Cognitive-behavioral treatment of conduct-disordered children

Kendall, Philip C.; Reber, Mark; McLeer, Susan V.; Epps, James; Ronan, Kevin R.

doi:10.1007/bf01183997

Cited by 88 publications

(55 citation statements)

References 11 publications

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“…CBI researchers have discussed the associated difficulties in determining the efficacy of CBIs, due to variations in training approaches. Components of CBI training include, but are not limited to; self-instruction, selfcontrol, role-play, modelling, coaching, problem-solving, and response-cost procedures (Ager & Cole, 1991;Etscheidt, 1991;Kazdin, 1991;Kendall, Reber, McLeer, Epps, & Ronan, 1990).…”

Section: Empirical Investigation Of Cbis In Educational Settingsmentioning

confidence: 99%

Helping students manage emotions: REBT as a mental health educational curriculum

Banks

2011

Educational Psychology in Practice

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In preparing children to deal with life in an increasingly complex society, it is important that schools devote attention to well-organised and theoretically sound programmes employing a preventive approach to mental health. Rational Emotive Behaviour Therapy (REBT), as indicated in its name, incorporates changes to thought processes and behaviours. It is a cognitive-emotive-behavioural system of therapy, and is based on the assumption that emotional problems result from illogical and irrational patterns of thinking about an event rather than from the event itself. REBT is a mental health and an educational intervention. It attempts to teach students how to help themselves by providing a structured method of processing extreme emotions. The purpose of this article is to provide practitioners with a knowledge base and practical applications of REBT that have been successfully implemented in various educational contexts.

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Section: Empirical Investigation Of Cbis In Educational Settingsmentioning

confidence: 99%

Helping students manage emotions: REBT as a mental health educational curriculum

Banks

2011

Educational Psychology in Practice

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“…The Coping Cat Program developed by Philip Kendall is an example of a comprehensive treatment program for anxiety disorders in childhood that has been developed, manualized, and empirically supported (Kendall, Kane, Howard, & Siqueland, 1990). It was designed for use with 7-to 16-year-old youth with SAD, generalized anxiety disorder, or social phobia (Barrett et al, 1996;Velting et al, 2004).…”

Section: Doobaymentioning

confidence: 99%

School refusal behavior associated with separation anxiety disorder: A cognitive‐behavioral approach to treatment

Doobay

2008

Psychology in the Schools

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School refusal behavior can lead to disruptions in both educational attainment and social development. One of the common causes of school refusal behavior is separation anxiety disorder (SAD). Research suggests that children with SAD and school refusal behavior show an increased rate of psychiatric consultation and a decreased likelihood of becoming parents in adulthood, likely indicating limited social skills (Flakierska-Praquin, Lindström, & Gillberg, 1997). This article provides a brief overview of the current literature on the association between SAD and school refusal behavior, as well as a proposed treatment for school refusal behavior associated with SAD based on cognitive-behavioral theory. C 2008 Wiley Periodicals, Inc.

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“…Dile dökmedi¤imiz bu inançlar, flemalar geliflimimiz boyunca bizim olaylar›, durumlar› alg›lamam›z› etkileyen "gözlükler," "flablonlar" gibidir. E¤er bir çocuk bir olaya karfl› uygun duygusal veya davran›flsal yan›tlar veremiyorsa, bu çocu¤un sosyal ve akademik olarak olumsuz etkilenmesiyle sonuçla-nabilir (Kendall 1990). Biliflsel içerik olarak çocu¤un daha uygun davran›flsal becerileri mevcut olmayabilir ya da biliflsel süreçte sorun çözme kapasitesinde sorun olabilir.…”

Section: G‹r‹fiunclassified

Çocuk ve Ergenlerde Bilişsel Davranışcı Terapi: Anksiyete Bozuklukları

Öner¹,

Türkçapar²,

Üneri³

2008

Kriz Dergisi

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ÖZETAmaç: Biliflsel Davran›flç› Terapi (BDT) eriflkinlerde uzun y›llard›r kullan›lan, etkinli¤i deneysel çal›flmalarla kan›tlanm›fl bir psikoterapi yöntemidir. Çocuk ve ergenlerde BDT uygulamalar› görece daha yenidir. Bu gözden geçirme yaz›s›nda çocuk ve ergen yafl grubunda BDT ile ilgili kaynakça bilgisinin özetlenmesi, çocuk ve ergenlerde s›k görülen psikopatolojilerde BDT uygulamas›yla ilgili özelliklerin tart›-fl›lmas› amaçlanm›flt›r. Yöntem: Çal›flmada pubmed arama motoru kullan›larak çocuk ve ergenlerde biliflsel davran›flç› terapi ile ilgili kaynakça bilgisi çocuk, ergen, biliflsel davran›flç› terapi anahtar sözcükleri kullan›larak taranm›fl, ek olarak konu ile ilgili temel kaynak kitaplardan yararlan›lm›flt›r. Girifl k›sm›nda kaynak kitap bilgilerine, özgül bozukluklardan bahsedilirken de tam metnine ulafl›labilen, kontrollü çal›flmalar ve gözden geçirme yaz›lar›na a¤›rl›k verilmifltir. Bulgular: Kaynakçada, yetiflkinlikte görülen bir çok bozuklu¤un temelinde yer alan uyum bozucu flemalar›n çocukluk döneminde yerleflti¤i vurgulanmakta; çocuk ve ergenlerde BDT uygulamas› s›ras›nda baflvuranlar›n geliflim düzeyle-rine uygun olarak yap›lmas› gereken giriflimlerin üzerinde durulmaktad›r. Sonuç: BDT'nin basitlefltirilmifl, geliflimsel dönemlere göre uyarlanm›fl aileyi de içine alan flekilde çocuklara uygulanmas›n›n yararl› olaca¤›na; bu uygulamalar›n çocuk ve ergen psikiyatristlerinin günlük prati¤inde artarak yer alaca¤›na dair veriler h›zla artmaktad›r.

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Cognitive-behavioral treatment of conduct-disordered children

Cited by 88 publications

References 11 publications

Helping students manage emotions: REBT as a mental health educational curriculum

Helping students manage emotions: REBT as a mental health educational curriculum

School refusal behavior associated with separation anxiety disorder: A cognitive‐behavioral approach to treatment

Çocuk ve Ergenlerde Bilişsel Davranışcı Terapi: Anksiyete Bozuklukları

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