Application of Alternatives for Families: A Cognitive-Behavioral Therapy to School Settings

Autor/inn/en	Herschell, Amy D.; Kolko, David J.; Baumann, Barbara L.; Brown, Elissa J.
Titel	Application of Alternatives for Families: A Cognitive-Behavioral Therapy to School Settings
Quelle	In: Journal of Applied School Psychology, 28 (2012) 3, S.270-293 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2012.695768
Schlagwörter	Evidence; Aggression; School Psychologists; Systems Approach; Referral; Therapy; Family Violence; Behavior Modification; Children; Adolescents; Student Behavior; Educational Environment; Elementary Secondary Education; Intervention; Cognitive Restructuring; Pennsylvania + Suchen Sie Ihr Suchwort? Evidenz; School psychologist; Psychologists; School; Schools; Schulpsychologe; Schulpsychologin; Psychologe; Psychologin; Psychologen; Schule; Systemischer Ansatz; Therapie; Behaviour modification; Verhaltensänderung; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Student behaviour; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Alternatives for Families: A Cognitive-Behavioral Therapy (AF-CBT) is an evidence-based treatment for families with children aged 5 to 15 years who have been affected by verbal and physical aggression in the family. AF-CBT was designed to address risks for exposure to emotional and physical aggression as well as common clinical consequences of exposure to aggression by taking a family-systems approach to strengthening individual and family functioning. Given the target population, AF-CBT also integrates monitoring of and content related to family safety. This article provides an overview of AF-CBT including a discussion of appropriate populations and modalities, AF-CBT principles, and the theoretical basis of AF-CBT. The treatment is divided into three phases: (a) engagement and psychoeducation, (b) individual skill building, and (c) family applications and routines. The authors review each of these phases, the specific components and content of AF-CBT, and its empirical support. AF-CBT was one of the first treatments for physical aggression to be considered an evidence-based treatment. Information is provided on the opportunities and challenges of applying AF-CBT in schools, cultural considerations in AF-CBT's implementation, and how to obtain training in AF-CBT. Specifically, the authors provide details on the role of school psychologists in the delivery of AF-CBT, for example, as direct service providers or as important referral sources. The authors also provide details on topics that psychologists and schools might want to consider in determining whether AF-CBT is a good fit for them and their setting. (Contains 4 footnotes and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10