School-based Cognitive-behavioral Interventions Research Articles

When silence feels safer: Challenges and successes of delivering a school-based cognitive behavioral intervention to Central American unaccompanied immigrant youth.

To explore cultural and immigration-related factors, among Central American unaccompanied immigrant youth (UIY), affecting the safety and acceptability of Cognitive Behavioral Intervention for Trauma in Schools (CBITS), a group intervention designed to treat trauma symptoms. Thematic analysis of data from grounded theory study of group interventions to support resilience in UIY, consisting of interviews with 10 key stakeholders (5 CBITS facilitators) and 16 UIY (6 CBITS participants) from El Salvador, Guatemala, or Honduras, interviews conducted in Spanish, English, or Mam. Five themes emerged from interviews with CBITS facilitators and UIY: (a) Todo está bién: self-protective silence about trauma and symptom denial, (b) Chisme goes around: personal risks of disclosure, (c) marginalizing the language and world view of indigenous youth, (d) "CBITS didn't really quite land for them": adapting the curriculum and delivery, and (e) "I learn to appreciate things": benefits of the CBITS group. CBITS facilitators endorsed skill-building aspects of the groups and expressed concerns about a curriculum relying on written homework and parental support for youth with limited home country schooling, currently living with distant relatives. CBITS participants endorsed hearing about other youths' stories and learning coping skills. Models for group intervention that emphasize coping skill development and group support, while de-emphasizing the trauma narrative, should be explored and tested. Group intervention leaders should consider the impact of differences in gender, country of origin, and native language on group dynamics. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Remediation of Learning Difficulty Utilizing School-Based Cognitive Behavioral Intervention Measured by EEG Theta-Alpha and Theta-Beta Ratio During Resting and Cognitive Task Performance Conditions.

Background. EEG is an effective tool due to its ability to capture and interpret the changes in brain activity under different situations. Quantitative EEG (qEEG) can be essential in evaluating and treating children's learning problems. Methods and procedure. Fifty school-going children with difficulty in learning were studied. Analysis of the difference between pre-intervention and postintervention EEG power ratio of frequency bands, including Theta to Beta and Theta to Alpha, while eyes-closed, eyes-open, hyperventilation, writing, and reading conditions and the values for relative powers were calculated. The study correlated postintervention theta/beta ratio (TBR) and theta/alpha ratio (TAR) values with behavioral measures. Results. The findings suggested that there was a significant difference in pre-intervention and postintervention relative TAR and TBR power values. A significant increase of TAR and TBR power values was observed in eyes-closed (resting), hyperventilation, writing, and reading task conditions, indicative of a state of arousal at FP1FP2, T3T4, and O1O2 scalp locations. During eye open conditions, the TAR and TBR were significantly low at all 3 scalp locations, indicating a relaxed, conscious, and aware state of mind. Postintervention TAR and TBR values were significantly correlated with behavioral measures during 5 task conditions on several scalp locations. Conclusion. These quantitative electroencephalogram findings in children with learning problems indicate that with the increased complexity of the cognitive tasks, TAR and TBR increase, while postintervention, children could attain a relaxed and conscious state of mind during eyes-open condition.

Facilitators and Barriers to the Implementation of a School-Based Intervention for Anxiety.

School-based cognitive behavioural interventions for anxiety are found to be effective, but there is a lack of research on their implementation in real world settings. The current study aims to explore the facilitators and barriers to the implementation of a school-based intervention for anxiety through a qualitative process evaluation. Evaluation of the implementation of Let's Introduce Anxiety Management (LIAM), a six-session school-based cognitive behavioural intervention, was conducted. LIAM was implemented by non-mental health professionals trained and coached on the model. Semi-structured interviews with stakeholders (N = 15) were analysed with grounded theory and framework analysis. Forty-one practitioners were trained and coached on LIAM, with thirty-five children and young people receiving the intervention. Facilitators (e.g. systemic collaboration, self-efficacy and an enabling context) and barriers (e.g. the exclusivity of the intervention and a lack of systemic understanding) to implementation emerged as themes. Implementing school-based interventions is complex and requires the involvement of multiple stakeholders.

School-Based Cognitive Behavioral Therapy Interventions for Internet and Gaming Addiction in Adolescents: A Systematic Review

Internet addiction has become an increasingly common problem, especially among children and adolescents. This problem has made school-based applications for internet addiction important. Different approaches are used in school-based interventions for the prevention and treatment of internet addiction. Cognitive behavioral therapy is one of the most preferred approaches. In this study, a systematic review of studies examining school-based cognitive behavioral therapy practices for internet and game addiction of adolescents in the literature was made. For this purpose, a comprehensive search was made in the databases of the Turkish National Thesis Center, Google Scholar, Science Direct, Springer, AKJournals and EBSCO. The studies reached as a result of the literature review were evaluated according to the PRISMA guide. The results obtained in this study are expected to guide future research and new school-based cognitive behavioral interventions.

School-based cognitive behavioural intervention programme for addressing anxiety in 10- to 11-year-olds using short classroom activities in Japan: a quasi-experimental study

BackgroundAlthough several school-based cognitive behavioural intervention programmes have been developed in Japan to prevent and improve children’s anxiety disorders, the substantial time required for their completion remains a problem.MethodsA brief version of the cognitive behavioural programme called ‘Journey of the Brave’, developed for Japanese children was conducted among 90 children aged 10‒11 years using 20-min short classroom activities, and its effectiveness was examined. The children were divided into two groups: the intervention (n = 31) and control groups (n = 59). The control group did not attend any programme sessions and followed regular school curriculum. We conducted 14 weekly programme sessions and assessed children at pre-intervention, post-intervention, and 2-month follow-up (6 months after the beginning). The primary and secondary outcome measures were the Spence Children’s Anxiety Scale (SCAS) to assess children’s anxiety symptoms and the Strengths and Difficulties Questionnaire (SDQ) to measure behaviour problems, respectively.ResultsA statistically significant reduction in the SCAS score in the intervention group was found at 2-month follow-up compared with the control group. A significant reduction was also observed in the SDQ score.ConclusionsOur findings suggested that the ‘Journey of the Brave’ programme, which requires only 5 h of short classroom activities, demonstrates promising results compared with previous programmes. A larger randomised control trial would be desirable.Trial registrationUMIN, UMIN000009021, Registered 10 March 2012.

Effects of School-based Cognitive Behavioral Intervention Program on the Improvement of Feelings for Friends Among Junior High School Students

Effects of School-based Cognitive Behavioral Intervention Program on the Improvement of Feelings for Friends Among Junior High School Students

A pilot study on the effectiveness of a school-based cognitive-behavioral anxiety intervention for 8- and 9-year-old children: A controlled trial in Japan

IntroductionMany universal school-based preventative intervention trials for anxiety have been conducted in Western countries. This pilot study examined the efficacy and acceptability of a school-based, universal preventative program for anxiety among children aged 8–9 years in Japan. The program was based on cognitive-behavioral therapy (CBT) and was informed by similar universal programs (i.e., the Fun FRIENDS program; Barrett, 2007a, 2007b). MethodsSeventy-four children from a single school were allocated to an intervention or control group. The intervention comprised 10 CBT sessions, and assessments were conducted before and after the program. The primary outcome measure was the Spence Children's Anxiety Scale (SCAS) as children's self-report. Secondary outcome measures were the Depression Self-Rating Scale for Children (DSRS-C), Children's Hope Scale (Hope), Spence Children's Anxiety Scale-Parent Version (SCAS-P), and Strengths and Difficulties Questionnaire-Parent Version (SDQ-P). ResultsThe SCAS as the primary outcome showed no significant differences between the two groups. In addition, DSRS-C, Hope and SDQ-P also showed no significant differences. SCAS-P in the intervention group showed significant decrease compared to those in the control group. ConclusionThe results of this trial study suggest that a school-based universal preventative program for anxiety may have no significant effects on 8–9-year-old children. Trial registrationUMIN-CTR Identifier UMIN000008798.

School-based cognitive behavioral interventions for anxious youth: study protocol for a randomized controlled trial

BackgroundAnxiety disorders are prevalent among adolescents and may have long-lasting negative consequences for the individual, the family and society. Cognitive behavioral therapy (CBT) is an effective treatment. However, many anxious youth do not seek treatment. Low-intensity CBT in schools may improve access to evidence-based services. We aim to investigate the efficacy of two CBT youth anxiety programs with different intensities (i.e., number and length of sessions), both group-based and administered as early interventions in a school setting. The objectives of the study are to examine the effects of school-based interventions for youth anxiety and to determine whether a less intensive intervention is non-inferior to a more intensive intervention.Methods/designThe present study is a randomized controlled trial comparing two CBT interventions to a waitlist control group. A total of 18 schools participate and we aim to recruit 323 adolescents (12-16 years). Youth who score above a cutoff on an anxiety symptom scale will be included in the study. School nurses recruit participants and deliver the interventions, with mental health workers as co-therapists and/or supervisors. Primary outcomes are level of anxiety symptoms and anxiety-related functional impairments. Secondary outcomes are level of depressive symptoms, quality of life and general psychosocial functioning. Non-inferiority between the two active interventions will be declared if a difference of 1.4 or less is found on the anxiety symptom measure post-intervention and a difference of 0.8 on the interference scale. Effects will be analyzed by mixed effect models, applying an intention to treat procedure.DiscussionThe present study extends previous research by comparing two programs with different intensity. A brief intervention, if effective, could more easily be subject to large-scale implementation in school health services.Trial registrationClinicalTrials.gov, NCT02279251. Registered on 15 October 2014. Retrospectively registered.

A Brief School-Based Cognitive-Behavioral Intervention for Japanese Adolescents With Severe Posttraumatic Stress.

This pilot study investigated the efficacy of a brief school-based cognitive-behavioral intervention program for Japanese adolescents exposed to the Great East Japan Earthquake in 2011. The participants were 22 adolescents with severe posttraumatic stress symptoms at the time of the study in March 2014. They completed a single-session 4-step intervention program based on Ehlers and Clark's (2000) model at their school. Symptom status was assessed at 3 time points (preintervention, postintervention, and 4-month follow-up) using the Impact of Event Scale-Revised (Weiss, 2004) and Center for Epidemiologic Studies Depression Scale (Radloff, 1977). The results showed significant improvements in all posttraumatic stress symptoms at postintervention (d = 0.81), and the effects were maintained throughout the 4-month follow-up period (d = 1.10). However, no improvement in depressive symptoms was shown. Results from this pilot study suggest that school-based cognitive-behavioral intervention programs are feasible and show promise for Japanese adolescents with posttraumatic stress symptoms regardless of cross-cultural differences, but that additional research examining effectiveness is needed. Despite the preliminary nature of the findings of this pilot study, the strengths of our intervention were that it was driven by a well-tested theoretical model and required only a single session to administer.

Developing Partnerships in the Provision of Youth Mental Health Services and Clinical Education: A School-Based Cognitive Behavioral Intervention Targeting Anxiety Symptoms in Children

Clinical scientists are calling for strong partnerships in the provision of evidence-based treatments for child mental health problems in real-world contexts. In the present study, we describe the implementation of a cognitive-behavioral intervention (CBI) to address grade 5 children’s anxiety symptoms. The CBI arose from a long-standing partnership between University and Education Department stakeholders. The partnership integrates school-based, evidence-informed treatment delivery with clinical education, and also supports a school-based psychology clinic to provide assessment and treatment services to children attending schools within the catchment area and clinical training for university graduate students. Children in the active condition (N=74) completed the CBI during regular class time, while children in the control condition (N=77) received the standard classroom curriculum. Children’s anxiety and depressive symptoms, threat interpretation biases (perceived danger and coping ability), and perceptions of their social skills were assessed before and after condition. Children in the active condition reported significant improvements in self-reported anxiety symptoms, and perceptions of their social skills and coping ability, whereas no significant differences were observed for children in the control condition from pre- to post-assessment. For a subset of children assessed 12months after the CBI (n=76), symptom improvement remained stable over time and estimates of danger and coping ability showed even greater improvement. Results demonstrate the value of strong stakeholder partnerships in innovative youth mental health services, positive child outcomes, and clinical education.

School-based cognitive-behavioral interventions in the treatment of aggression in the United States: A meta-analysis

Engagement in aggressive behavior has been associated with many negative outcomes for children including academic failure, social maladjustment, peer rejection, and lifelong destructive and criminal behavior. Cognitive-behavioral interventions (CBIs), which use behavioral principles, behavior therapy, and cognitive mediation through self-talk, are one type of intervention used to decrease aggressive behavior in school populations. The purposes of this meta-analysis are to examine the effectiveness of school-based CBIs in reducing or preventing aggression in children and youth, to explore the effectiveness of interventions that used school personnel compared to those that used study personnel as CBI implementers, and to determine the effectiveness of CBIs delivered universally compared to those that are delivered in small group settings. We identified 25 articles meeting our inclusion criteria and found a mean effect size (ES) of − 0.14, (SD = 0.48) and a mean weighted ES score of − 0.23. RESULTS showed that the universal intervention delivery method had a significant influence on the magnitude of the effect size (F(1, 61) = 4.84, p =.032). In light of these results we discuss study limitations and suggest future research on potential CBI moderators and the role of CBI in the current school environment. Language: en

Evaluation of a School-Based Program Aimed at Preventing Depressive Symptoms in Adolescents

The aim of this pilot study was to evaluate the implementation of a universal school-based cognitive behavioral program whose target is to prevent depressive symptoms in adolescents. The study had a quasi-experimental design with pretest, posttest, and a 1-year follow-up and provides an illustrative calculation for the implementation costs of the intervention. Sixty-two students (aged 14) and seven tutors participated. A majority of the students and all of the tutors were satisfied with the intervention. The students, both females and males, rated their depressed symptoms as significantly lower after the course; and for the females, this was maintained 1-year postintervention. The implementation costs for the initial 2 years were about US$300 per student. Positive effects of a universal school-based cognitive behavioral intervention aiming at preventing depressive symptoms in adolescents were found, especially among females.

Preventing depression and promoting resilience: feasibility study of a school-based cognitive-behavioural intervention

The limited reach and effectiveness of psychological treatments for adolescent depression have fuelled interest in alternative approaches designed to promote resilience. Schools offer a convenient location for the widespread delivery of depression prevention programmes, although little research has evaluated the feasibility of delivering interventions in this setting. To investigate the feasibility of delivering and evaluating a universal school-based depression prevention programme for children aged 12-16 years. A three-arm pilot study was conducted in one UK secondary school (n = 834). Interventions had good reach (96%), with high rates of consent (89%) and reasonable retention (78%). The majority of intervention sessions were delivered as intended, with 85% of students attending seven or more sessions. The programme was acceptable to students and teachers, with the specific content of the active intervention being rated differently from the control programmes. Delivering and undertaking methodologically robust evaluations of universal school-based depression programmes is feasible.

School-Based Cognitive Behavioral Intervention for Depressive Symptoms in Children

本研究の目的は, 学級単位で担任教師が実施することのできる, 児童の抑うつに対する認知行動療法プログラムの有効性について検討を行うことであった。小学5～6年生の児童310名を対象とし, 150名が介入群に, 160名が統制群に割り付けられた。介入群の児童に対して, 心理教育, 社会的スキル訓練, および認知再構成法を中心的な構成要素とする, 9セッション（1セッション45分）からなる学級規模の集団認知行動療法プログラムが実施された。その結果, 介入群の児童は統制群の児童に比べて抑うつ症状が大きく低減していた。さらに, 介入群の児童は抑うつ尺度のカットポイントを超える割合が低くなっていたが, 統制群ではカットポイントを超える児童の割合に変化は認められなかった。介入群の児童は, 介入目標とされた社会的スキルと認知の誤りにも介入前後で改善が見られ, 全般的な主観的学校不適応感も軽減され, 抑うつや認知行動的対処に関する一般的な理解度が高まるといった効果が認められた。最後に, 子どもの抑うつに対する心理学的介入プログラムの有効性や実用性を向上させるために必要とされる点について議論された。

School-based prevention of depression and anxiety symptoms in early adolescence: A pilot of a parent intervention component.

Previous studies suggest that school-based cognitive-behavioral interventions can reduce and prevent depressive symptoms in youth. This pilot study investigated the effectiveness of a cognitive-behavioral depression prevention program, the Penn Resiliency Program for Children and Adolescents (the PR

Developmental Differences in Universal Preventive Intervention for Child Anxiety

We compared the effects of a universal school-based preventive intervention for child anxiety at two developmental stages. Six hundred and ninety-two participants enrolled in either grade 6 ( n= 293), children aged between 9 and 10 years, or grade 9 ( n= 399), children aged between 14 and 16 years, were allocated to either a school-based cognitive-behavioural intervention or to a monitoring group. Participants completed the Spence Child Anxiety Scale and the Child Depression Inventory and were stratified into low-, moderate-And high-risk groups based on their anxiety scores at the start of the study. The effects of the prevention programme were evaluated at post- and 12-month follow-up intervals. Post-study results indicated significant reductions in anxiety ( p< .001) and depression ( p< .05) across high- and moderate-risk groups in both the intervention and monitoring conditions. This trend was evident at 12-month follow-up, however, reductions in anxiety were greater in the intervention condition ( p< .05). At post assessment, grade 6 participants showed significant changes in anxiety compared with grade 9 participants ( p< .001), although both primary and secondary school participants showed equal reductions in anxiety at 12-month follow-up. Overall, findings suggest that universal intervention is potentially successful in reducing anxiety symptoms in children. Primary school children reported the greatest changes in anxiety symptoms, suggesting that earlier preventive intervention is potentially more advantageous than later intervention in adolescence. The implications and limitations of this study and directions for future research are discussed.

A Longitudinal Study of Developmental Differences in Universal Preventive Intervention for Child Anxiety

AbstractThe present paper presents the results of a longitudinal study evaluating the effects of a universal school-based intervention for child anxiety at two developmental stages. The study involved a cohort of 733 children enrolled in grade 6 (n = 336, 45.6%) aged between 9 and 10 years, and grade 9 (n = 401, 54.4%) aged between 14 and 16 years. Participants were allocated to either a school-based cognitive-behavioural intervention or to a monitoring group, and completed standardised measures of anxiety, depression and coping style. Young people identified as “at risk” of an anxiety disorder were assessed for a clinical diagnosis with a structured diagnostic interview. Findings showed universal intervention as potentially successful in reducing symptoms of anxiety and increasing coping skills in children. Primary school children reported the greatest changes in anxiety symptoms, suggesting earlier preventive intervention was potentially more advantageous than later intervention. Developmental differences in anxiety, depression and coping strategies are discussed in addition to the implications and limitations of this study and directions for future research.

Cognitive Remediation Therapy for Undergraduates with ADHD

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Effects of a school-based cognitive-behavioral intervention for ADHD children

Two variations of school-based cognitive-behavioral training (CBT) program were compared to each other and to a waiting-list control condition in the treatment of children with attention-deficit hyperactivity disorder (ADHD). The experimental interventions included a multicomponent condition that provided coordinated training programs for parents, teachers, and children and a teacher-only condition that offered training for classroom teachers only. Evaluation of outcome occurred at pre-intervention, post-intervention and at 6-week followup periods. Depedent measures included classroom behavior observations, teacher ratings of child behavior, child self-report, and teacher ratings of adjustment. The multicomponent CBT condition was significantly better than the other conditions at improving observed off-task/disruptive behavior at post-test. This improvement was maintained at followup, although treatment condition differences were no longer significant. There were no treatment condition differences on any other measures at post-intervention or followup. It was concluded that the intervention had minimal short-term effects on the ADHD children. The results are discussed within the context of several methodological limitations of the study which serve as proposals for continued research in this area.