Teaching Tools – A Cognitive Behavioural Approach for Secondary Staff and Students

Introduction

Cognitive Behaviour Therapy (CBT) is a specific, goal-orientated therapy which often results in positive change within a short period of time, unlike traditional psychotherapy which can take many years to produce positive results. CBT emphasises the role that thoughts play in regard to both emotions and behaviours. It advocates that changing thought processes can have a significant effect upon altering behaviours. CBT offers individuals a way of talking about themselves, their world and other people and about how what they do affects their thoughts and feelings. Unlike many other ‘talking treatments’ CBT focuses upon the here and now and ways to improve the individual’s state of mind in the present time as opposed to focusing on causes of distress of past symptoms.

This programme for young people introduces and teaches the key elements and skills of a Cognitive Behavioural Approach. Participants are taught that by changing thought processes they can have a significant effect in altering behaviours.

Change Your Mind – Skills-based Learning
There is a wealth of recent research to show that CBT is both a promising and an effective intervention for treating children’s psychological difficulties and problems. It also involves problem-solving skills training and social skills work. Given the increasing awareness and prevalence of mental health problems amongst young people, this programme aims to articulate these concerns whilst also providing 12 sessions of skill-based learning. The sessions introduce key elements and techniques of the CBT approach and encourage young people to reconsider their negative assumptions and learn how to change their self-perceptions in order to improve their mental and emotional state. The programme is not intended to be delivered as individual ‘therapy’ per se, but rather as a small group or whole class intervention providing facilitators with a series of tried and tested resources for use with young people. The idea is not to target only those regarded as exhibiting behavioural problems, low self-esteem and anxiety but to include all young people in order to prevent escalation of any difficulties and to provide them with a range of CBT problem-solving strategies and techniques. The programme is both educational and therapeutic in design but is not, in any sense, a substitute for individual interventions delivered by appropriate clinicians. However, the resources can and do provide useful tools for the clinician engaged in such individual interventions and the Learning Mentor, SENCO or Inclusion Manager wishing to develop a programme of support for an individual student.
 

Summary of contents

The Structure of the Publication

The publication is structured as follows:

• Introduction
• Staff Training
• The 12 session programme for students:

Session 1: Problem Identification and Making Links – Group Rules
Session 2: Core Beliefs
Session 3: Focus on Feelings
Session 4: Focus on Feelings 2
Session 5: Control those Feelings
Session 6: NATs and PATs
Session 7: Faulty Thinking
Session 8: Find the Facts
Session 9: More on your Core Beliefs
Session 10: Thought Control
Session 11: Changing Behaviour
Session 12: Problem-solver

• Appendices
Information Sheet for Students
Letter to Parents/Carers
Information Sheet for Parents/Carers
Mental Health Fact Sheet
Child and Adolescent Mental Health Services
Referral Routes to Specialist Agencies
Directory of National Mental Health Services
Sample Mental Health and Wellbeing Policy

The Structure of Student Group Sessions

Each of the sessions is designed to be delivered in a 45-60 minute period and provides facilitator notes for ease of delivery. The structure is generally as follows:

• Introduction and aims.
• Review of take home tasks.
• Activity 1 – Warm up.
• Activity 2 – Skills and strategies.
• Activity 3 – Skills and strategies.
• Take home tasks.
• Review of the session.

The facilitator(s) can choose to adapt the resources to fit the group needs and requirements and also allow additional time or sessions for more complex strategies and techniques or concepts which students may find more difficult or more motivating.

Additional supporting materials
The student programme is further supported by appendices including fact sheets, letters to parents and information on referral routes to specialist agencies. This resource provides young people with the opportunity to develop a range of self-reflection and problem solving skills that will contribute towards the prevention of more problematic mental health problems in the future. They are introduced to concepts, skills and strategies that can be utilised throughout both adolescence and their adult lives.
 

Benefits

Teaching Tools - A Cognitive Behavioural Approach for Secondary Staff and Students will enable students to:
• Understand the core principles of a Cognitive Behavioural Approach
• Recognise the role that thoughts play in regard to both emotions and behaviours and how changing how and what we think can have a significant effect upon altering behaviours
• Become more skilled in recognising, reconsidering and challenging negative assumptions of self-perceptions
• Recognise that CB strategies and techniques can improve both their mental and emotional state
• Become more conversant with issues around wellbeing and the importance of early identification in order to prevent the development of negative, entrenched cycles of behaviour
• Understand and practise a range of CB techniques including: problem identification, making links, identifying and understanding Core Beliefs, Negative Automatic Thoughts, thought control and changing patterns of thinking and behaviour via the use of behavioural ‘experiments’
• Experience an increase in motivation, confidence and self-esteem.
• Recognise how and why these skills will be useful to them throughout their lives and to feel confident that they can continue to make use of them in order to maintain wellbeing and ensure positive change
• Understand and appreciate the value and power of peer support as a means of promoting wellbeing and preventing the escalation of problems and negative patterns of thinking and behaviour.