Use this URL to cite or link to this record in EThOS:
Title: Do age and teaching method affect children's cognitive abilities? : a follow-up
Author: O'Shea, Norah Anne Christina
Awarding Body: University of East Anglia
Current Institution: University of East Anglia
Date of Award: 2002
Availability of Full Text:
Access through EThOS:
There is growing evidence for the efficacy of cognitive behaviour therapy (CBT) for the treatment of mental disorders in adults, but its efficacy with children has been queried due to the common assertion that children do not possess the cognitive abilities needed to engage in CBT. However, some argue that CBT must be adapted for children within a developmental framework. A study conducted by Doherr (2000) provided positive findings suggesting that children aged 5-8 years do possess cognitive abilities needed for CBT. The results also indicated that children who attended a school with innovative teaching methods demonstrated a greater degree of ability. Doherr (2000) proposed that such teaching methods might enhance children's cognitive abilities. The current research examined whether the findings from Doherr's (2000) study could be replicated in a sample of 75 children (aged 8-10 years) from two Middle Schools. The children were divided into three groups for the purpose of the present study: (1) previously received innovative teaching; (2) previously received conventional teaching and in class with children who have previously received innovative teaching; and (3) previously received conventional teaching and not in class with children who have previously received innovative teaching. Degree of ability was examined using a cognitive behaviour therapy ability (CBTA) measure (Doherr, 2000). The results indicated that those who had received innovative teaching did not maintain theenhanced ability. In addition, no significant difference of ability between ages was found. The findings were discussed with reference to their implications in terms of theoretical, clinical and educational issues. One of the main issues discussed is whether the continuation of the innovative teaching methods would maintain enhanced ability and thus perhaps serve as a protective factor in the development of childhood psychological disorders. Some further research ideas are proposed
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Clin.Psychol.)-University of East Anglia, Jul 2002. Qualification Level: Doctoral
EThOS ID:  DOI: Not available
Keywords: Teaching thinking Psychology Philosophy Religion