Applying cognitive behavioural methods to retrain children's attributions for success and failure in learning.

John Toland, Christopher Boyle

    Research output: Contribution to journalArticlepeer-review

    32 Citations (Scopus)

    Abstract

    This study involves the use of methods derived from cognitive behavioural therapy (CBT) to change the attributions for success and failure of school children with regard to learning. Children with learning difficulties and/or motivational and self-esteem difficulties(n = 29) were identified by their schools. The children then took part in twelve 30-minute group sessions with an educational psychologist, in which the children's attributions were retrained using methods derived from CBT. The intervention appeared to accelerate the children's progress in reading but not in spelling. Significant improvements in motivation and self-esteem were reported by the children and their parents. These changes were less apparent to the teachers. The findings point to a potentially fruitful way of offering additional intervention and support to children with learning difficulties and of increasing attainment. The cognitive behaviour methods complement more directly focused curricular work in a positive manner.
    Original languageEnglish
    Pages (from-to)286-302
    Number of pages17
    JournalSchool Psychology International
    Volume29
    Issue number3
    DOIs
    Publication statusPublished - 2008

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