Cognitive Behavioral Therapy in K–12 School Settings

Joyce‐Beaulieu, Diana; Sulkowski, Michael L.

doi:10.1891/9780826183132

Cited by 11 publications

(12 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Beck (1967) proposes that the triad includes poor instinctive thinking, flawed release of information and negative self‐schemas. CBT can be very helpful for people who have been bullied; clients react positively to coping mechanisms (Joyce‐Beaulieu & Sulkowski, 2015). Gestalt therapy has the potential to assist individuals experiencing bullying, as Gestalt therapy targets the clients’ present life as opposed to past (Houston, 2003; Perls, 1969).…”

Section: Resultsmentioning

confidence: 99%

“…CBT will assist in changing the thought patterns that bullying has put the individual in. Joyce‐Beaulieu and Sulkowski (2015) suggest that CBT approaches can be helpful when working with adolescents experiencing bullying. CBT has been found to greatly negate the effects of the experiencer's anxiety and depression and improve self‐esteem.…”

Section: Literature Reviewmentioning

confidence: 99%

“…CBT has been found to greatly negate the effects of the experiencer's anxiety and depression and improve self‐esteem. In a study, three out of four students reported feeling better within themselves after receiving CBT following bullying (Joyce‐Beaulieu & Sulkowski, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

Is person‐centred counselling effective when assisting young people who have experienced bullying in schools?

Jones

2020

Couns and Psychother Res

View full text Add to dashboard Cite

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Is person‐centred counselling effective when assisting young people who have experienced bullying in schools?

Jones

2020

Couns and Psychother Res

View full text Add to dashboard Cite

show abstract

“…These distortions are thought to be common amongst adolescents (e.g. Joyce-Beaulieu and Sulkowski 2015;Stallard 2002;Verduyn et al 2009). Countless commentators deprecate dichotomous thinking, urging individuals to evaluate experience on a continuum (e.g.…”

Section: Dichotomous Present-focused Evaluationmentioning

confidence: 99%

The effects of current unsatisfactory performance and evaluative approach on improvement expectancy and commitment to improvement

Abdulla

Woods

2021

Motiv Emot

View full text Add to dashboard Cite

This study investigated the effects of current unsatisfactory performance (CUP) on improvement expectancy (IE) and commitment to improvement (CTI). 118 high school students were randomly assigned to consider either current satisfactory performance (CSP) or CUP. In addition, students within each group were randomly assigned to one of two evaluative approaches: (1) dichotomous present-focused evaluation (“Are you succeeding in this area? Or not?”), or (2) historical success scaling (“What is the highest level of success that you have reached in this area?”). It was hypothesised that (relative to CSP) CUP has a negative effect on improvement expectancy (IE). This hypothesis was supported. In addition, the data were consistent with an inconsistent mediation hypothesis according to which CUP has a positive direct effect on CTI but a negative indirect effect through reduced IE. The indirect effect of CUP on CTI was expected to be less negative amongst students engaging in historical success scaling than amongst students engaging in dichotomous present-focused evaluation. Although this was indeed the case, a test of moderated mediation indicated that the conditional indirect effects did not differ statistically. The study helps to illuminate the conflicting effects of CUP on CTI. Findings also have important implications for cognitive-behavioural and solution-focused approaches, both of which champion “scaling.”

show abstract

“…Overall, 2 months are required by each group to complete all counseling sessions. Cognitive behavioral group counseling was conducted by integrating the cognitive technique with rational emotive and behavioral techniques that were done in group counseling methods (Hofmann et al, 2012;Joyce-Beaulieu & Sulkowski, 2015). Counseling protocols were used based on cognitive-behavior within groups in the school context (Joyce-Beaulieu & Sulkowski, 2015).…”

Section: The Face-to-face Cognitive Behavioral Counseling Proceduresmentioning

confidence: 99%

The comparative effect of internet-based cognitive behavioral counseling versus face to face cognitive behavioral counseling in terms of student’s resilience

2020

View full text Add to dashboard Cite

This randomized, controlled trial experimental study aimed at comparing the effect of cognitive behavioral counseling between online (Internet-based) and more traditional face-to-face counseling methods. The study is based on 90 students of second-grade level, in junior high schools in Buleleng Regency, Bali, Indonesia, who were invited to be participants of this study. Each participant was assigned randomly into three groups with different conditions; 30 students followed a traditional eight, 55-minute cognitive behavioral group counseling track (face to face counseling); 30 students followed Internet-based cognitive behavioral counseling; and 30 students were in a "waiting-list" control category. The data was gathered by using the 14 items Indonesian version of the psychological subscale, Resilience Youth Development Module, Junior High School. The data was then

show abstract

Cognitive Behavioral Therapy in K–12 School Settings

Cited by 11 publications

References 0 publications

Is person‐centred counselling effective when assisting young people who have experienced bullying in schools?

Is person‐centred counselling effective when assisting young people who have experienced bullying in schools?

The effects of current unsatisfactory performance and evaluative approach on improvement expectancy and commitment to improvement

The comparative effect of internet-based cognitive behavioral counseling versus face to face cognitive behavioral counseling in terms of student’s resilience

Contact Info

Product

Resources

About