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Using CBT (Cognitive-Behavioural Therapy) for pupils with behavioural difficulties in mainstream schools
Author
Choi, Pui Meng
Supervisor
Yeo, Lay See
Abstract
Cognitive-behavioural therapy (CBT) is an intervention approach validated for school-age children in the Western culture. However, there are currently not many studies involving CBT in Singapore. The present study is one of the first few to investigate the effectiveness of CBT on pupils with behavioural difficulties in local mainstream classrooms. It seeks to find out if a set of tools that adopts a cognitive-behavioural approach, when taught and learnt by misbehaving pupils, would enable them to control their own behaviour better in class, at home, while at the same time, maintain and develop good peer relationships and self-esteem. Ninety-five primary school pupils, aged between 8 and 12 years (M = 10.08, SD = 1.10) were randomly assigned to CBT (experimental) groups and control groups. They participated in 10 intervention sessions and 2 booster sessions conducted about a month later. The CBT groups received intervention that focused on basic CBT principles, self-monitoring skills and self-management strategies. The control groups attended sessions that involved discussion and role play sessions that focused on the importance of obeying rules. Results obtained showed good short-term effects in all areas across the phases of intervention. These effects were higher for pupils in the CBT groups than those in the control groups. Maintenance effects of CBT were evident in all the outcome measures, except for teacher-reported classroom behaviour. A discussion of the limitations of the present study and suggestions for future research will also be presented.
Date Issued
2007
Call Number
LB1060.2 Cho
Date Submitted
2007