16 research outputs found
A meta-analysis of the effectiveness of individually oriented Cognitive Behavioral Treatment (CBT) for severe aggressive behavior in adolescents
Preliminary Evidence for the Effectiveness of Dialectical Behavior Therapy for Adolescents
Dialectical behavior therapy for nonsuicidal self-injury and depression among adolescents: preliminary meta-analytic evidence
Piloting a Dialectical Behavioral Therapy (DBT) Infused Skills Group in a Disciplinary Alternative Education Program (DAEP)
Teachers' self-efficacy, perceived effectiveness beliefs, and reported use of cognitive-behavioral approaches to bullying among pupils: Effects of in-service training with the I DECIDE program.
Despite the promise of being effective in tacking bullying and conduct disorder, cognitive-behavioral (C-B) interventions are underused by teachers. Little detailed information exists as to why this is the case. The current study with junior school teachers in the U.K. (N = 249) confirmed this low reported usage and showed that while teachers tended to believe that C-B approaches would be effective, most held rather low self-efficacy beliefs. Attending a workshop on a specific C-B approach, the I DECIDE program had positive effects on perceived effectiveness and self-efficacy beliefs, and longer durations of training (3 days) were more beneficial than shorter durations (half/1 day). In line with outcome-expectancy theory and the theory of planned behavior, self-efficacy and duration of training predicted an increase in reported usage of I DECIDE across an 8-month period, and self-efficacy fully mediated the association between duration of training and increase in reported usage. The implications of these findings for overcoming impediments to the more widespread use of C-B approaches by teachers to tackling bullying were discussed, particularly the notion that attending training of sufficient duration coupled with a more explicit attention on fostering self-efficacy will pay dividends