Cognitive-Behavioural Therapy for Children with Behavioural Difficulties in the Singapore Mainstream School Setting

Autor/inn/en	Yeo, Lay See; Choi, Pui Meng
Titel	Cognitive-Behavioural Therapy for Children with Behavioural Difficulties in the Singapore Mainstream School Setting
Quelle	In: School Psychology International, 32 (2011) 6, S.616-631 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034311406820
Schlagwörter	School Psychologists; Effect Size; Foreign Countries; Counseling Techniques; Mainstreaming; Cognitive Restructuring; Behavior Modification; Behavior Problems; Outcomes of Treatment; Self Esteem; Student Behavior; Peer Relationship; Preadolescents; Children; Comparative Analysis; Self Control; Skill Development; Problem Solving; Compliance (Psychology); Role Playing; Elementary School Students; Singapore + Suchen Sie Ihr Suchwort? School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Ausland; Counseling technique; Counselling technique; Counselling techniques; Beratungsmethode; Behaviour modification; Verhaltensänderung; Self-esteem; Selbstaufmerksamkeit; Student behaviour; Schülerverhalten; Peer-Beziehungen; Pre-adolescence; Präadoleszenz; Child; Kind; Kinder; Selbstbeherrschung; Kompetenzentwicklung; Qualifikationsentwicklung; Problemlösen; Rollenspiel; Singapur
Abstract	The present study investigated the effectiveness of a cognitive-behavioural therapy (CBT) programme delivered by a school psychologist for children with behavioural difficulties in Singapore elementary school classrooms. It examined the impact of a 12-session, psychoeducational group intervention in helping misbehaving pupils to control their school and home behaviours, maintain peer relationships, and improve self-esteem. Ninety-five pupils, aged between 8- and 12-years-old (M = 10.08, SD = 1.10) were randomly assigned to CBT (experimental) groups and control groups. The CBT groups learned and practised skills in self-monitoring, problem-solving, and self-management. The control groups discussed rule compliance and role-played behaviours that conformed to school rules. CBT groups improved significantly in school and home behaviours, self-control, social skills, and self-esteem compared to control groups. Effect sizes ranged from moderate (0.50) to large (2.94). Gains in self-esteem were maintained at follow-up for experimental groups only. The feasibility of implementing group CBT was discussed in light of competing demands on school psychologists to deliver diverse psychological services to children. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10