Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.642853
Title: The effectiveness of a pilot group intervention based on a cognitive-behavioural approach for adolescents with conduct problems in a mainstream school
Author: Tudor, Angela Miriam
ISNI:       0000 0004 5352 7914
Awarding Body: Institute of Education, University of London
Current Institution: UCL Institute of Education (IOE)
Date of Award: 2014
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Abstract:
The mental health and wellbeing of our children and young people is at the forefront of the educational agenda, with academic achievement and life prospects severely compromised for children with conduct disorder (CD) and oppositional defiant disorder (ODD). Effective treatments for this client group include those based on cognitive behavioural therapy (CBT). However, a subgroup of children with CD, those who also present with high-level callous-unemotional (CU) traits, have been identified, with the relationship between CU traits and treatment effectiveness as yet unclear. This research adopted a mixed methods design to evaluate the effectiveness of a group CBT-based intervention for adolescents (aged 11-13 years) in a mainstream secondary school in Hertfordshire. The intervention, developed from Kazdin‟s Problem Solving Skills Training, Lochman and Larson‟s Anger Coping Programme and Shure‟s I Can Problem Solve, ran for 6 weeks with two groups of students (n=15). Data collected from participants at two time points: pre-intervention (T1) and 8 weeks later post-intervention (T2), measured self-reported behaviour, CU traits, empathy, peer relationships and social goals. Further, data relating to behaviour was collected using the school‟s database (SIMS), and teacher report measure. Qualitative data from student interviews, (T1) and focus groups (T2), explored students‟ perceptions of the intervention. A research journal and post-session evaluations with teaching staff provided further qualitative data related to development and implementation of the intervention. Findings revealed a significant reduction in clinical severity for CD, with no significant change across all other measures. Qualitative data revealed the intervention had been positively received by students. This data set contributed to the development of best practice; informing understanding of practicalities in implementing interventions in mainstream schools, from the perspective of the students, the school and the service provider.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Psy.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.642853  DOI: Not available
Keywords: Psychology and Human Development
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