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ERIC Number: EJ907164
Record Type: Journal
Publication Date: 2010-Dec
Pages: 9
Abstractor: As Provided
Reference Count: 46
ISBN: N/A
ISSN: ISSN-0266-7363
Cognitive Behaviour Therapy in Schools: The Role of Educational Psychology in the Dissemination of Empirically Supported Interventions
Pugh, John
Educational Psychology in Practice, v26 n4 p391-399 Dec 2010
Educational psychology has recently experienced something of a revival in the provision of psychological therapy. This revival has aligned with general developments in evidence-based psychology. A product of this has been more frequent delivery of empirically supported therapies in practice settings, for example, anxiety reduction programmes in school classes. This has enriched educational psychology practice and increased its opportunity to participate in therapy services through engagement with multi-professional teams, coordination of training providers, training of trainers or indeed direct delivery. However, there are concerns that over-commitment to simple intervention protocols has undermined educational psychologists' wider role as highly skilled therapist/generalists. This article summarises the terms of debate in which empirically supported research practices have developed. Following an overview of the most common therapies, a series of questions challenging current research practices are posed. This paper finally reconsiders the impact that patterns of research and provision have had on educational psychology in practice.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A