A Cognitive-Behavioral Play Therapy (CBPT) Approach for Adolescents' Pro-Social Skill Development in the School Setting

Abstract

In this chapter, the authors will discuss the use of a cognitive-behavioral play therapy approach (CBPT) for teaching social skills to adolescents using expressive art techniques in a school setting. Expressive art techniques are integrated into an eight-week social skills curriculum, which represents a cognitive-behavioral play therapy approach for the development of pro social skills with adolescents. Consultation and collaboration with classroom teachers and parents are integrated into the pro social skills model. The inclusion of The American School Counselor Association (ASCA) National Model (2012) will provide applications to support the importance of pro social skills for adolescents in the school setting.

Impact of cognitive behavioural play therapy on social anxiety among school children with stuttering deficit

“…[87,88] CBT is evidence-based psycho intervention found to be effective and promising in increasing the social and emotional wellness of children. [59] Studies have further noted the efficacy of cognitive behavioural approach as an active psychological construct in decreasing irrational belief capable of leading individual to unwholesome behavior. [89,90] Previous research has shown that psychological interventions on a significant number of mental health conditions associated with anxiety is effective.…”

“…[56] Substantial proof has shown that psychotherapy does not only decrease withdrawal and fear, [57] but it reduces anxiety and depression in stutterers. [58,59] previous studies have shown that play as a form of social interaction could be an important factor for children's emotional growth and adjustment. [60] Social-based psychotherapy improves students' social understanding of their behaviours which results in social skills deficits and social anxiety.…”

“…[60] Social-based psychotherapy improves students' social understanding of their behaviours which results in social skills deficits and social anxiety. [59] The therapy helps them to cultivate new social skills, discover that they're capable of winning peer acceptance, build self-control skills, and self-acceptance. [60,61] In addition, Akos and Milsom [62] posit that CBPT approach is Obiweluozo et al Medicine (2021) 100: 19 Medicine significantly impactful as it permits play group members to having a sense of belonging, share common problems, provide support, facilitate new learning, ease internal and external pressures, and provide hope and models for change.…”

“…[59] Given the importance, exposing schoolchildren with speech deficiency to each indoor and outdoor play routine could improve psychological, cognitive, and behavioural activity competence, make them less vulnerable to social anxiety characterised by withdrawal, low self-esteem, and suicide thought and assist them in mastering tough tasks geared toward realizing their life goals. [59,63,59] Despite play therapy functioning as a vehicle that allows school children with stuttering cope with social anxiety, there exists a scarcity of scholarly evidence on the impact of psychotherapy on social anxiety among these schoolchildren in developing countries like Nigeria. Only a small number of interventions exist with regards to how social anxiety in school children with language problem [64] can be reduced.…”

Peningkatan Regulasi Perilaku Melalui Cognitive Behavior Play Therapy Pada Kelompok Anak Didik Lembaga Pemasyarakatan Di Tangerang

“…CBPT dapat diterapkan dalam kelompok remaja sehingga dapat meningkatkan keterampilan sosial dan pengambilan keputusan. Didalam kegiatan berkelompok, remaja akan mendapatkan pertukaran pengalaman yang mendukung kemampuan pengambilan keputusannya (Fazio-Griffith & Marino, 2017). CBPT juga dapat digunakan untuk mereduksi agresi anak, menunjukkan keterampilan baru, menawarkan peluang untuk diskusi, memodelkan keterampilan baru, dan mengatasi masalah yang dialami anak dan remaja.…”