Taking Cognitive-Behavior Therapy to School: A School-Based Mental Health Approach

Christner, Ray W.; Forrest, Elizabeth; Morley, Jessica; Weinstein, Elana

doi:10.1007/s10879-007-9052-2

Cited by 13 publications

(7 citation statements)

References 19 publications

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“…Its growing evidence base, and relative cost effectiveness (in comparison to other therapeutic interventions), has resulted in its increased recommendation in government and clinical literature (for example: the LSE Depression Report, 2006;Fonagy and Murphy, 2012;and NICE, 2013). Research in this field has traditionally drawn on evidence from randomised controlled trials (RCTs) conducted in clinical settings, with more recent developments aiming to increase the evidence base for the application of CBT-based interventions in non-clinical settings, for example, schools, and in both individual and group formats; for example, Squires (2001Squires ( , 2006, Burton (2006), Christner, Forrest, Morley andWeinstein (2007), Rait, Monsen and Squires (2010).…”

Section: Cognitive Behaviour Therapymentioning

confidence: 99%

Changing thoughts, changing practice: examining the delivery of a group CBT-based intervention in a school setting

Weeks¹,

Hill

Owen

2016

Educational Psychology in Practice

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Promoting mental health and wellbeing for children and young people in the UK has attracted increasing prominence in recent years and has been a focus for government strategy within health and education. Training and practice in educational psychology has increasingly focused on developing skills and expertise to provide therapeutic support within school contexts, at an early stage of need. One approach, Cognitive Behaviour Therapy (CBT), has been heralded as an effective, evidence-based intervention for anxiety (NICE, 2013). This research examines the factors influencing the outcomes of a group CBT-based intervention, run by an Educational Psychologist (EP), in a school setting. The findings suggest that influential variables included pupil identification, measures of change applied and the role of school staff. It is concluded that EPs can play a key role in increasing access to psychological therapies, alongside considering due caution in relation to the application of traditional clinical approaches in school contexts.

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Section: Cognitive Behaviour Therapymentioning

confidence: 99%

Changing thoughts, changing practice: examining the delivery of a group CBT-based intervention in a school setting

Weeks¹,

Hill

Owen

2016

Educational Psychology in Practice

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“…Furthermore, treatment implemented within the school setting facilitates the monitoring of symptoms by school personnel (McLoone et al 2006). Schools are also a natural setting for prevention and early intervention due to their unparalleled access to children (Christner et al 2007). Educators may be able to identify the emergence of symptoms while they are still at subclinical levels, increasing the likelihood that the deleterious impact of internalizing disorders will be minimized.…”

Section: Transportabilitymentioning

confidence: 99%

Improving the Transportability of CBT for Internalizing Disorders in Children

Elkins

McHugh

Santucci

et al. 2011

Clin Child Fam Psychol Rev

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Research provides strong support for the efficacy and effectiveness of cognitive behavioral therapy (CBT) for the treatment of childhood internalizing disorders. Given evidence for limited dissemination and implementation of CBT outside of academic settings, efforts are underway to improve its transportability so that more children with mental health needs may benefit from treatment. Creative modifications to existing treatments aim to deliver CBT for anxiety disorders and depression in a more transportable format. Notable progress has been made within the areas of computerized CBT, camp-based CBT, school-based CBT, and CBT delivered through primary care settings. These approaches are discussed within the context of key elements of transportability that are particularly germane to the dissemination and implementation of child treatments.

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“…Although school systems are not responsible for meeting all the needs of the students, schools must meet the need when the problem impacts learning for individual children or hampers the learning environment for the greater school community. Christner, Forrest, Morley, & Weinstein (2007) point out that, “though there is considerable documentation to suggest a need for providing mental services in schools, there are a number of factors that make fitting these services into the culture of the school difficult” (p. 175). A critical factor in the early development of mental health problems for many at‐risk children is that they attend schools that have a high density of other high‐risk children like themselves and thus present the classroom teacher, who often has fewer resources than do teachers in less at‐risk schools with difficulties.…”

Section: Impact Of Mental Health Problems On the School Systemmentioning

confidence: 99%

Introduction to the special issue: Cognitive‐behavioral therapy in the school setting—Expanding the school psychologist's toolkit

Allen

2011

Psychology in the Schools

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The majority of students with mental health problems receive services in the school setting rather than the community setting. The field of school psychology has advocated for the use of evidenced‐based interventions to address mental health problems. The purpose of this special issue is to refine the school psychologist's role through the use of cognitive‐behavioral interventions. This issue includes articles that address specific disorders (e.g., conduct problems, anxiety) providing research evidence for cognitive‐behavioral interventions and discussing solutions to implementation issues that arise in the school setting. In addition, the issue includes articles that (a) discuss implementation models for cognitive‐behavioral interventions in the school, (b) provide a case study, and (c) review methods to enhance parent consultation. In this article, the issue is introduced by reviewing the impact of mental health problems on the school system, the role of the school psychologist, and the implementation of cognitive‐behavioral interventions. © 2011 Wiley Periodicals, Inc.

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Taking Cognitive-Behavior Therapy to School: A School-Based Mental Health Approach

Cited by 13 publications

References 19 publications

Changing thoughts, changing practice: examining the delivery of a group CBT-based intervention in a school setting

Changing thoughts, changing practice: examining the delivery of a group CBT-based intervention in a school setting

Improving the Transportability of CBT for Internalizing Disorders in Children

Introduction to the special issue: Cognitive‐behavioral therapy in the school setting—Expanding the school psychologist's toolkit

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