An Introduction to a School-Based Cognitive-Behavioral Framework
In recent years, significant advances have occurred in the use of cognitive-behavioral interventions for child and adolescent emotional and behavioral difficulties. Specifically, cognitive-behavior therapy (CBT) has been applied to a number of common clinical problems in youth, including anxiety, attention-deficit/hyperactivity disorder, conduct disorder, depression, eating disorders, and oppositional defiant disorder, to name a few. Additionally, over the past several years, a number of excellent references have been developed for child and adolescent clinicians on the practical and empirical support of using CBT with youth (see Friedberg & McClure, 2002; Kendall, 2000; Reinecke, Dattilio, & Freeman, 2003). However, despite the growth of literature on the use of CBT with young clients, there remain few resources on its use with children in educational or school settings. Given the critical role schools and school staff have in the cognitive, behavioral, emotional, social, and interpersonal development of children and adolescents, it is only fitting that school-based clinicians and school systems begin considering the implementation of CBT intervention services to help children and adolescents in need. With the growing evidence-base supporting the use of cognitive-behavioral interventions with young clients (see Kendall, 2000; Ollendick & King, 2004), CBT or cognitive-behavioral interventions are promising for use within school settings.