CBT in Schools

  • Gayle L. Macklem


As early as 1984, the ideal school psychologist was described as a “scientist practitioner” (Barlow, Hayes, & Nelson, 1984). The importance of science applied to practice has become part of the thinking of practitioners and it has become a critical component of the role of school psychologists outlined in the description of competencies found in School Psychology: A Blueprint for Training and Practice III in the following domains: Data-Based Decision Making and Accountability, and Enhancing the Development of Cognitive and Academic Skills (Tilly, 2008). Today, under the added impetus of No Child Left Behind 2001 (NCLB) and the Individuals with Disabilities Education Improvement Act of 2004 (IDEA), there is a strong push to implement academic, behavioral, and social–emotional interventions that are supported by quality research. The National Dissemination Center for Children with Disabilities has posted “Ten Parent & Educator-Friendly Educational Research Sites to Inform Evidence-Based Practice”( This site along with others assists practitioners in locating evidence-based interventions and programs.


Anxiety Disorder Social Anxiety Disorder Contingency Management Negative Thought Cognitive Restructuring 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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© Springer Science+Business Media, LLC 2011

Authors and Affiliations

  1. 1.Massachusetts School of Professional PsychologyBostonUSA

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