Cognitive-Behavioral Interventions in Educational Settings: A Handbook for Practice

Cognitive-Behavioral Interventions in Educational Settings: A Handbook for Practice

Cognitive-Behavioral Interventions in Educational Settings: A Handbook for Practice

Cognitive-Behavioral Interventions in Educational Settings: A Handbook for Practice


Schools and school staff play a critical role in the cognitive, behavioral, emotional, social, and interpersonal development of children and adolescents. This second edition of Cognitive-Behavioral Interventions in Educational Settings teaches readers to think strategically about the individual and plan for effective and specific interventions based on the student's age, developmental level, and presenting problems. It is written by forward-thinking, established professionals whose writing represents the state-of-the-art in cognitive behavioral interventions in educational settings, and presents evidence-based interventions for a variety of issues commonly seen in schools. Including both innovative and well-established approaches, they offer assessment methods and interventions for a variety of issues and concerns faced by school-aged youth. The use of case studies and session outlines, as well as the balance of theoretical and clinical concerns, enhances this book's value as a reference for both clinicians and students. New to this edition are topics on cyber-bullying, parent and school consultation, school-wide positive behavioral support, and bipolar disorder. This is the ideal reference for those who wish to select and utilize precise interventions in school settings.


When Aaron T. Beck, M.D., developed cognitive therapy in the early 1960s as a treatment for adult depression, he did not know that this system of psychotherapy would later be applied so widely, much less to schoolchildren. I believe, however, that every good cognitive therapist is both a counselor and a teacher at heart, as cognitive therapy requires teaching individuals how to change their dysfunctional thinking and behavior in the context of a supportive, caring relationship.

There is a natural fit between cognitive-behavior therapy and schools, a connection I discovered 35 years ago when I became (in my first career) a teacher of children with learning disabilities. I think all good teachers instinctively use cognitive-behavioral strategies in the classroom (and with parents) without ever having received formal training in this modality. For example, teachers help students set goals, monitor their behavior, and evaluate progress. They teach them to solve problems and develop interpersonal skills. They provide positive reinforcement to encourage adaptive behavior and counteract students’ negative cognitions about their competence or intelligence. Often, they teach students skills to deal with anxiety or frustration.

This volume, however, goes far beyond these standard strategies to address serious problems that arise in schools every day. Cognitive therapy has a great deal to offer teachers, school counselors, and administrators in dealing with students who suffer from psychological problems and psychiatric disorders. in workshops and school consultations, I have found that school personnel are uniformly appreciative of a commonsense approach that extends many of the things that they do naturally—and that work.

The major section of this book contains chapters for the major difficulties students present in school: anxiety, depression, eating disorders, substance abuse, adhd, aggression, bullying, and bipolar disorders, among others. These chapters present a clear description of each problem, a review of empirical support for cbt treatments in and outside of schools, assessment methods, a cbt conceptualization of the problem, specific interventions, and illustrative case examples. Another . . .

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