. In cognitive therapy children use their metacognition to monitor the recall of thoughts from memory and to control thoughts as they are actively worked on and restructured. This paper will show that over childhood children use metacognitive monitoring and control abilities in increasingly complex ways and it will provide the ages at which children may be consistently using the cognitive abilities necessary to fully benefit from cognitive therapies. Springer Science+Business Media, LLC, 2011 Cognitive development nationallicence Children nationallicence Metacognitive processes nationallicence Child and Adolescent Social Work Journal Springer US; http://www.springer-ny.com 28/4(2011-08-01), 291-299 0738-0151 28:4<291 2011 28 10560 https://doi.org/10.1007/s10560-011-0233-1 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10560-011-0233-1 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Bares Cristina School of Social Work, University of Michigan, 1080 S. University, 48109, Ann Arbor, MI, USA aut NATIONALLICENCE 773 0- Child and Adolescent Social Work Journal Springer US; http://www.springer-ny.com 28/4(2011-08-01), 291-299 0738-0151 28:4<291 2011 28 10560 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer