An Intervention to Retrain Attributions Using CBT: A Pilot Study

Bosnjak, Amira; Boyle, Christopher; Chodkiewicz, Alicia

doi:10.1017/edp.2017.1

Cited by 9 publications

(4 citation statements)

References 26 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…By their very definition labelling students with terms which can be regarded as being negative can affect teachers attitudes to inclusion of students with various levels of need (Kraska & Boyle, 2014;Boyle & Sharma, 2015, Anderson &, 2015. There are various programmes in schools which were initially designed mainly to support students with SEN, however it was found that in a mainstream environment they were just as effective as they enhanced confidence and self-esteem irrespective of difficulty (Bosnjak et al, 2017;Chodkiewicz & Boyle, 2014, 2016Koles & Boyle, 2013). Extra provisions can be provided even without terms like 'special needs' and 'children and young people with SEN'.…”

Section: How Do Sen Labels Affect Discrimination Stigmatisation and E...mentioning

confidence: 99%

The SEN label and its effect on special education

Algraigray¹,

Boyle²

2017

bpsecp

Self Cite

View full text Add to dashboard Cite

Aim:This article aims to explore whether labelling children and young people with Special Educational Needs and disabilities is still helpful or whether this leads to more discrimination, exclusion and stigmatisation, according to Becker’s labelling theory.Method:Based on reviewing Special Educational Needs literature, this study begins with an exploration of advantages of assigning labels to children and young people with Special Educational Needs, such as determining appropriate provision and extra support. Also, it investigates the tendency of Special Educational Needs labels to negatively affect individuals in various ways such as their educational and employment futures. By considering labelling theory, this paper considers a crucial question in just who has the power to establish and assign labels to children and young people with Special Educational Needs or disabilities?Findings:In a succinct way, findings indicate that conceptualising disability and impairment according to medical and social models allows professionals to classify people with SEN according to normalising judgements of diagnosis and identification.Conclusion:The paper concludes that the drawbacks of SEN labelling seem to outweigh its advantages. Thus, it suggests to change the current label to be more alleviated and harmless.

show abstract

Section: How Do Sen Labels Affect Discrimination Stigmatisation and E...mentioning

confidence: 99%

The SEN label and its effect on special education

Algraigray¹,

Boyle²

2017

bpsecp

Self Cite

View full text Add to dashboard Cite

show abstract

“…Because cognitive style is associated with other mental health problems, such intervention could lead to broader benefits. There is evidence that cognitive style can be altered using cognitive behavioural therapy (CBT) [49, 50], and that CBT for other mental disorders also reduces problem drinking [51, 52]. There is, therefore, scope for people seeking help for alcohol problems to target their negative cognitive style using CBT, so that they engage in healthier coping behaviours.…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Cognitive style and drinking to cope: A prospective cohort study

2021

View full text Add to dashboard Cite

Background and AimsHaving a negative cognitive style may lead someone to feel hopeless about his or her situation and be more likely to engage in coping-motivated drinking. We therefore aimed to investigate the association between cognitive style and drinking to cope. DesignProspective cohort study. SettingThe former Avon Health Authority in South West England. Participants1,681 participants of the Avon Longitudinal Study of Parents and Children. MeasurementsParticipants completed cognitive style questions at age 17 and a subset of drinking to cope questions at age 24. We used linear regression to test the association between cognitive style and drinking to cope, controlling for confounders. Alcohol consumption and dependence scales were included in a secondary analysis. FindingsA 20 point increase (which was the standard deviation of the exposure variable) in cognitive style score at age 17 was associated with an increase of 0.24 in drinking to cope scores at age 24 after adjustment for confounding variables (95% confidence interval (CI)=0.08-0.41, p=.003). We found no evidence of an association between cognitive style and alcohol consumption (coefficient=0.03, 95% CI=-0.08-0.14, p=.591) before or after adjustment. There was evidence for an association with alcohol dependence but this was not present after adjusting for confounders (coefficient=0.01, 95% CI=-0.04-0.05, p=.769). ConclusionsIn young adults in England, there appears to be a positive association between negative cognitive style and subsequent drinking to cope.

show abstract

“…The concepts of 'self-esteem' and 'self' is very important in education as a belief in one's own ability and therefore successful attribution can enhance ability to complete task requirements (Bosnjak, Boyle, & Chodkiewicz, 2017 Koles & Boyle, 2013). Carl Rogers (1995) explains the self as one's experience or image of oneself.…”

Section: Accepted For Publication In Special Issue (Labelling and Dia...mentioning

confidence: 99%

Inclusive education and the politics of difference: Considering the effectiveness of labelling in special education

Arishi¹,

Boyle²,

Lauchlan³

2017

bpsecp

Self Cite

View full text Add to dashboard Cite

Aim:The contribution of this paper to this ongoing debate, is to interrogate the discourse of labelling by critically analysing its role in inclusive and special education.Rationale:Labels have a strong tradition of orchestrating educational inequity. In response, recent debates about the concept of labelling have focused on whether the use of labelling in inclusive and/or special education has an equality potential or indeed threatens the quality of education provided to students with diverse needs.Findings:The difficulty with labelling is that it is fraught with political, psychological and ideological ambiguities that permeate the well-intentioned efforts of providing education to students with disabilities. Labelling also carries considerable historical beliefs that saturates policy, professional, and institutional practices.Limitations:This article is a position piece which has put forward an argument based on available evidence. However, as with all non-empirical articles it is limited to the quality of the articles which are cited by the authors and it may not reflect the breadth of available articles on this subject area.Conclusions:Therefore, understanding how labels promote, or impede, the quality of special and inclusive education within international contexts is essential for developing realistic innovations in policy and practice to enhance educational outcomes for all.

show abstract

An Intervention to Retrain Attributions Using CBT: A Pilot Study

Cited by 9 publications

References 26 publications

The SEN label and its effect on special education

The SEN label and its effect on special education

Cognitive style and drinking to cope: A prospective cohort study

Inclusive education and the politics of difference: Considering the effectiveness of labelling in special education

Contact Info

Product

Resources

About