Publication Cover
Educational Psychology in Practice
theory, research and practice in educational psychology
Volume 40, 2024 - Issue 1
2,144
Views
0
CrossRef citations to date
0
Altmetric
Research Articles

How educational psychologists use cognitive behavioural therapy interventions: a systematic literature review

ORCID Icon & ORCID Icon
Pages 96-120 | Received 01 Jun 2023, Accepted 11 Sep 2023, Published online: 10 Nov 2023

References

  • Amirkhan, J. (1990). A factor analytically derived measure of coping: The coping strategy indicator. Journal of Personality and Social Psychology, 59(5), 1066–1074. 10.1037/0022-3514.59.5.1066
  • Atkinson, C., Dunsmuir, S., Lang, J., & Wright, S. (2015). Developing a competency framework for the initial training of educational psychologists working with young people aged 16–25. Educational Psychology in Practice, 31(2), 159–173. https://doi.org/10.1080/02667363.2015.1004038
  • Attwood, T. (2004). Exploring feelings: Cognitive behaviour therapy to manage anxiety. Future Horizons.
  • Barrett, P. (1996). FRIENDS for Life. Bowen Hills: Australian Academic Press.
  • Beck, J. S., Beck, A. T., Jolly, J. B., & Steer, R. A. (2005). The beck youth inventories for children and adolescents (2nd ed.). Pearson.
  • Blackburn, I. M., James, I. A., Milne, D. L., Baker, C., Standart, S., Garland, A., & Reichelt, F. K. (2001). The revised cognitive therapy scale (CTS-R): Psychometric properties. Behavioural and Cognitive Psychotherapy, 29(4), 431–446. https://doi.org/10.1017/S1352465801004040
  • Boden, T. (2020). Cognitive behavioural therapy in a further education setting to support an adolescent experiencing low mood. Educational and Child Psychology, 37(3), 40–55. https://doi.org/10.53841/bpsecp.2020.37.3.40
  • Brightmore, A. (2016). Investigating the efficacy of universally delivered cognitive behaviour therapy in the promotion of emotional literacy and mental wellbeing with year 5 pupils [ Doctoral dissertation]. University of Nottingham, EThOS. http://eprints.nottingham.ac.uk/id/eprint/41252
  • Brodzinsky, D. M., Elias, M. J., Steiger, C., Simon, J., Gill, M., & Hitt, J. C. (1992). Coping scale for children and youth: Scale development and validation. Journal of Applied Developmental Psychology, 13(2), 195–214. https://doi.org/10.1016/0193-3973(92)90029-H
  • Brown, C., & Dunn, W. (2002). Adolescent/Adult Sensory Profile manual. Psychological Corporation.
  • Chorpita, B.F., Moffitt, C. & Gray, J. (2005). Psychometric properties of the Revised Child Anxiety and Depression Scale in a clinical sample. Behaviour Research and Therapy, 43 (3), 309–32. https://doi.org/10.1016/j.brat.2004.02.004
  • Clarke, C., Hill, V., & Charman, T. (2017). School based cognitive behavioural therapy targeting anxiety in children with autistic spectrum disorder: A quasi-experimental randomised controlled trail incorporating a mixed methods approach. Journal of Autism and Developmental Disorders, 47(12), 3883–3895. https://doi.org/10.1007/s10803-016-2801-x
  • Collins, S., Woolfson, L. M., & Durkin, K. (2014). Effects on coping skills and anxiety of a universal school-based mental health intervention delivered in Scottish primary schools. School Psychology International, 35(1), 85–100. https://doi.org/10.1177/0143034312469157
  • Corrie, S., & Lane, D. A. (2021). First steps in cognitive behaviour therapy. SAGE.
  • Department for Education and Skills (2007). Social and emotional aspects of learning (SEAL) for secondary schools: guidance booklet.
  • Department of Health and Department for Education. (2017). Transforming children and young people’s mental health provision: a green paper. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/664855/Transforming_children_and_young_people_s_mental_health_provision.pdf
  • Dunsmuir, S., Brown, E., Iyadurai, S., & Monsen, J. (2009). Evidence-based practice and evaluation: From insight to impact. Educational Psychology in Practice, 25(1), 53–70. https://doi.org/10.1080/02667360802697605
  • Dunsmuir, S., & Hardy, J. (2016). Delivering psychological therapies in schools and communities. BPS. https://www.bps.org.uk/sites/www.bps.org.uk/files/Member%20Networks/Divisions/DECP/Delivering%20Psychological%20Therapies%20in%20Schools%20and%20Communities.pdf
  • Dunn, W. (1999). Sensory Profile. Psychological Corporation.
  • Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41(3–4), 327–350. https://doi.org/10.1007/s10464-008-9165-0
  • Edgington, L. J. (2014). The design and implementation of a new cognitive behavioural therapy (CBT) based intervention for the management of sensory experiences in adolescents with autism [ Doctoral dissertation]. Institute of Education, University of London, EThOS. https://doi.org/10.1016/j.ridd.2016.09.00410.1016/j.ridd.2016.09.004
  • Ellins, J., Singh, K., Al-Haboubi, M., Newbould, J., Hocking, L., Bousfield, J., & Mays, N. (2021). Early evaluation of the children and young people’s mental health trailblazer programme. University of Birmingham. Retrieved August 26, 2022, from https://www.birmingham.ac.uk/documents/college-social-sciences/social-policy/brace/trailblazer.pdf
  • Faupel, A. (2003). Emotional literacy; assessment and intervention; ages 8 to 11. Southampton Psychology Service.
  • Frederickson, N. (2002). Evidence-based practice and educational psychology. Educational and Child Psychology, 19(3), 96–111. https://doi.org/10.53841/bpsecp.2002.19.3.96
  • Frick, P. J. (2004). Inventory of callous–unemotional traits. University of New Orleans, LA:UNO. http://dionysus.psych.wisc.edu/MediaWiki/index.php?title=The_Inventory of Callous-Unemotional Traits_(ICU)
  • Fuggle, P., Dunsmuir, S., & Curry, V. (2013). CBT with children, young people and families. Sage.
  • Garvik, M., Idsoe, T., & Bru, E. (2016). Motivation and social relations in school following a CBT course for adolescents with depressive symptoms: An effectiveness study. Scandinavian Journal of Educational Research, 60(2), 219–239. https://doi.org/10.1080/00313831.2015.1017838
  • Gee, B., Reynolds, S., Carroll, B., Orchard, F., Clarke, T., Martin, D., Wilson, J., & Pass, L. (2020). Practitioner review: Effectiveness of indicated school‐based interventions for adolescent depression and anxiety–a meta‐analytic review. Journal of Child Psychology and Psychiatry, 61(7), 739–756. https://doi.org/10.1111/jcpp.13209
  • Gibbs, J. C., Basinger, K., & Fuller, D. (1991). Moral Maturity: Measuring the development of sociomoral reflection. Lawrence Erlbaum.
  • Gillard, D., Wright, D., McNally, A., Flaxman, P. E., McIntosh, R., & Honey, K. (2021). Acceptance & commitment therapy for school leaders’ well-being: An initial feasibility study. Educational Psychology in Practice, 37(1), 34–51. https://doi.org/10.1080/02667363.2020.1855120
  • Goodman, R. (1997). The strengths and difficulties questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38(5), 581–586. https://doi.org/10.1111/j.1469-7610.1997.tb01545.x
  • Gough, D., Oliver, S., & Thomas, J. (2013). Learning from research: Systematic reviews for informing policy decisions. Alliance for Useful Evidence. https://apo.org.au/sites/default/files/resource-files/2013-12/apo- nid71119.pdf
  • Gough, D., Oliver, S., & Thomas, J. (2017). Introducing systematic reviews. In: D. Gough, S. Oliver, & J. Thomas (Eds.), An introduction to systematic reviews: Second ed (pp. 1–18). SAGE.
  • Graham, P. (2005). Jack Tizard lecture: Cognitive behaviour therapies for children: Passing fashion or here to stay? Child and Adolescent Mental Health, 10(2), 57–62. https://doi.org/10.1111/j.1475-3588.2005.00119.x
  • Green, S. L., & Atkinson, S. (2016). Implementation issues: A ‘FRIENDS for life’ course in a mainstream secondary school. Educational Psychology in Practice, 32(3), 217–230. https://doi.org/10.1080/02667363.2016.1152459
  • Gregor, A. (2005). Examination anxiety: Live with it, control it or make it work for you? School Psychology International, 26(5), 617–635. https://doi.org/10.1177/0143034305060802
  • Grieg, A., MacKay, T., & Ginter, L. (2019). Supporting the mental health of children and young people: A survey of Scottish educational psychology services. Educational Psychology in Practice, 35(3), 257–270. https://doi.org/10.1080/02667363.2019.1573720
  • Grimes, S. (2015). An evaluation of aggression replacement training: the impact of a multi- component, CBT-based intervention on the problem behaviours, pro-social skills and moral development of pupils in English secondary schools [ Doctoral dissertation]. University of Nottingham. EThOS.
  • Higgins, E., Slattery, C., Perry, J. L., & O’Shea, J. (2019). An evaluation of a group CBT programme for children with a diagnosis of autism spectrum disorder in a school age disability service. Educational Psychology in Practice, 35(1), 50–66. https://doi.org/10.1080/02667363.2018.1527293
  • Hillman, K., Dix, K., Ahmed, K., Lietz, P., Trevitt, J., O’Grady, E., Uljarević, M., Vivanti, G., & Hedley, D. (2020). Interventions for anxiety in mainstream school-aged children with autism spectrum disorder: A systematic review. Campbell Systematic Reviews, 16(2). https://doi.org/10.1002/cl2.1086
  • Kaufman, J., Birmaher, B., Brent, D., Rao, U. M. A., Flynn, C., Moreci, P., Williamson, D., & Ryan, N. (1997). Schedule for affective disorders and schizophrenia for school-age children-present and lifetime version (K-SADS-PL): initial reliability and validity data. Journal of the American Academy of Child & Adolescent Psychiatry, 36(7), 980–988.
  • Kite, A. (2020). Challenging thoughts for challenging tasks: Investigating the effectiveness of a cognitive behavioural intervention delivered by school staff for secondary pupils experiencing anxiety about their schoolwork [ Doctoral dissertation]. University of Essex]. EtHOS. http://repository.essex.ac.uk/id/eprint/28518
  • Lake, D. J. (2014). An investigation into the impact of an indicated CBT-based intervention on anxiety in secondary school students [ Doctoral dissertation]. University of Nottingham, EtHOS. http://eprints.nottingham.ac.uk/id/eprint/27720
  • Lee, H. (2019). The use of cognitive behavioural therapy for school refusal behaviour in Educational Psychology practice. Educational Psychology Research and Practice, 5(2), 1–13. https://doi.org/10.15123/uel.8873w
  • Lochman, J.E., Wayland, K.K., and White, K.J. (1993). Social goals: relationships to adolescent adjustment and to social problem solving. Journal of Abnormal Child Psychology 12(2), 135–151.
  • Luxford, S., Hadwin, J. A., & Kovshoff, H. (2017). Evaluating the effectiveness of a school- based cognitive behavioural therapy intervention for anxiety in adolescents diagnosed with autism spectrum disorder. Journal of Autism and Developmental Disorders, 47(12), 3896–3908. https://doi.org/10.1007/s10803-016-2857-7
  • Lyneham, H. J., Street, A. K., Abbott, M. J., & Rapee, R. M. (2008). Psychometric properties of the school anxiety scale - teacher reported (SAS-TR). Journal of Anxiety Disorders, 22(2), 292–300. https://doi.org/10.1016/j.janxdis.2007.02.001
  • Maddox, L., Gutierrez, L., Loades, M., Boyd, A., Thompson, S., & Reynolds, S. (2021). CBT with children, young people and families. BABCP good practice guide. British Association for Behavioural and Cognitive Psychotherapies. https://www.babcp.com/Portals/0/Files/Therapists/CBT%20with%20Children,%20Yo ung%20People%20and%20Families.pdf?ver=2021-03-26-132449-057
  • Neil, A. L., & Christensen, H. (2009). Efficacy and effectiveness of school-based prevention and early intervention programs for anxiety. Clinical Psychology Review, 29(3), 208–215. https://doi.org/10.1016/j.cpr.2009.01.002
  • O’Callaghan, P., & Cunningham, E. (2015). Can a targeted, group-based CBT intervention reduce depression and anxiety and improve self-concept in primary-age children? Educational Psychology in Practice, 31(3), 314–326. https://doi.org/10.1080/02667363.2015.1060587
  • O’Connor, S., Carney, T., House, E., Ferguson, E., & O’Connor, R. (2010). The Paediatric Index of Emotional Distress manual. GL Assessment Ltd.
  • Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–40.
  • Pugh, J. (2010). Cognitive behaviour therapy in schools: The role of educational psychology in the dissemination of empirically supported interventions. Educational Psychology in Practice, 26(4), 391–399. https://doi.org/10.1080/02667363.2010.521312
  • Rait, S., Monsen, M. M., & Squires, G. (2010). Cognitive behaviour therapies and their implications for applied educational psychology practice. Educational Psychology in Practice, 26(2), 105–122. https://doi.org/10.1080/02667361003768443
  • Roth, A., & Pilling, S. (2007). The competences required to deliver effective cognitive and behavioural therapy for people with depression and with anxiety disorder. Department of Health. https://www.ucl.ac.uk/clinical-psychology//CORE/CBT_Competences/CBT_Competence_List.pdf
  • Ruocco, S., Freeman, N. C., & McLean, L. A. (2018). Learning to cope: A CBT evaluation exploring self-reported changes in coping with anxiety among school children aged 5–7 years. The Educational and Developmental Psychologist, 35(2), 67–87. https://doi.org/10.1017/edp.2018.8
  • Rutter, M., Bailey, A., & Lord, C. (2003). Social Communication Questionnaire. Los Angeles: Western Psychological Services
  • Scottish Executive. (2002). Review of provision of educational psychology services in Scotland. http://dera.ioe.ac.uk/id/eprint/28886
  • Seiler, L. (2008). Cool Connections with cognitive behavioural therapy: Encouraging self- esteem, resilience and well-being in children and young people using CBT approaches. Jessica Kingsley Publishers.
  • Schniering, C. A., & Rapee, R. M. (2002). Development and validation of a measure of children’s automatic thoughts: the children’s automatic thoughts scale. Behaviour Research and Therapy, 40(9), 1091–1109. https://doi.org/10.1016/S0005-7967(02)00022-0
  • Sharpe, H., Ford, T., Lereya, S. T., Owen, C., Viner, R. M., & Wolpert, M. (2016). Survey of schools’ work with child and adolescent mental health across England: A system in need of support. Child and Adolescent Mental Health, 21(3), 148–153. https://doi.org/10.1111/camh.12166
  • Simpson, J., & Atkinson, C. (2021). The role of school psychologists in therapeutic interventions: A systematic literature review. International Journal of School & Educational Psychology, 9(2), 117–131. https://doi.org/10.1080/21683603.2019.1689876
  • Spence, S. (1995). Social skills training: Enhancing social competence with children and adults. NFER-Nelson.
  • Spence, S. H. (1997). Structure of anxiety symptoms among children: A confirmatory factor- analytic study. Journal of Abnormal Psychology, 106(2), 280–297. https://doi.org/10.1037/0021-843X.106.2.280
  • Squires, G. (2010). Countering the argument that educational psychologists need specific training to use cognitive behavioural therapy. Emotional & Behavioural Difficulties, 15(4), 279–294. https://doi.org/10.1080/13632752.2010.523211
  • Stallard, P. (2005). A Clinician’s guide to Think Good – Feel Good. Using CBT with children and young people. Wiley & Sons Ltd.
  • Tudor, A. M. (2014). The effectiveness of a pilot group intervention based on a cognitive- behavioural approach for adolescents with conduct problems in a mainstream School. [ Doctoral dissertation]. Institute of Education, University of London]. EThOS. https://discovery.ucl.ac.uk/id/eprint/10021649
  • Turner, M. (1999). Annotation: Repetitive behaviour in autism: A review of psychological research. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 40(6), 839–849. https://doi.org/10.1111/1469-7610.00502
  • Van Steensel, F. J. A., & Bögels, S. M. (2015). CBT for anxiety disorders in children with and without autism spectrum disorders. Journal of Consulting and Clinical Psychology, 83(3), 512–523. https://doi.org/10.1037/a0039108
  • Waters, F., Collins, S., & Paterson, S. (2010). Lessons for living: Think well, do well. South Lanarkshire Council Psychology Service, United Kingdom.
  • Weeks, C., Hill, V., & Owen, C. (2017). Changing thoughts, changing practice: Examining the delivery of a group CBT-based intervention in a school setting. Educational Psychology in Practice, 33(1), 1–15. https://doi.org/10.1080/02667363.2016.1217400
  • Williams, C. H. J. (2015). Improving access to psychological therapies (IAPT) and treatment outcomes: Epistemological assumptions and controversies. Journal of Psychiatric and Mental Health Nursing, 22(5), 344–351. https://doi.org/10.1111/jpm.12181
  • Woods, K. (2020). Critical appraisal frameworks. The University of Manchester (Education and Psychology Research Group).