Skip to main content
SpringerLink
Log in
Book cover

Evidence-Based School Mental Health Services pp 157–186Cite as

Preparing Young and/or Disabled Children to Benefit from CBT in School-Based Settings

  • Chapter
  • First Online:

  • 3520 Accesses

Abstract

School psychologists and other school-based mental health workers service children from kindergarten age through the teenage years. The age span of students in schools is quite broad. In addition, some school psychologists service children while they are still in preschool and some handicapped students may remain under the public school umbrella into their twenties, continuing to require mental health services. Given the broad age range, the concerns in the literature around the use of CBT for young and handicapped children must be addressed. This is particularly important given Friedberg and Dalenberg’s (1991) warning that task demands can exceed the capacities of children. When this is the case, children may present as if they are resistant or avoidant when they are simply misunderstanding directions or the intentions of the therapist. Students may appear incompetent when the issues are developmental, or represent a deficit, or a delay.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   109.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD   109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Bacow, T. L., Pincus, D. B., Ehrenreich, J. T., & Brody, L. R. (2009). The metacognitions questionnaire for children: Development and validation in a clinical sample of children and adolescents with anxiety disorders. Journal of Anxiety Disorders, 23(6), 727–736. doi:10.1016/j.janxdis.2009.02.013.

    Article  PubMed  Google Scholar 

  • Bailey, V. (2001). Cognitive-behavioural therapies for children and adolescents. Advances in Psychiatric Treatment, 7(3), 224–232. doi:10.1192/apt.7.3.224.

  • Bailey, V. (2007) Congnilive - behavioural therapies for children and adolescents Advances in psychiatric treatment, 7, 224–234, Retreived from htttp://apt.rpsych.org/cti/reprint/7/3/224.pdf

  • Beck, J. G., & Coffey, S. F. (2005). Group cognitive behavioral treatment for PTSD: Treatment of motor vehicle accident survivors. Cognitive and Behavioral Practice, 12(3), 267–277. doi:10.1016/S1077-7229(05)80049-5.

    Article  PubMed  Google Scholar 

  • Bolton, D. (2005). Cognitive behavior therapy for children and adolescents: Some theoretical and developmental issues. In P. J. Graham (Ed.), Cognitive behavior therapy for children and families (Cambridge child and adolescent psychiatry 2nd ed., pp. 9–24). Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Campbell, M. (2007). Innovative counselling with anxious children. Counselling, Psychotherapy and Health, 3(1), 59–70. Retrieved from http://www.cphjournal.com/archive_journals/V3_I1_Campbell_59-70_2007.pdf

  • Campbell, F. A., & Ramey, C. T. (1990). The relationship between Piagetian cognitive development, mental test performance, and academic achievement in high-risk students with and without early educational experience. Intelligence, 14(3), 293–308. doi:10.1016/0160-2896(90)90020-T.

    Article  Google Scholar 

  • Cartwright-Hatton, S., McNally, D., & White, C. (2005). A new cognitive behavioural parenting intervention for families of young anxious children: A pilot study. Behavioural and Cognitive Psychotherapy, 33(2), 243–247. doi:10.1017/S1352465804002036.

    Article  Google Scholar 

  • Chorpita, B. F., Daleiden, E. L., & Weisz, J. R. (2005a). Identifying and selecting the common elements of evidence based interventions: A distillation and matching model. Mental Health Services Research, 7(1), 5–20. doi:10.1007/s11020-005-1962-6.

    Article  PubMed  Google Scholar 

  • Cohen, J., & Mannarine, A. P. (2008). Disseminating and implementing trauma-focused CBT in community settings. Trauma, Violence, & Abuse, 9(4), 214–226. doi:10.1177/1524838008324336.

    Article  Google Scholar 

  • Connolly, S. D., Bernstein, G. A., Bernet, W., Bukstein, O., Arnold, V., Beitchman, J., et al. (2007). Practice parameter for the assessment and treatment of children and adolescents with anxiety disorders. Journal of the American Academy of Child and Adolescent Psychiatry, 46(2), 267–283. doi:10.1097/01.chi.0000246070.23695.06.

    Article  PubMed  Google Scholar 

  • Cooper, P. J., Gallop, C., Willetts, L., & Creswell, C. (2008). Treatment response in child anxiety is differentially related to the form of maternal anxiety disorder. Behavioural and Cognitive Psychotherapy, 36, 41–48. doi:10.1017/S1352465807003943.

    Google Scholar 

  • Doherr, L., Reynolds, S., Wetherly, J., & Evans, E. H. (2005). Young children’s ability to engage in cognitive therapy tasks: Associations with age and educational experience. Behavioural and Cognitive Psychotherapy, 33, 201–215. doi:10.1017/S1352465804001894.

    Article  Google Scholar 

  • Drews, A. A. (Ed.). (2009). Blending play therapy with cognitive behavioral therapy: Evidence-based and other effective treatments and techniques. Hoboken, NJ: Wiley.

    Google Scholar 

  • Durlak, J. A., Fuhrman, T., & Lampman, C. (1991). Effectiveness of cognitive-behavioral therapy for maladapting children: A meta-analysis. Psychological Bulletin, 110(2), 204–214. doi:10.1111/j.1468-3148.2006.00303.

    Article  PubMed  Google Scholar 

  • Eisenberg, N., Sadovsky, A., & Spinrad, T. L. (2005). Associations of emotion-related regulation with language skills, emotion knowledge, and academic outcomes. New Directions for Child and Adolescent Development, 109, 109–118. doi:10.1002/cd.143.

    Article  PubMed  Google Scholar 

  • Eysenck, M. W. (2000). Psychology: A student’s handbook. East Sussex, UK: Psychology Press.

    Google Scholar 

  • Field, D. (1981). Can preschool children really learn to conserve? Child Development, 52(1), 326–334. Retrieved from http://www.wiley.com/bw/journal.asp?ref=0009-3920&site=1

  • Freeman, J. B., Choate-Summers, M. L., Moore, P. S., Garcia, A. M., Sapyta, J. J., Leonard, H. L., et al. (2007). Cognitive behavioral treatment for young children with obsessive-compulsive disorder. Biological Psychiatry, 61(3), 337–343. doi:10.1016/j.biopsych.2006.12.015.

    Article  PubMed  Google Scholar 

  • Freeman, A., Pretzer, J., Fleming, B., & Simon, K. M. (2004). Clinical applications of cognitive therapy (2nd ed.). New York: Kluwer Academic/Plenum.

    Google Scholar 

  • Friedberg, R. D., & Kahn, A. (n.d.). Cognitive therapy with children and adolescents. Retrieved from http://www.academyofct.org/Library/InfoManage/Guide.asp?FolderID=1186

  • Friedberg, R. D., & Gorman, A. A. (2007). Procedures and processes in cognitive behavioral therapy with children. Journal of Contemporary Psychotherapy, 37, 185–193. doi:10.1007/s10879-007-9053-1.

    Article  Google Scholar 

  • Friedberg, R. D., & McClure, J. M. (2002). Clinical practice of cognitive behavioral therapy with children and adolescents: The nuts and bolts. New York: Guilford.

    Google Scholar 

  • Ghafoori, B., & Tracz, S. M. (2001). Effectiveness of cognitive-behavioral therapy in reducing classroom disruptive behaviors: A meta-analysis. Education Resources Information Center, ERIC Document Reproduction Service. Retrieved from ERIC database (No. ED457182).

    Google Scholar 

  • Gilman, R., & Chard, K. M. (2007). Cognitive-behavioral and behavioral approaches. In H. T. Prout & D. T. Brown (Eds.), Counseling and psychotherapy with children and adolescents: Theory and practice for school and clinical settings (4th ed., pp. 241–278). Hoboken, NJ: Wiley.

    Google Scholar 

  • Graham, P. J. (2004). Cognitive behaviour therapy for children and families (2nd ed.). New York: Cambridge University Press.

    Book  Google Scholar 

  • Grave, J., & Blissett, J. M. (2004). Is cognitive behavioral therapy developmentally appropriate for young children? A critical review of the evidence. Clinical Psychology Review, 24(4), 399–420. doi:10.1016/j.cpr.2004.03.002.

    Article  PubMed  Google Scholar 

  • Hirshfeld-Becker, D. R., & Biederman, J. (2002). Rationale and principles for early interventions with young children at risk for anxiety disorders. Clinical Child and Family Psychology Review, 5(3), 161–172. doi:10.1023/A:1019687531040.

    Article  PubMed  Google Scholar 

  • Houdeé, O., & Guichart, E. (2001). Negative priming effect after inhibition of number/length interference in a Piaget-like task. Developmental Science, 4(1), 119–123. doi:10.1111/1467-7687.00156.

    Article  Google Scholar 

  • Izard, C. E. (2002). Translating emotion theory and research into preventive interventions. Psychological Bulletin, 128(5), 796–824. doi:10.1037//0033-2909.128.5.796.

    Article  PubMed  Google Scholar 

  • Joughin, C. (2006). Cognitive behavior therapy can be effective in managing behavioural problems and conduct disorder in pre-adolescence. What works for children group: Evidence nugget. London, England: Economic & Social Research Council. Retrieved from http://www.whatworksforchildren.org.uk/docs/Nuggets/pdfs/CBT%20nugget.pdf

  • Kendall, P. C., & Braswell, L. (1993). Cognitive-behavioral therapy for impulsive therapy (2nd ed.). New York: Guilford.

    Google Scholar 

  • Kinney, A. (1991). Cognitive-behavior therapy with children: Developmental reconsiderations. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 9(1), 51–61. doi:10.1007/BF01060637.

    Article  Google Scholar 

  • Knell, S. M. (2009). Cognitive behavioral play therapy: Theory and applications. In A. A. Drews (Ed.), Blending play therapy with cognitive behavioral therapy: Evidence-based and other effective treatments and techniques. Hoboken, NJ: Wiley.

    Google Scholar 

  • LeBlanc, M., & Ritchie, M. (1999). Predictors of play therapy outcomes. International Journal of Play Therapy, 8(2), 19–34. doi:10.1037/h0089429.

    Article  Google Scholar 

  • Litrownik, A. J., Franzini, L. R., Livingston, M. K., & Harvey, S. (1978). Developmental priority of identity conservation: Acceleration of identity and equivalence in normal and moderately retarded children. Child Development, 49(1), 201–208. doi:10.1111/1467-8624.ep10402198.

    Article  PubMed  Google Scholar 

  • Manassis, K. (2009). Cognitive-behavioral therapy with children: A guide for the Community practitioner. New York: Routledge.

    Google Scholar 

  • Manassis, K., Mendlowitz, S. L., Scapillato, D., Avery, D., Fiksenbaum, L., Freire, M., et al. (2002). Group and individual cognitive-behavioral therapy for childhood anxiety disorders: A randomised trial. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 1423–1430. doi:10.1097/00004583-200212000-00013.

    Article  PubMed  Google Scholar 

  • McAlister, L., & Ingerski, L. (2006, November 27). Cognitive behavior therapy with children and adolescents. Retrieved from http://www.phhp.ufl.edu/∼jjohnson/CBTCP.ppt

  • McGarrigle, J., & Donaldson, M. (1974). Conservation accidents. Cognition, 3, 341–350. doi:10.1016/0010-0277(74)90003-1.

    Article  Google Scholar 

  • McNamara, D. (2006). Special CBT protocol improves anxiety in young children. Clinical Psychiatry News, 34(88), 35–35. FindArticles.com. 09 November, 2009. Retrieved from http://findarticles.com/p/articles/mi_hb4345/is_8_34/ai_n29287844/

  • O’Connor, T., & Creswell, C. (2005). Cognitive behavioral therapy in developmental perspective. In P. J. Graham (Ed.), Cognitive behavior therapy for children and families (Cambridge child and adolescent psychiatry 2nd ed., pp. 25–46). Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Pintrich, P. R. (2002, Autumn). The role of metacognitive knowledge in learning, teaching and assessing. Theory into Practice. Retrieved from http://findarticles.com/p/articles/mi_m0NQM/is_4_41/ai_94872708/?tag=content; col1

  • Prout, H. T., & Brown, D. T. (Eds.). (2007). Counseling and psychotherapy with children and adolescents: Theory and practice for school and clinical settings (4th ed.). Hoboken, NJ: Wiley.

    Google Scholar 

  • Quakley, S., Reynolds, S., & Coker, S. (2004). The effect of cues on young children’s abilities to discriminate among thoughts, feelings and behaviours. Behaviour Research and Therapy, 42(3), 343–356. doi:10.1016/S0005-7967(03)00145-1 DOI:dx.doi.org.

    Article  Google Scholar 

  • Ray, D., Bratton, S., Rhine, T., & Jones, L. (2001). The effectiveness of play therapy: Responding to the critics. International Journal of Play Therapy, 10(1), 85–108. doi:10.1037/h0089444.

    Article  Google Scholar 

  • Reaven, J. A., Blakeley-Smith, A., Nichols, S., Dasari, M., Flanigan, E., & Hepburn, S. (2009). Cognitive-behavioral group treatment for anxiety symptoms in children with high-functioning autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 24(1), 27–37. doi:10.1177/1088357608327666.

    Article  Google Scholar 

  • Remmo, H. B., & Riksen, B. O. (1973). Identity, reversibility, verbal rule instruction, and conservation. Developmental Psychology, 9(1), 66–72. doi:10.1037/h0035067.

    Article  Google Scholar 

  • Reynolds, S., Girling, E., Coker, S., & Eastwood, L. (2006). The effect of mental health problems on children’s ability to discriminate amongst thoughts, feelings and behaviours. Cognitive Therapy and Research, 30(5), 599–607. doi:10.1007/s10608-006-9037-6.

    Article  Google Scholar 

  • Ronen, T. (1992). Cognitive therapy with young children. Child Psychiatry and Human Development, 23(1), 19–30. doi:10.1007/BF00706697.

    Article  PubMed  Google Scholar 

  • Rose, S. A., & Blank, M. (1974). The potency of context in children’s cognition: An illustration through conservation. Child Development, 45, 199–502. doi:10.1111/1467-8624.ep12155789.

    Article  Google Scholar 

  • Savage, L. (1994). Testing the limits: Tool for assessing metacognitive skills and the zone of proximal development. West Virginia. Retrieved from ERIC database (No. ED375168).

    Google Scholar 

  • Scheeringa, M. S., Salloum, A., Arnberger, R. A., Weems, C. F., Amaya-Jackson, L., & Cohen, J. A. (2007). Feasibility and effectiveness of cognitive-behavioral therapy for posttraumatic stress disorder in preschool children: Two case reports. Journal for Traumatic Stress, 20(4), 631–636. doi:10.1002/jts.20232.

    Article  Google Scholar 

  • Shamir, A., Mevarech, Z. R., & Gida, C. (2009). The assessment of meta-cognition in different contexts: Individualized vs. peer assisted learning. Metacognition and Learning, 4(1), 47–61. doi:10.1007/s11409-008-9032-2.

    Article  Google Scholar 

  • Silva, R. R., Gallagher, R., & Minami, H. (2006). Cognitive-behavioral treatments for anxiety disorders in children and adolescents. Primary Psychiatry, 13(5), 68–76. Retrieved from http://www.primarypsychiatry.com/

    Google Scholar 

  • Silverman, W. K., & Hinshaw, S. P. (2008). The second special issue on evidence-based psychosocial treatment for children and adolescents: A ten-year update. Journal of Clinical Child and Adolescent Psychology, 37(1), 1–7. doi:10.1080/15374410701817725.

    Article  Google Scholar 

  • Sofronoff, K., Attwood, T., Hinton, S., & Levin, I. (2005). A randomized controlled trial of cognitive behavioural intervention for anger management in children diagnosed with Asperger syndrome. Journal of Autism and Developmental Disorders, 37(7), 1203–1214. doi:10.1007/s10803-006-0262-3.

    Article  Google Scholar 

  • Spence, S. H. (1994). Cognitive therapy with children and adolescents: From theory to practice. Journal of Child Psychology and Psychiatry, 35(7), 1191–1228. doi:10.1111/j.1469-7610.1994.tb01230.x.

    Article  PubMed  Google Scholar 

  • Sperling, R. A., Howard, B. C., Miller, L. A., & Murphy, C. (2002). Measures of children’s knowledge and regulation of cognition. Contemporary Educational Psychology, 27(1), 51–79. doi:10.1006/ceps.2001.1091.

    Article  Google Scholar 

  • Stallard, P. (2002a). Cognitive behavior therapy with children and young people: A selective review of key issues. Behavioural and Cognitive Psychotherapy, 30(3), 297–309. doi:10.1017/S1352465802003053.

    Article  Google Scholar 

  • Stein, M. T. (2008, September 17). Cognitive-behavioral therapy: A nonpharmacologic treatment for pediatric anxiety. Journal Watch Pediatrics and Adolescent Medicine. Retrieved from http://pediatrics.jwatch.org/cgi/content/full/2008/917/1

  • Sukhodolsky, D. G., Kassinove, H., & Gorman, B. S. (2004). Cognitive-behavioral therapy for anger in children and adolescents: A meta-analysis. Aggression and Violent Behavior, 9(3), 247–269. doi:10.1016/j.avb.2003.08.005.

    Article  Google Scholar 

  • Sukhodolsky, D. G., Solomon, R. M., & Perine, J. (2000). Cognitive-behavioral, anger-control intervention for elementary school children: A treatment-outcome. Journal of Child and Adolescent Group Therapy, 10(3), 159–170. doi:10.1023/A:1009488701736.

    Article  Google Scholar 

  • Suldo, S. M., Shaunessy, E., & Hardesty, R. B. (2008). Relationships among stress, coping, and mental health in high-achieving high school students. Psychology in the Schools, 45(4), 273–290. doi:10.1002/pits.20300.

    Article  Google Scholar 

  • Sze, K. M., & Wood, J. J. (2008). Enhancing CBT for the treatment of autism spectrum disorders and concurrent anxiety. Behavioural and Cognitive Psychotherapy, 36(4), 403–409. doi:10.1017/S1352465808004384.

    Article  Google Scholar 

  • Taylor, J. L., Lindsay, W. R., & Willner, P. (2008). CBT for people with intellectual disabilities: Emerging evidence, cognitive ability and IQ effects. Behavioural and Cognitive Psychotherapy, 36, 723–733. doi:10.1017/S1352465808004906.

    Article  Google Scholar 

  • Van Brunt, D. L. (2000). Modular cognitive-behavioral therapy: Dismantling validated treatment programs into self-standing treatment plan objectives. Cognitive and Behavioral Practice, 7(2), 156–165. doi:10.1016/S1077-7229(00)80026-7.

    Article  Google Scholar 

  • VanScoyoc, S. M., & Christophersen, E. (2005, revised date). The role of cognitive behavioral therapy in treating common problems in childhood. Developmental Behavioral Pediatrics Online. Retrieved from http://www.dbpeds.org/

  • Victor, A. M., & Bernstein, G. A. (2008). Developing an effective treatment protocol. Psychiatric Times, 25(2). Retrieved from http://www.psychiatrictimes.com/display/article/10168/1147421

  • Wagner, A. P. (2002). Worried no more: Help and hope for anxious children. New York: Lighthouse Press.

    Google Scholar 

  • Walkup, J. T., Albano, A. M., Piacentini, J., Birmaher, B., Compton, S. N., Sherrill, J. T., et al. (2008). Cognitive behavioral therapy, sertraline, or a combination in childhood anxiety. New England Journal of Medicine, 359, 2753–2766. doi:10.1056/NEJMoa0804633.

    Article  PubMed  Google Scholar 

  • Wheldall, K., & Poborca, B. (1980). Conservation without conversation? An alternative, non-verbal paradigm for assessing conservation of liquid quantity. British Journal of Psychology, 71(Pt. 1), 117–134. Retrieved from http://bjp.rcpsych.org/

  • Whitebread, D., Coltman, P., Pasternak, D., Sangster, C., Grau, V., Bingham, S., et al. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning, 4(1), 63–85. doi:10.1007/s11409-008-9033-1.

    Article  Google Scholar 

  • Wiggins, C., Fenichel, E., & Mann, T. (2007, April 23). Literature review: Developmental problems of maltreated children and early intervention options for maltreated children. Office of the Assistant Secretary for Planning and Evaluation (ASPE), U.S. Department of Health and Human Services. Retrieved from http://aspe.hhs.gov/hsp/07/Children-CPS/litrev/index.htm

  • Wood, J., Drahota, A., Sze, K., Har, K., Chiu, A., & Langer, D. (2009). Cognitive behavioral therapy for anxiety in children with autism spectrum disorders: A randomized, controlled trial. Journal of Child Psychology and Psychiatry, 50(3), 224–234. doi:10.1111/j.1469-7610.2008.01948.x.

    Article  PubMed  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Massachusetts School of Professional Psychology, 221 Rivermore Street, Boston, MA, 02132, USA

    Gayle L. Macklem

Authors
  1. Gayle L. Macklem
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Gayle L. Macklem .

Rights and permissions

Reprints and permissions

Copyright information

© 2011 Springer Science+Business Media, LLC

About this chapter

Cite this chapter

Macklem, G.L. (2011). Preparing Young and/or Disabled Children to Benefit from CBT in School-Based Settings. In: Evidence-Based School Mental Health Services. Springer, New York, NY. https://doi.org/10.1007/978-1-4419-7907-0_8

Download citation

Publish with us

Policies and ethics

Search

Navigation