Using Research-Informed Pedagogical Practices to Maximize Learning in Youth Cognitive Behavioral Therapy

Abstract

Cognitive-behavioral therapy (CBT) for youth is an evidence-based treatment that typically starts with some form of psychoeducation, during which the patient is taught in a didactic manner about their presenting problems and strategies to ameliorate their symptoms. The learning process continues over the course of treatment as patients consolidate and attempt to utilize their aqcuired knowledge in their daily life. Manuals provide helpful structure and strategies to facilitate this learning process (e.g., using metaphors, personalized coping cards); however, there is variability across patients in terms of what presented content they will be able to access and understand, how they can most effectively transfer what they learn into their everyday life, and why they will become engaged in this learning process. The purpose of this paper is to connect CBT and pedagogy by outlining the research-informed pedagogical framework known as Universal Design for Learning (UDL) as it relates to the teaching and learning that takes place in CBT. First, we describe UDL as a lens through which clinicians can conceptualize evidence-based pedagogical principles that undergird common CBT teaching practices. Second, we recommend that clinicians use UDL as a guiding framework when they are faced with barriers to learning due to the variability that exists in how patients engage in, access and understand, and utilize the material. We posit that UDL can help clinicians ensure that more patients are able to successfully access and benefit from CBT.

UDL, Education and Psychotherapy

“…In fact, the treatment generally proceeds through a phase of psychoeducation, a form of teaching in which the clinician transmits to the patient the necessary skills about the relationships between thoughts, emotions and behaviors, and the causes and maintenance factors concerning its symptoms and functional deficits [3]. In the later stages of treatment, the learning process proceeds through the teaching of functional strategies for the observation, understanding and management of cognitive, emotional and behavioral patterns [4]. If CBT can be considered as an active learning process, clinicians should also consider pedagogical domains in treatment setting, including UDL as a guarantor of accessibility to learning for all.…”

“…If CBT can be considered as an active learning process, clinicians should also consider pedagogical domains in treatment setting, including UDL as a guarantor of accessibility to learning for all. In connection with the three neural network proposed by the UDL model, in CBT practice the clinician might observe why patients establish a significant connection with the proposed material during treatment, what is accessible and understood in relation to the content, and how the acquired knowledge and skills can be effectively translated into daily life [4]. As in the UDL, educators are encouraged to recognize the interindividual differences between subjects, so in the CBT clinicians identify these differences to guide themselves towards a patient-centered approach [5].…”

“…As in the UDL, educators are encouraged to recognize the interindividual differences between subjects, so in the CBT clinicians identify these differences to guide themselves towards a patient-centered approach [5]. Adaptation to individual differences reflects its importance in clinical practice: some patients may not be able to understand materials and protocols, teenagers may find some workbooks too childish [4]. For this reason, clinicians shall respect the principle of "flexibility within fidelity" [1], that is to widen the multiple possibilities of presentation of material and content in order to meet the different needs of a plurality of patients, while complying with the evidence-based principles.…”

Exploring the Use of Experiential Learning Methods to Increase CBRNe Awareness and Emergency Preparedness of Children

“…A comparative review of the main pedagogical theories highlighted the significance of selecting the appropriate methods to enhance learning, increase cognitive and psychological development, and transform individual behaviors within social environments. Some of these theories, such as cognitive and behavioral learning, place a strong focus on human interaction with their environment and social constructs, utilizing teaching activities designed specifically for psychotherapeutic therapies [22,23]. Others, such as constructivism, humanism, and connectivism learning theories, highlight the process in which personal experiences, environments, and human interactions influence learning, thus developing into individual knowledge and future behaviors [23][24][25][26].…”