Understanding &
Using CBT in the
Classroom
Agenda:
1.
Do First (10 minutes)
2.
Definition Cognitive Behavior Therapy (CBT) &
Multicultural Component (3 minutes)
3.
Students & Benefits (2 minutes)
4.
Terms and Basic Concepts (10 minutes)
5.
CBT Overview & Understanding the students you serve
(20 minutes)
6.
Evidenced Based Research, Student Stages & Common
Goals (15 minutes)
7.
CBT Implementation & Classroom Scenarios (20
minutes)
8.
Resources & next steps (5 minutes)
9.
Questions (5 minutes)
Do First:
1.
Complete the steps in the video as they are
given.
2.
Share take-away from Automatic Thoughts
with your neighbor
http://www.youtube.com/watch?v=m2zR
A5zCA6M
Definition of Cognitive Behavior
Therapy (CBT)

_____________ _____________ _____________
(CBT) is an extended combination between
cognitive therapy and behavior therapy.

“Cognitive behavior therapy and social learning
theory now represent the mainstream of
contemporary behavior therapy.” (Corey, 2009, pg.
236)

CBT is a problem focused and goal oriented
approach that is most knowingly used with clients
who exhibit maladaptive behaviors and disorders
associated with moods, depression or anxiety,
personality, substance abuse, etc.
Multiculturalism
Multicultural counseling competence is an essential component
of counselor education programs (Rowell & Benshoff, 2008).
Multicultural counseling competencies provide a framework of
attitudes, beliefs, knowledge, and skills which are critical for
the training of effective counselors (Rowell & Benshoff, 2008).
In ______________________, it is essential that counselors
understand their own biases and to become aware of their own
assumptions and values. Counselors should also understand
culturally different clients and develop appropriate techniques
and intervention strategies.
AMCD Multicultural
Counseling Competence

Counselor Awareness of Own Cultural
Values and Biases

Counselor Awareness of Client’s
Worldview

Culturally Appropriate Intervention
Strategies
Who are the students?
Students with:

__________ Concerns

__________ Concerns

Students with _____ history of behaviors
Students with:

Anxiety Disorder

Eating Disorder

Depression

Conduct Disorder

ADHD

Oppositional Defiant
Disorder
Benefits of using CBT
Interventions with Students

Effective

Short-term

Solution focused

Can be used in school and home
Terms and Basic Concepts
CBT Overview

Cognitive behavior therapy (CBT) assumes behaviors are
learned, and with learning processes, different behaviors
can be learned. (Hecker & Wetchler, 2003)

The goal of CBT is to ____________ symptoms (negative
behaviors) and promote appropriate behavioral responses
using various methods or interventions such as: systematic
desensitization, relaxation, positive and negative
reinforcement, cognition modification, assertiveness
training, stress management, and problem-solving.
(Leichsenring, Hiller, Weissberg, & Leibing, 2006)

The key concepts of CBT are the view of human nature and
emotional disturbance and the A-B-C framework according
to Corey (2009).
CBT Overview

___________ and ___________ are
connected to the situation that occurred
or the comment that was made (Mennuti
& Christner, 2012).

It is based on the student’s perception
and interpretation.
CBT Overview

There is not always a cause and effect;
instead, it may be situational (Mennuti &
Christner, 2012).

CBT focuses on how the student perceives
his/her experiences and how his/her
perceptions influence the student’s behavior
(Mennuti & Christner, 2012).
CBT Overview

CBT is has a lot of ___________________ and
requires a great deal of student participation.

CBT techniques and interventions are taught and
practiced in school, and then given as homework
to the student to carry out and practice at home.


_____________ Involvement
There are no set number or specifically identified
approaches or interventions.
CBT Overview
Situational
Behavioral
Problem
Cognitive
Affective/
Physiological
(Mennuti, Christner, &
Freeman, 2012)
CBT Overview
Things to consider:

Environmental Influences

Cultural Influences

Chronological Age versus Developmental Age

Risk Factors

Motivation to Change

Desired Outcome
CBT Overview
Process:

Combine ___________ and _____________ components to
understand the student.

Explore ________________ influences (i.e. past trauma,
parental interaction, teacher interaction, peers, etc.)

Explore the option of the problem being the result of a student
with socially awkward behaviors due to underdeveloped social
skills.

Develop strategies or interventions that will address the issue
Common Distortive Thoughts

Dichotomous thinking

Personalization

Overgeneralization

Should/Must statements

Mind reading

Comparing

Emotional reasoning

Selective abstractions

Disqualifying the positive

Labeling

Catastrophizing
(Mennuti, Christner, &
Freeman, 2012)
Understanding the Students
You Serve

SES

___________ Dynamic



Parents (married),
Mom/Dad (divorced)

Grandparent(s), other
family members

Adopted
____________ Style

Authoritative/Permissive/
Authoritarian/Hands-off
Student’s place in family
genogram

Only child/middle
child/oldest
child/youngest child

__________ abuse seen by
child

Child abuse

Drug/alcohol related activity

________ of close loved one
Evidenced-Based Research says:

Cognitive Behavioral Parent Programs for the Treatment
of Child Disruptive Behavior

Therapist emotional reactions and client resistance in
cognitive behavioral therapy

Group cognitive behavior therapy for children with highfunctioning autism spectrum disorders and anxiety: A
randomized trial
Students’ Stages
Thoughts ~ Behaviors ~ Feelings

Pre-contemplation

Action

Contemplation

Maintenance

Preparation for Action

Relapse
Common Goal
Individualize
Approach
Establish a
relationship
Student/Teacher/
Counselor
Common Goal
Session/
Classroom
structure
Case
Conceptualization
(Mennuti, Christner, &
Freeman, 2012)
Classroom
Implementation &
Scenarios
Classroom Implementation


_______ a rapport that leads to a trusting relationship is important in CBT.

Not only should you get to know your students’ academic history,
but also their environmental and cultural influences (see slide 18).

This takes time, but it will benefit all parties.
_______ with students to create classroom rules, expectations, and
consequences.

Students tend to honor rules, expectations, and consequences when
they help create them.

Take time at the beginning of the year/semester to solicit feedback
from your students on how to contribute to their learning and own
their actions in the classroom.

Post the rules, expectations, and consequences in multiple places
around the room as a reminder.

Teach students key terms and use them throughout the day. (offtasks, irrational, self-monitoring, re-thinking, etc.)

Consistency in key for the success of CBT strategies.

Teach and refer (often) to the steps that challenge their irrational
thoughts or behaviors.
Classroom Implementation

Create a ______ place for students to share their
thoughts or feelings.

For example—students can write their thoughts on a
note card or the worksheet/assignment given to the
teacher (see attached resources).

Share this as an option, but explain there should be
signs of an attempt to complete the task.

For those who choose to abuse the process, let them
know they may have an alternate assignment which
requires more time and attention.
Classroom Implementation

Make time to __________ the needs of the student.

Make time to follow up with the students who has
expressed ___________ thoughts. (Before school,
after school, phone call home, etc.)

Have a color coded system that students can use to
address what their __________ needs are at the time.

If student is uncomfortable with using the color coded
system, you may be able to create other signs that
communicate certain needs.
Classroom Implementation

____________ Involvement is important with CBT.

Inform parents of the classroom rules, expectations, and
consequences created by their student.

Inform parents of the different ways they can support the
use of CBT at home.

Asking parents to help students identify irrational
thoughts/behaviors.

___________ general problem solving, communication, and
social skills.

Developing household rules with the help of student

___________ desired behaviors

Helping students complete CBT homework assignments (for
example the if, then worksheet).
Classroom Implementation

Other classroom supports

Peer Buddy

Remove obstacles and/or distractions

Provide classroom based incentives

Close communication between home and school

Close communication with school counselor(s)
Classroom Implementation

Counselor and __________ Partnership

Keep counselor informed regularly.

Ask counselor to teach a guidance lesson on CBT strategies
(to students and teachers)

Ask counselor to observe the class to ensure strategies are
being implemented correctly.

________________ with counselor if individual students
need additional support for their behavior.
Classroom Implementation
Steps





What am I suppose to do?
(Identify the problem)
I need to figure out what to do (at
least three alternatives)
Solutions

Self Talk

Relaxation

Problem Solving

___________

Think of benefits of positive
behavior/thoughts
What will happen if I do this?
Make a __________
Find out how I did
Implementing CBT with Students
Thoughts ~ Behaviors ~ Feelings
Changing from:

I’m a failure. I can’t do this so
I give up!

I can’t touch anything without
breaking it.

Bad things ALWAYS happen to
me. It means I’m a bad person.

She didn’t speak to me when
she passed by me. She doesn’t
like me.
Changing to:

I didn’t get it this time, but if I
keep trying then eventually I
will.

I need to be more careful, pay
attention and watch my
surroundings. Then I won’t
break as many things.

Some people have it worse than
I do, and I always get through
what happens to me. So that
makes me a strong person.

Maybe she didn’t see me or she
has something on her mind. It
has nothing to do with me.
Resources & Next Steps

See hand-outs

Protocol of interventions & next steps
1.
Try using CBT with students in the classroom or
Content mastery setting
2.
Contact School Counselor
3.
Contact Parent
References

Arredondo, P., Toporek, M. S., Brown, S., Jones, J., Locke, D. C., Sanchez, J. and Stadler,
H. (1996). Operationalization of the Multicultural Counseling Competencies. AMCD:
Alexandria, VA. Retrieved October 2, 2013 from:
http://www.counseling.org/docs/competencies/multcultural_competencies.pdf?sfvrsn=3

Children’s Service Practice Notes. (2014). Retrieved from:
http://www.practicenotes.org/v15n2/EBP-2.htm

Corey, G. (2009). Theory and Practice of Counseling and Psychotherapy (8th ed.). Belmont,
CA: Thomson Brooks/Cole.

Cully, J. A., & Teten, A. L. (2008). A therapist’s guide to brief cognitive behavioral therapy.
Houston, TX: South Central Mental Illness Research, Education, and Clinical Center.

Gavita, O. A., Joyce, M. R., & David, D. (2011). Cognitive Behavioral Parent Programs for
the Treatment of Child Disruptive Behavior. Journal Of Cognitive Psychotherapy, 25(4),
240-256. doi:10.1891/0889-8391.25.4.240

Hecker, L.L., Wetchler, J.L. (Eds.). (2003). An introduction to marriage and family therapy.
New York: Routlege Taylor & Francis Group.

Leichsenring, F., Hiller, W., Weissberg, M., & Leibing, E. (2006). Cognitive-Behavioral
Therapy and Psychodynamic Psychotherapy: Techniques, efficacy, and indications.
American Journal of Psychotherapy, 60(3), 233-259.

Mennuti, R.,B., Christ, R.W., & Freeman, A. (Eds.). (2012). Cognitive Behavioral
Interventions in Educational Settings: A Handbook for Practice (2nd ed.). New York, NY:
Taylor & Francis.
References continued…

Miller, L. D., Short, C., Garland, E., & Clark, S. (2010). The ABCs of CBT (Cognitive Behavior
Therapy): Evidence-Based Approaches to Child Anxiety in Public School Settings. Journal Of
Counseling & Development, 88(4), 432-439.

PsychologyTools. (2014). Retrieved from: http://www.psychologytools.org/cbt.html

Reaven, J., Blakeley-Smith, A., Culhane-Shelburne, K., & Hepburn, S. (2012). Group cognitive
behavior therapy for children with high-functioning autism spectrum disorders and anxiety: A
randomized trial. Journal of Child Psychology and Psychiatry, 53(4), 410-419. doi:10.1111/j.14697610.2011.02486.x

Reeves, M. A. (2012). Cognitive-behavioral strategies for children: Evidenced-based interventions
for the school setting.

Rowell, P.C., & Benshoff, J.M. (2008). Using personal growth groups in multicultural counseling
courses to foster student’s ethnic identity development. Counselor Education & Supervision, 48(1),
2-15.

Ruffolo, M. C., & Fischer, D. (2009). Using an evidence-based CBT group intervention model for
adolescents with depressive symptoms: lessons learned from a school-based adaptation. Child &
Family Social Work, 14(2), 189-197. doi:10.1111/j.1365-2206.2009.00623.x

Squires, G., & Caddick, K. (2012). Using group cognitive behavioural therapy intervention in
school settings with pupils who have externalizing behavioural difficulties: an unexpected result.
Emotional & Behavioural Difficulties, 17(1), 25-45. doi:10.1080/13632752.2012.652423

Therapist Aid. (2015). Retrieved from: http://www.therapistaid.com/

Westra, H. A., Aviram, A., Connors, L., Kertes, A., & Ahmed, M. (2012). Therapist emotional
reactions and client resistance in cognitive behavioral therapy. Psychotherapy, 49(2), 163-172.
doi:10.1037/a0023200