Educational Psychologists' Use of Cognitive Behavioural Therapy in Professional Practice

Autor/inn/en	Rutter, Sarah; Atkinson, Cathy
Titel	Educational Psychologists' Use of Cognitive Behavioural Therapy in Professional Practice
Quelle	In: Educational & Child Psychology, 39 (2022) 3, S.113-128 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Educational Psychology; Behavior Modification; Cognitive Restructuring; Psychologists; Competence; Therapy; Role + Suchen Sie Ihr Suchwort? Erziehungspsychologie; Pädagogische Psychologie; Behaviour modification; Verhaltensänderung; Psychologist; Psychologe; Psychologin; Kompetenz; Therapie; Rollen
Abstract	Aim: There is increasing recognition of the centrality schools have in supporting children and young people's mental health and wellbeing, and the role of educational psychologists (EPs) in supporting this. Cognitive behavioural therapy (CBT) is a frequently-used, evidence-based approach for supporting a range of outcomes. The purpose of this study is to explore how EPs are operationalising CBT in their practice, and which therapeutic competencies are demonstrated. Method: Semi-structured interviews were completed with a self-selecting sample of eight EPs reporting to be knowledgeable about CBT and to regularly use it in their practice. Transcribed data were analysed using inductive and deductive thematic analysis. Findings: Key themes related to CBT in applied practice, the EP role, drawing on other psychological approaches, ethical practice, external influences and having a holistic view of the child. EPs were using CBT across a continuum of formality in therapeutic work and multi-faceted casework. A range of CBT competencies was demonstrated in practice with children and young people, and adults. Limitations: As an exploratory research study the sample size was very small. The self-selecting sample does not claim to be representative of the wider EP population. The extent to which findings enable an understanding of the effectiveness of CBT within wider EP practice is extremely limited. Conclusions: The flexibility of CBT as a therapeutic modality gives insight into its potential wider contribution across EP practice. Potential implications for EP professional training and practice are considered. (As Provided).
Anmerkungen	British Psychological Society. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-116-254-9568; e-mail: info@bps.org.uk; Web site: https://www.bps.org.uk/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01