Cognitive behavioral approach at school: possibilities for intervention
Marcia Elisa Jager 1Isadora Esteve Torres 2Laís Ismael Freitas 3Samara Silva dos Santos 4
Federal University of Santa Maria
SUMMARY
The objective of this article is to describe group techniques developed in the 3rd and 6th grade classes of a municipal elementary school located in a city in the interior of the state of Rio Grande do Sul. The techniques aimed to address school-related issues associated with interpersonal relationships and challenging and oppositional behaviors, based on the theoretical and practical assumptions of the cognitive-behavioral approach. The groups were homogeneous, with an average of 10 students, and the objective was psychoeducation and guidance/training, aiming at promoting health in the school. The reported experience contributes to the methodological praxis of the area to which it belongs, offering accounts of unique practices that can be adapted to other similar school contexts and demands.
Keywords: Cognitive therapy; Education; Psychology.
ABSTRACT
The objective of this article is to describe group techniques that have developed in the 3rd and 6th grade classes of a municipal school located in a city in the state of Rio Grande do Sul. These techniques, based on the theoretical and practical assumptions of cognitive behavioral theory, have intended to intervene in school demands related to interpersonal relationships and challenging behavior and opposing behaviors. The groups have been homogeneous, with an average of 10 students, aiming at psychoeducation and orientation / training, with the objective of promoting health at school. The reported experience collaborates with the methodological praxis of the area to which it belongs, offering reports of unique practices that can be adapted to other similar contexts and school demands.
Keywords: Cognitive therapy; Education; Psychology.
Introduction
School and Educational Psychology (SEP) was recognized as a specialty by the Federal Council of Psychology (CFP, 2007) through Resolution No. 013/2007. Viana (2016) emphasizes that, since then, school psychologists have faced daily challenges in consolidating their professional identity, considering the stereotypes that characterize the school community’s representations of the role of Psychology in this field. Authors such as Guzzo, Moreira and Mezzalira (2016), Cruces (2010) and Marinho-Araújo (2016), based on the perspective of Historical-Cultural Psychology, advocate an approach that considers the historical, social, cultural and political determinants of school complaints and demands, giving it singularity and complexity. These authors argue that the school psychologist’s role should be anchored in the potential of social developmental situations, prioritizing actions that integrate social history and the individual and concrete experience of subjects based on shared social relationships. The Brazilian Association of School and Educational Psychology (ABPEE) and the CFP (2013) indicate that, although professional practice in the field of School and Educational Psychology is characterized by theoretical and methodological diversity, the recognition of historical and cultural issues should guide any and all actions of the psychologist.
Cognitive Behavioral Therapy (CBT) has been gaining visibility in the school context through research and the development of intervention protocols for various school-related issues, such as school adaptation, interpersonal relationships, education and socio-emotional development, behavioral problems, learning difficulties, teacher training, among others. Its emphasis on the development of cognitive, social, and emotional skills gives this approach an important reference point for promoting mental health in schools (Fava & Martins, 2016; Paternostro, Sullivan, Behar, Berlyant & Friedberg, 2015; Fava, 2017; Neufeld, Daiolo & Longhini, 2015).
According to Fava and Martins (2016), psychologists working in schools must be attentive to the historical, political, and social changes that circumscribe educational contexts, as well as to the theoretical reflections in the field of Special Educational Needs (SEG). For these authors, contemporary SEG practice contrasts with the clinical and biomedical model characteristic of the 1960s, which aimed to evaluate and classify “problem students” using psychological tests, seeking their disciplining and adjustment to school standards. With the maturation of Psychology as a science and profession, starting in the 1980s with the pioneering studies of Maria Helena Souza Patto (Patto, 2015), the focus of the psychologist’s work shifts from the “problem student” to the dialectical relationships between the student, the teacher, the school, the family, and the culture that characterizes a given historical period. This new perspective calls for psychologists to develop collective and institutional interventions that are sensitive to the social, cultural, and historical determinants embedded in school-related complaints and in the school itself as a social institution, going beyond cognitive aspects of learning (Fava & Martins, 2016; Daolio, Elias & Neufeld, forthcoming; Neufeld, Ferreira & Maltoni, 2016a).
With the aim of expanding the possibilities of action under the ACC approach, given its recent insertion in the school setting (Fava & Martins, 2016), this article describes group techniques developed in the 3rd and 6th grade classes of a municipal elementary school located in a city in the interior of the state of Rio Grande do Sul. The techniques aimed to intervene in school demands associated with interpersonal relationships and challenging and oppositional behaviors through the development of socio-emotional skills. The interventions sought to develop and improve the recognition of emotions, the ability to perceive the emotions of others and accept feelings different from one’s own, respecting diversity. They also sought to develop and improve skills in recognizing, understanding, and making decisions in the face of problems, social skills of cooperation and communication, as well as the ability to regulate emotions and express them in a socially appropriate manner (Tacla, Ferreira, Estanislau & Foz, 2014).
Understanding the reality of the school and identifying needs.
The practice described took place in 2016 at a municipal school in a city in the interior of the state of Rio Grande do Sul, as part of a curricular internship for a Psychology course at a university located in the same city. The internship had a professional development purpose, a total workload of 360 hours, and its practices were supervised by two professional psychologists, one at the local level and the other at the academic level.
With the aim of initially understanding the school’s needs, observations were made of the social relationships and interactions that occurred in the school’s daily life, as well as open interviews with the school administration, teachers, and the students themselves. The institutional analysis of the school’s reality and its main needs was shared with the school psychologist (local supervisor), the administration, and the teachers, in order to legitimize the institutional analysis from the perspective of professionals working at the school.
Among the various school-related needs identified for the curricular internship, priority was defined, in conjunction with the local supervisor, school administration, and teachers, as the needs related to interpersonal relationships and challenging and oppositional behaviors that characterized the 3rd and 6th grade classes at that time. To address these needs, an intervention plan was developed, also shared with the local supervisor, which included the group interventions described here. The groups met every two weeks and took place on school premises during a class time allocated by the teacher and authorized by the school administration.
Interventions performed
The group modality used for the interventions was that of mentoring/training groups. According to Neufeld, Maltoni, Ivatiuk, and Rangé (2017), mentoring/training groups seek to promote cognitive, behavioral, and emotional changes through techniques that allow for a deeper understanding of the cognitive model and cognitive restructuring. This group modality has positive effects, especially in the training of socio-emotional skills. For Reddy (2012) and Tacla et al. (2014), the group provides a space to develop spontaneity, decision-making and problem-solving, self-control, social skills of cooperation and communication, and the practice of social behaviors. Furthermore, these authors argue that the group allows its members to recognize their own emotions and the emotions of others, developing emotional self-regulation from group relationships.
To achieve these objectives, Reddy (2012) suggests that the group should have an average of 10 participants. Neufeld et al. (2017) suggest an average of 15 participants. These authors argue that this average number of participants allows the psychologist greater proximity and engagement in group relations. In the group practice described, the average number of participants was 10 students in each group.
Fava and Martins (2016) describe that, after understanding school demands from a cognitive-behavioral perspective, many psychotherapeutic techniques and strategies of Cognitive Behavioral Therapy (CBT) can be adapted and developed in the school context. Thus, the group interventions carried out sought to adapt some CBT techniques (Leahy, 2006), taking into account the specificities of the school context and its applicability to childhood and adolescence, as suggested by Neufeld, Ferreira, and Maltoni (2016a) and Neufeld et al. (2015). For these authors, it is important that group interventions include playful and creative activities that capture the attention and interest of participants and that allow the projection of their thoughts, emotions, and behaviors within the group.
Third grade class: interpersonal relationships and difficulties in expressing opinions.
The 3rd-grade class, composed of 22 students aged between eight and ten years old, was divided into two groups of 11 participants who met over 20 sessions. The identified need in this class was difficulties in interpersonal relationships, as well as difficulties in expressing emotions and thoughts appropriately, without resorting to violent and aggressive verbal or behavioral resources. According to Caballo (2014), socio-emotional skills refer to those built in social and affective interaction, represented in the way a person perceives, feels, and names the association between situations and behaviors. In this sense, for Del Prette and Del Prette (2003), strategies that articulate feelings, thoughts, and behaviors enable the construction of appropriate social relationships in different situations and interpersonal demands.
To meet this objective, the aim was to develop the recognition of problem situations common to the group, identify associated thoughts, emotions, and behaviors, and develop techniques for cognitive restructuring and behavioral change. The first meeting, as suggested by Neufeld et al. (2017), was directed towards the presentation of the facilitator, the students, the practice of school psychology and its relationship to the objectives of the meetings, as well as the construction of collective agreements.
In the second and third meetings, a mascot was created with the aim of outlining a group identity and recognizing some cognitive, emotional, and behavioral expressions (Neufeld et al. 2015) of the students. The mascot was named “Rebeca” and received group projections about some common everyday situations at school, family, and among friends. The class was divided into three small groups, and each group was given a social space (school, family, or friends) to construct situations and project them onto a poster. Four guiding questions were distributed to the groups to help in constructing the situations: What situations make Rebeca sad? What situations make Rebeca angry? What situations make Rebeca happy? What situations make Rebeca afraid? All groups were able to contribute to the construction of the situations, since the posters circulated among them.
In the fourth and fifth meetings, with the aim of providing psychoeducation (Beck, 2013; Leahy, 2006) to the group of students about the cognitive model, the constructed situations were distributed among pairs, and the students were asked to produce possible thoughts, emotions, and behaviors associated with them. The thoughts were written on colored balloons, the emotions on EVA foam hearts, and the behaviors on cardboard. The students were instructed to connect the experienced situations with the balloons (automatic thoughts), hearts (emotions), and cardboard (behaviors) using string, seeking to understand the relationship between them. The pairs shared their productions with the larger group, and the discussion then focused on the influence of thoughts on emotions and how much behaviors are affected by them. In other words, the way we interpret everyday situations determines how we feel, and perceiving our thoughts, understanding them, and learning to question and even test them when possible, is a way to reduce negative emotions and, consequently, dysfunctional and socially inappropriate behaviors (Beck, 2013). Furthermore, the study sought to discuss how behaviors reflect emotions and the influence of dysfunctional or inappropriate behavioral responses on social relationships. The objective was to build, together with the group of students, alternative behavioral responses, since, according to Caballo (2014), it is important that behaviors express feelings, attitudes, desires, opinions, or rights, but without causing harm or problems to others or to social interactions themselves.
From the sixth to the tenth meeting, the aim was to adapt some cognitive restructuring techniques in the form of letters addressed to Rebeca, simulating the written ventilation technique (Leahy, 2006) to address the questioning of automatic thoughts. The students, in small groups, received questions that aided the writing process and prompted questioning of the character’s automatic thoughts, emotions, and dysfunctional/inappropriate behaviors. The questions were adapted from the techniques of the downward arrow, evidence testing, meaning attribution, cost-benefit analysis, and alternative construction described in Leahy (2006). According to Oliva (2016), auxiliary questions in problem situations that demand emotional and behavioral skills can be an important tool for the development of socio-emotional skills. The letters were read aloud to the large group and discussed collectively.
From the eleventh to the sixteenth meeting, children’s storytelling was proposed. According to Santos (2011), children’s stories stimulate intellectual development and promote positive ideas and attitudes that foster the formation of skills contributing to personal and social development. Two stories from the “Skills for Life – HVs” collection, intended for children aged six to ten, were chosen. The selection of these stories stemmed from the objectives to be achieved with the group: the development of socio-emotional skills.
The book “The Art of Living with Gustavo, the Dog” by Neufeld, Ferreira, and Maltoni (2016b) explores interpersonal relationship skills and self-awareness. The authors aim to foster positive interactions with others, helping to build and maintain social and emotional relationships. Throughout the story, the authors include interactive exercises that promote self-awareness by exploring the character’s thoughts, emotions, and behaviors based on the reader’s own experience.
Another story used was the one told by the authors Neufeld, Maltoni, and Ferreira (2016c) in the book “Learning to Position Yourself with Peter the Rabbit.” This story helps develop assertive behaviors, promoting better externalization of thoughts and emotions, considering the influence of behavioral response on social interaction. The children’s story explores empathetic expressions in social and affective relationships and also presents interactive exercises that seek to connect the character’s story with the reader’s own story. After the stories were told, the students were encouraged to create a different ending for the main character, seeking to expand on the discussions presented by the authors.
From the seventeenth to the nineteenth meeting, the discussion focused on cards depicting situations associated with social skills. These cards were created based on suggestions by Oliva (2016) and aimed to develop the ability to express desires, feelings, and attitudes in a socially appropriate manner (Caballo, 2014). Among the situations described on the cards were: “noticing a classmate is sad”; “wanting to hit”; “wanting to cry”; “wanting to say ‘I love you’”; “saying no”; “apologizing”; “initiating a social interaction”; and “giving and dealing with criticism.” These cards were left in a box at the back of the room. In some of the meetings, the students were invited to stand in a circle and instructed to have someone draw a card. This card was read by the student and discussed by the group. The discussions aimed to relate the situations to the students’ daily lives, reflect on their behavior in response to them, and seek alternative solutions when necessary. The twentieth meeting concluded with a shared snack and discussions among the student group about the aspects learned during the meetings.
6th grade class: challenging and oppositional behaviors
The 6th-grade class, composed of 24 students aged between 11 and 13 years old, was divided into two groups of 12 participants. The group’s needs were related to challenging and oppositional behaviors and were addressed over 18 meetings. The first meeting had the same objective as the previous group intervention. The second and third meetings aimed to get to know the group and create a group identity; therefore, the same approach as the previous group was adopted regarding the creation of the mascot and the elaboration of situations experienced by the mascot in different social spaces. The mascot was named “Gertrudes” and predominantly exhibited thoughts associated with rejection and opposition, emotions of fear, anger, and sadness, and respondent behaviors such as fighting, insults, and physical aggression.
According to Ceron-Litvoc, Gutt, Zukauskas, and Polanczyk (2014), aggressive behaviors that express irritability and opposition are common in childhood and adolescence, as children and adolescents are recognizing and learning to cope with their emotions and seek ways to externalize what they feel within their behavioral repertoire. In this sense, it is pertinent to understand the functionality of emotions and oppositional and defiant behaviors from a historical-cultural perspective that reveals the socio-emotional development history of each individual. Piske (2013) emphasizes that socio-emotional development encompasses different historical and cultural experiences involving feelings and emotions with a purpose, meaning, and social significance. Thus, for Ceron-Litvoc et al. (2014), schools are not always prepared to understand and interpret the oppositional and defiant behaviors of their students as a form of expression and a search for emotional validation.
For this reason, Lipp (2016) points out that many students with challenging behaviors are commonly recognized as “problem students” who exhibit impairment in socio-emotional development and interpersonal skills, as well as deficits in empathy. This author emphasizes that intervention in the school context to reduce aggressive behaviors is relevant, given the school’s role as a social space for promoting mental health for students and teachers.
Due to conflicts and difficulties in managing anger and aggressive and impulsive behaviors among group participants, it became necessary to construct specific group agreements, as the students had difficulty respecting the relationships and diversity of opinions of the other group members. These agreements were developed throughout the fourth meeting, but revisited whenever necessary. In developing these agreements, what was “right” and “wrong” was not defined beforehand; instead, a set of values was built with the group, as suggested by Neufeld et al. (2015). To reinforce empathy among participants and maintain group cohesion, the token economy technique was used. Neufeld et al. (2016a) argue that this technique reinforces the importance of respecting group agreements and encouraging cooperation as a whole. Initially, a list of wishes was created with the group, which could be fulfilled as long as the participants respected the established rules. Among these wishes were: to have a scavenger hunt, a trip, and a picnic. A large game board was constructed with the group, in which some squares represented the possibility of fulfilling one of the wishes. To reach these squares, the group had to collect tokens and advance gradually.
The technique was combined with a mascot created to represent the group’s identity. The mascot was the one who “moved” on the board at the end of each meeting. Each student who demonstrated behavior expressing empathy and tolerance for difference within the group received an individual token. At the end of the meeting, everyone’s tokens were added up, and for every three tokens, the mascot “Gertrudes” moved one space on the board. Throughout the practice, the group enjoyed a picnic and a walk in the city square as a way to value the group cohesion achieved by the students.
In group experiences, students were shown to have difficulties recognizing emotions (their own and others’) and managing anger and impulsivity. To broaden their knowledge of emotions, psychoeducation using the cognitive model through mime was employed (Neufeld et al. 2016a). In the fifth and sixth sessions, slips of paper with the names of emotions were distributed to the students. They were to imitate these emotions so that their classmates could guess them. After guessing each emotion, the students, organized into small groups, were encouraged to draw on a poster the environments, people, and situations that evoked those emotions, as well as some associated automatic thoughts. In the seventh and eighth sessions, the group focused on ways to externalize the described emotions without harming others. For each meeting that began after this intervention, the students were reminded of emotions and the importance of recognizing and talking about them, as well as respecting and being empathetic to the emotion expressed by the other person.
To continue the intervention, from the ninth to the thirteenth meeting, the deck of emotions (Caminha & Caminha, 2011) and behaviors (Caminha & Caminha, 2013) was used. The cards containing the emotions and behaviors were distributed to small groups who had to create a story. Based on the behavioral dimensions of socio-emotional skills presented by Caballo (2014), the construction of the story was mediated with reflections on the thoughts, emotions, and especially on the behaviors that appeared associated with the different situations constructed by the group. From the thirteenth to the seventeenth meeting, the stories were materialized in characters made of puppets and, through dramatization (Neulfed et al., 2017), the groups staged their story, using the puppets, on an improvised stage. In the eighteenth and final meeting, the initial objectives of the group were revisited and the students discussed the socio-emotional learning acquired. Throughout the meetings, behavioral changes could be observed in group social interactions, signaling a greater recognition of emotions (both their own and others’), as well as the presence of new behaviors and strategies in resolving interpersonal conflicts.
Final Considerations
The group interventions described in this article were developed based on school demands associated with interpersonal relationships and challenging and oppositional behaviors. The actions sought to develop socio-emotional skills through cognitive-behavioral interventions. Although some techniques were repeated in the proposed group interventions, the aim was to construct unique interventions that reflected the functioning and interests of each class. This care legitimizes the importance of defining techniques and constructing interventions that, when using cognitive-behavioral therapy in the school context, are based on a scientific framework associated with efficacy and effectiveness, but which, at the same time, recognize the unique characteristics of the reality encountered.
The results of the described interventions were perceived from the narratives of teachers and students, and through observation of the cognitive and behavioral changes experienced within the group itself. In the 3rd-grade group, there were reports of improved interpersonal relationships, with a decrease in aggressiveness and greater autonomy among students in expressing their opinions in the classroom in a way that respects diversity. In the 6th-grade group, there were reports of more assertive behaviors, as well as a decrease in aggressive behaviors, associated with the search for alternatives to solve problems, such as seeking the teacher’s help to mediate interpersonal conflicts.
The efficacy and effectiveness of the described practices cannot be evaluated using scientific criteria, since no instruments were used for analysis and data collection before and after the intervention, nor was a methodology employed that would allow comparison with a control group. The use of instruments to assess and develop socio-emotional competencies, such as those described by Marin, Silva, Andrade, Bernardes, and Fava (2017), can assist in school interventions with this objective. However, it is important to note that, according to the guidelines of the Electronic Journals in Psychology (2014), the relevance of an experience report lies in the pertinence and importance of the problems presented, as well as the possible generalization in the application of procedures in other similar situations. Thus, even if this report does not present or validate a cognitive-behavioral intervention protocol, it contributes to the methodological praxis of the area to which it belongs, offering accounts of unique practices that can be adapted to other school contexts and demands, according to the professional’s creativity.
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Mailing address
: Email : marciajager@yahoo.com.br
Received: October 2019
Accepted: February 2021
1 Márcia Elisa Jager: Psychologist. Master’s degree in Psychology. Professor in the Psychology course at the Regional Integrated University of Alto Uruguai and Missões, Santiago Campus. Doctoral candidate in the Postgraduate Program in Psychology at the Federal University of Santa Maria.
2 Isadora Esteve Torres: Psychologist. Master’s student in the Postgraduate Program in Psychology at the Federal University of Santa Maria.
3 Laís Ismael Freitas: Psychologist. Master’s student in the Postgraduate Program in Psychology at the Federal University of Santa Maria.
4 Samara Silva dos Santos: Psychologist. PhD in Psychology from the Federal University of Rio Grande do Sul. Adjunct Professor in the Department of Psychology and the Postgraduate Program at the Federal University of Santa Maria.
