Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/15561
Title: Applying Cognitive Behavioural Methods to Retrain Children's Attributions for Success and Failure in Learning
Contributor(s): Toland, John (author); Boyle, Christopher  (author)
Publication Date: 2008
DOI: 10.1177/0143034308093674
Handle Link: https://hdl.handle.net/1959.11/15561
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.
Publication Type: Journal Article
Source of Publication: School Psychology International, 29(3), p. 286-302
Publisher: Sage Publications Ltd
Place of Publication: United Kingdom
ISSN: 0143-0343
1461-7374
Field of Research (FOR): 130308 Gender, Sexuality and Education
130312 Special Education and Disability
Socio-Economic Outcome Codes: 930101 Learner and Learning Achievement
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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