ABSTRACT
Using a cognitive-behavioral orientation with students in school settings requires practitioners to first and foremost be attentive to the uniqueness of working with youth, which is very different than providing mental health services for adults. Providing help to a child requires us to be mindful of his or her developmental level including levels of thinking, language, memory, social skills, emotional maturity, and motivation if the interventions are to be of value. In addition, we must be cognizant of working within the context of the school environment and embrace the context of family and home.
