Abstract
This bibliometric study investigates the trends, scope, and impact of Cognitive Behaviour Therapy (CBT) within the educational context for children and adolescents, utilizing a literature analysis of publications from 2019 to 2023. The research adopts a quantitative approach, leveraging the Scopus database for mathematical and statistical analysis of published articles, aided by Scopus Analyser and VOSviewer software. A total of 709 articles were selected, focusing on the application of CBT in social sciences, arts, humanities, and psychology. The study reveals dynamic trends in academic output, with a peak in 2021 followed by a decline, reflecting fluctuating scientific interest or funding. The primary research fields are psychology and medicine, emphasizing the interdisciplinary nature of CBT. Significant emphasis is placed on psychological interventions for early childhood developmental disorders, mental health in school settings, and anxiety disorders in adolescents. The analysis of prolific authors and co-citation networks offers insights into key contributors and collaboration patterns. Central terms such as "autism," "school child," "behavior therapy," and "mental health" emerge as focal points, highlighting active areas of research. The study also examines the sources of journal publications, identifying leading journals in the field. The findings affirm the effectiveness of CBT in addressing psychological and behavioral issues in the education of children and adolescents, contributing to a deeper understanding of CBT's role in special education and providing a foundation for future research, policy-making, and academic collaborations.
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