ABSTRACT
This chapter demonstrates application of a cognitive-behavioral approach to school-related problems of adolescence. School-related problems are not limited to intellectual deficits or learning disabilities, but are often associated with long-established, maladaptive behavioral, emotional, and cognitive patterns such as erratic attendance, insufficient self-discipline, and anxiety-provoking or depressive self-statements. Environmental stresses in the home or peer environment often exacerbate school problems. Three major categories of learning and achievement problems of secondary-school students have been documented in the literature: emotional/motivational problems, over placement, and specific learning disabilities. School personnel are also responsible for dealing with learning disabilities such as developmental arithmetic and language disorders, and Attention-deficit Hyperactive Disorder, through Special Education interventions. Academic underachievement, defined as functionally low levels of school performance unrelated to intellectual ability or skill, is common among adolescent clients referred for therapy for various non-academic presenting problems.
