Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573074
Title: Changing thoughts, changing practice : factors influencing the delivery of group cognitive behaviour therapy, by an educational psychologist in a school setting
Author: Weeks, Caoimhe
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2012
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Abstract:
Promoting mental health and well-being for children and young people in schools has been central to contemporary government initiatives in the United Kingdom. Cognitive Behaviour Therapy (CBT) has been advocated as an effective intervention for psychological conditions such as anxiety and depression; its application for adolescents, through individual and group means, has been subject to increased focus. Most research has been clinically based and there is a need to expand this in order to facilitate the transfer of these methods to alternative settings with delivery by external service providers, such as Educational Psychologists (EPs). This study set out to explore what factors contribute to the outcomes of a group-CBT intervention, delivered by an EP in a school setting, for anxious adolescents. A social constructionist approach placed the focus on the participants' experiences within their social context. 19 girls aged 11-14 years participated in this study: 10 formed an experimental group and nine made up the control group. Quantitative measures were applied pre- and post-intervention in order to identify if there were any differences in changes between the groups. Qualitative measures were also used to elicit the views of all stakeholders (pupils, parents and school staff) and identify common themes. These consisted of: semi-structured interviews (for pupils and staff) and a focus group (with parents). Questionnaires were also administered as an evaluation of the intervention. Results from this mixed methods data collection highlighted the potential for EPs, with their unique psychological skills and knowledge of school systems, to contribute to the expansion of CBT services for young people through consultation, training and direct facilitation. Particular emphasis is also placed on the need to employ appropriate means of identification and assessment. The need to ensure therapist competence is maintained is also paramount. This study adds to the increasing evidence base for the application of group-CBT in a 'natural' setting (school).
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.573074  DOI: Not available
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