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Direct linkYan Li; Zhiwei Liu – Psychology in the Schools, 2025
Social anxiety is a prevalent issue among college students, often leading to poor academic and psychosocial adjustment. Expressive writing has shown promise as a brief, cost-effective intervention for improving mental and physical health. This study investigated the effects of a 15-min expressive writing session on the social performance of mildly…
Descriptors: Expressive Language, Writing (Composition), Interpersonal Competence, Anxiety
Sarah Coe-Odess; John Crocker; Rachel Quist; Marisa Meldonian; Elizabeth Gordon; Sabine Wilhelm; Jennifer L. Greenberg – Psychology in the Schools, 2024
A youth mental health crisis has been exacerbated significantly by the COVID-19 pandemic. Teachers are often front-line support for students in need. Yet teachers themselves are struggling, making it difficult to help their students. Cognitive behavioral interventions (CBIs) have been shown to reduce mental health symptoms in school settings.…
Descriptors: Behavior Modification, Cognitive Restructuring, Web Based Instruction, Intervention
Elene Nicola; Kiki Mastroyannopoulou; Laura Pass – Psychology in the Schools, 2024
The aim of this study is to evaluate the feasibility and acceptability of a newly developed online psychoeducation intervention on childhood anxiety for school staff using a within groups pre-post design. The intervention is informed by cognitive behavioural therapy principles. Seventy six participants volunteered to attend a brief online…
Descriptors: Intervention, Anxiety, School Personnel, Cognitive Processes
Mukund, Bhavna; Jena, S. P. K. – Psychology in the Schools, 2022
Coping Cat-cognitive behavior therapy (CBT) is a 16-week program, which has been used widely and has proven its efficacy in helping children in overcoming anxiety disorders. This research study intends to explore its efficacy on Indian school children with high anxiety in Delhi. The study aims at qualitative assessment of the experience of…
Descriptors: Cognitive Restructuring, Behavior Modification, Anxiety Disorders, Coping
Tilley, Micah A.; Montreuil, Tina – Psychology in the Schools, 2023
Understanding how cognitive-behavioral therapy programs can be best implemented within the school environment is critical for ensuring that preventative mental health efforts reach all children and are most effective. The purpose of this study was to provide a qualitative analysis of students and school-based facilitators' perspectives of a…
Descriptors: Cognitive Restructuring, Behavior Modification, Intervention, Feasibility Studies
Yoke Y. Chen; Chuong H. Ting; Siti R. Ghazali; Ang A. Ling – Psychology in the Schools, 2024
With the increasing prevalence of mental health issues among children, there is a growing need to implement school-based preventive programs for emotional well-being in Malaysia. Super Skills for Life (SSL) is a transdiagnostic preventive program designed based on the cognitive-behavioral therapy concept to address emotional problems among…
Descriptors: Well Being, Foreign Countries, Intervention, Self Control
Katie Eklund; Stephen P. Kilgus; Jared Izumi; Sarah L. DeMarchena; Elizabeth M. McCollom – Psychology in the Schools, 2021
This study reports on the results of a pilot study designed to evaluate the Resilience Education Program (REP): a brief Tier 2 intervention that includes small-group cognitive-behavioral instruction, paired with a modified check-in/check-out procedure. Three elementary school students demonstrating early indicators of internalizing behavior…
Descriptors: Resilience (Psychology), Intervention, Cognitive Restructuring, Behavior Modification
von der Embse, Nathaniel; Ryan, Shannon V.; Gibbs, Tera; Mankin, Ariel – Psychology in the Schools, 2019
Due to the increased pressure from test-based accountability practices, teachers have reported high levels of stress and burnout. High teacher stress has an impact on school outcomes, including links to absenteeism, burnout, school climate, and teacher behavior management. Teacher stress interventions may be an important first step toward reducing…
Descriptors: Teachers, Teacher Burnout, Anxiety, Stress Management
Yohannan, Justina; Carlson, John S. – Psychology in the Schools, 2019
Youth exposed to traumatic events are at higher risk for negative developmental outcomes, including low academic performance, poor social skills, and mental health concerns. To best address these risks, school-based intervention services, and trauma-informed practices can be provided. The goal of this study was to systematically review the…
Descriptors: Trauma, At Risk Students, Intervention, Educational Environment
Barney, Jennifer Y.; Field, Clint E.; Morrison, Kate L.; Twohig, Michael P. – Psychology in the Schools, 2017
Acceptance and commitment therapy (ACT) is a modern form of cognitive behavior therapy that uses acceptance and mindfulness-based procedures to address clinical issues. A brief protocol of ACT was used with 3 children ages 10 and 11 years who were diagnosed with obsessive compulsive disorder (OCD). Results showed notable and clinically significant…
Descriptors: Pediatrics, Behavior Disorders, Cognitive Restructuring, School Psychologists
Eiraldi, Ricardo; McCurdy, Barry; Schwartz, Billie; Wolk, Courtney Benjamin; Abraham, Manju; Jawad, Abbas F.; Nastasi, Bonnie K.; Mautone, Jennifer A. – Psychology in the Schools, 2019
This paper describes implementation (fidelity, perceived acceptability) and tier 1 and Tier 2 outcomes of school-wide positive behavior interventions and supports approach including mental health supports at Tier 2 in two K-8 urban schools. Interventions for Tier 2 consisted of three manualized group cognitive behavioral therapy (GCBT) protocols…
Descriptors: Fidelity, Urban Schools, Positive Behavior Supports, Program Implementation
Pereira, Ana Isabel; Marques, Teresa; Russo, Vanessa; Barros, Luísa; Barrett, P. – Psychology in the Schools, 2014
The FRIENDS for Life program is a cognitive-behavioral group program that targets anxiety in children. The main purpose of this study was to analyze the effectiveness of the Portuguese version of the FRIENDS for Life Program, which was implemented in schools to reduce anxiety problems in a group of highly anxious children. The study used a…
Descriptors: Foreign Countries, Anxiety, Behavior Modification, Cognitive Restructuring
Haight, Courtney M.; Chapman, Gillian V.; Hendron, Marisa; Loftis, Rachel; Kearney, Christopher A. – Psychology in the Schools, 2014
Many schools are faced with the prospect of soaring absenteeism rates, despite the use of traditional truancy courts and other legal interventions. A recent trend in the literature has been to explore alternative, hybrid, and multidisciplinary approaches to address the underlying obstacles to school attendance. These programs are often integrated…
Descriptors: Truancy, At Risk Students, Middle School Students, Program Evaluation
Schultz, Brandon K.; Storer, Jennifer; Watabe, Yuko; Sadler, Joanna; Evans, Steven W. – Psychology in the Schools, 2011
The authors review the research literature regarding school-based treatment of attention-deficit/hyperactivity disorder (ADHD). Students with ADHD often do not receive access to special services, even though the impairments associated with the disorder often compromise learning and cause concerns for classroom teachers, school administrators, and…
Descriptors: Attention Deficit Hyperactivity Disorder, Intervention, Cognitive Restructuring, Behavior Modification
Stark, Kevin D.; Arora, Prerna; Funk, Catherine L. – Psychology in the Schools, 2011
Cognitive behavioral therapy is an effective approach to the treatment of depressive disorders within schools, due to its demonstrated efficacy, as well as its availability in manualized treatment form. When implemented by therapists with inadequate training, the treatment is often stilted, less engaging for participants, and aimlessly guided…
Descriptors: Depression (Psychology), School Psychologists, Training, Outcomes of Treatment
