Cognitive-Behavioral Interventions in Educational Settings

Mennuti, Rosemary B.; Christner, Ray W.; Freeman, Arthur

doi:10.4324/9780203956007

Cited by 14 publications

(6 citation statements)

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“…Secara teori CBT dapat digunakan untuk menangani kemarahan pelaku bullying, selain itu pendekatan CBT pun dianggap sesuai untuk lingkup sekolah, dimana waktu dan sumber daya yang sering terbatas. Mennuti, Christner & Feeman [24] menyatakan bahwa struktur dan kerangka kerja CBT paralel dengan layanan pendidikan, membuatnya lebih mudah diterima di kalangan pendidik. Struktur CBT, yang berfokus pada psikoedukasi, pengembangan keterampilan, kerja antar sesi (yaitu homework), pengaturan agenda, dan pemantauan kemajuan, selaras dengan sebagian besar kegiatan yang sudah ada di sekolah saat ini.…”

Section: Pembahasanunclassified

Cognitive-Behavioral Therapy Untuk Menangani Kemarahan Pelaku Bullying Di Sekolah

Ahmad

2019

JBKI

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Maraknya tindakan bullying yang terjadi di lingkungan sekolah saat ini sudah sangat memprihatinkan. Salah satu dampak yang ditimbulkan menyasar pada pelaku, yaitu adanya indikasi yang menggambarkan perilaku agresif yang lebih besar/meningkat dikemudian hari yang dilakukan oleh pelaku. Pemberian intervensi yang efektif bagi pelaku bullying harus didasarkan pada bagaimana kondisi emosinya. Emosi yang melatarbelakangi remaja melakukan tindakan bullying adalah emosi marah. Sedangkan rasa marah yang dimiliki remaja pelaku bullying ialah karena adanya distorsi pada cara berpikirnya. Pelaku bullying akan beranggapan negatif pada setiap situasi yang dirasa mengancam dirinya kemudian jalan keluar yang dapat ia lakukan dalam mengatasi ancaman itu ialah dengan melakukan tindak kekerasan. Dengan adanya distorsi kognitif pada diri pelaku bullying maka pendekatan yang dianggap sesuai adalah cognitive-behavioral therapy (CBT). Asumsi dasar pendekatan CBT adalah bahwa tingkah laku yang ditampilkan dipengaruhi oleh proses kognitif. Jadi dengan CBT, intervensi tidak hanya berfokus pada perubahan tingkah laku (tindakan bullying) akan tetapi mengintervensi pula proses kognitif yang mempengaruhi emosi dan tingkah laku.

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Section: Pembahasanunclassified

Cognitive-Behavioral Therapy Untuk Menangani Kemarahan Pelaku Bullying Di Sekolah

Ahmad

2019

JBKI

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“…The majority of EBPs addressing coping in schools are either based in cognitive‐behavioral therapy ([CBT]; Folkman & Moskowitz, ) or mindfulness (Melbourne Academic Mindfulness Interest Group, ). CBT‐based interventions focus on the interaction between an event and the child's perception of the event, with the understanding that the way a child perceives an event influences his or her ability to cope (Mennuti, Christner, & Freeman, ). The overarching goal of CBT is to change the child's negative perception of an event into one that is positive (Mennuti et al., ).…”

Section: Evidence‐based Coping Skills Interventions and School‐based mentioning

confidence: 99%

“…CBT‐based interventions focus on the interaction between an event and the child's perception of the event, with the understanding that the way a child perceives an event influences his or her ability to cope (Mennuti, Christner, & Freeman, ). The overarching goal of CBT is to change the child's negative perception of an event into one that is positive (Mennuti et al., ). Mindfulness‐based programs focus on being present in the current moment (Melbourne Academic Mindfulness Interest Group, ), with a particular emphasis on the enhancement of social‐emotional functioning by developing skills to help regulate emotions and reactions (Metz et al., ).…”

Section: Evidence‐based Coping Skills Interventions and School‐based mentioning

confidence: 99%

Component analysis and evidentiary basis of coping skills content on Pinterest

Breeden

Hall

Giacobe

2018

Psychology in the Schools

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The present study seeks to understand the evidence base of copingrelated content (pins) shared by followers of the National Association of School Psychologists (NASP) on Pinterest. NASP's Pinterest followers are pinning professionally, but the efficacy of the content being shared is largely unknown. Using a component analysis approach, the present study links pins to common components of evidence-based coping skills interventions. The results suggest followers of NASP on Pinterest are pinning common coping intervention components. In general, more pins are limited in evidence base, but this varies by component. Certain components are more likely to be evidence-based, while others are more likely to have limited efficacy. The results of the present study are consistent with previous Pinterest research; however, more information is needed to best understand efficacy and implementation patterns. By looking into pin use, future researchers will determine how followers of NASP on Pinterest choose and implement pins, thus providing a means to leverage Pinterest for dissemination of evidence-based content.

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“…Bu nedenle çocuk ve ergenlerde yaşanan pek çok psikolojik ve davranışsal zorluğun tedavisinde de sıklıkla tercih edilmektedir (Mennuti, Chrıstner ve Freeman, 2006). Bilişsel davranışçı terapinin amacı temelde çarpıtılmış ve işlevsel olmayan bilişlerin daha gerçekçi bilişlerle değiştirilmesi ve bireyin başetme becerilerinin güçlenmesiyle davranışsal ve duygusal sorunların üstesinden gelmektir.…”

Section: Introductionunclassified

Developing A Cognitive Behavioral Intervention Program to Reduce Bully Tendencies in Primary School Children and The Program Effectiveness

Gökkaya

Sütçü

2018

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Cognitive-Behavioral Interventions in Educational Settings

Cited by 14 publications

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Cognitive-Behavioral Therapy Untuk Menangani Kemarahan Pelaku Bullying Di Sekolah

Cognitive-Behavioral Therapy Untuk Menangani Kemarahan Pelaku Bullying Di Sekolah

Component analysis and evidentiary basis of coping skills content on Pinterest

Developing A Cognitive Behavioral Intervention Program to Reduce Bully Tendencies in Primary School Children and The Program Effectiveness

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