The cognitive model of delinquency prevention is based on research evidence that antisocial behavior arises from deficits in cognitive problem-solving and social interaction skills. The early acquisition of cognitive skills may help prevent delinquency in children who must contend with adverse environmental conditions. (SK)

Argues that behavioral approaches in education are best placed within a rational or justificatory framework, rather than within a strictly scientific account of human activity. Draws the distinction between the two frameworks, and outlines major criticisms leveled at behaviorism in education. Discusses aspects of behaviorism in education from the…

Calls cognitive behavior therapy useful tool for changing negative behaviors of children. Presents some guidelines for those wishing to use cognitive behavior therapy with children. Suggests that teachers and others who work with students act confident, be kind but tough, learn to have successful confrontations, use rewards to replace punishments,…

Describes work of Anton Makarenko (1888-1939), Ukrainian educator and youth pioneer considered one of century's great experts on troubled youth. Notes that, although Makarenko claimed to work without theories, he actually used sophisticated interventions that involved cognitive dissonance, paradoxical interventions, and cognitive reframing with…

The study examining the effectiveness of a cognitive-behavioral training program with 30 behaviorally disordered adolescents found participating students exhibited fewer aggressive behaviors and demonstrated greater self-control than nonparticipating students. The addition of an incentive for implementing the training strategies did not appear to…

Introduces framework using fairy tales, such as Cinderella, as vision-to-action treatment alternative for psychological dysfunctions focusing on eating disorders. Proposed model consists of four phases: identification of the fairy tale; development of connection with the fairy tale; introduction of conflict; and problem resolution. Provides…

The Correctional Service of Canada's Cognitive Skills program is a component of its Living Skills strategy. It is based on the cognitive model that how one thinks strongly influences what one thinks. Empathy training and values education enhance the use of the cognitive skills developed. (SK)

Factor analysis of Self-Help Inventory from 307 outpatients receiving cognitive-behavioral therapy for affective disorders revealed 3 factors that assessed frequency of active coping strategies use when depressed, helpfulness of strategies, and willingness to learn new strategies. Frequency and Helpfulness scales were not correlated with patient…

Randomly assigned adults (n=212) seeking treatment for marijuana use to relapse prevention (RP) or social support (SSP) group discussion intervention. Data collected at 12 months posttreatment revealed substantial reductions in frequency of marijuana use and associated problems; no significant difference between treatments on days of marijuana…

Reviews frame theory and clinical use of therapeutic reframing. Explores constructivist ideas on "reality," and suggests that teaching clients to reframe situations positively for themselves is an important mental-health-counseling goal. (EMK)

Discussion of cognitive behavioral interventions with abused children and adolescents covers use of cognitive therapy with adults, therapeutic processes in cognitive therapy, involvement of parents and carers in cognitive behavioral therapy, and cognitive schema and maltreatment. Application is made to types of abuse (physical, emotional, sexual)…

Effective discipline is not about punishing but about teaching responsibility. Article provides six strategies for helping youth learn responsibility. The six steps include: (1) establishing sensible limits; (2) confronting misbehavior with dignity; (3) providing healthy viable choices; (4) helping students learn from consequences; (5) eliciting a…

Patients (n=156) meeting criteria for panic disorder with agoraphobia were randomly assigned to group cognitive-behavioral treatment (CBT) or a delayed-treatment control. Compared with the control group, CBT-treated patients showed significant reductions in impairment that were maintained at follow-up. Anxiety and phobic avoidance were…

Comments on the exchange between N. S. Jacobson and S. D. Hollon, I. Elkin, R. D. Gibbons, M. T. Shea and B. F. Shaw, and R. J. McNally highlight issues of continuing controversy in the comparison of drugs versus psychotherapeutic interventions. Discusses the best way to control for things such as the allegiance effect and the role of pill…

In considering how diversity training can transform students' thinking about themselves in relation to people who are different, Otterbein College redesigned a diversity training workshop. It took into account student cognitive development and used direct experiential learning. This article presents one example of diversity training that impacts…