1. Cognitive Behaviour Interventions in Special Education and School Psychology: understanding cognitive distortions Dr Garry Squires garry.squires@manchester.ac.uk 34th ISPA Conference 9th - 13th July, 2012, McGill University, Montreal, Canada

2. Collaborators Dr Tachelle Banks, Department of Teacher Education, Cleveland State University Dr Karla Anhalt, Co-Coordinator School Psychology Program, Kent State University Dr Garry Squires 20122

3. Growing concern about children’s mental health 10% of children in the UK have mental health problems (Bird, 2006; DCSF & DoH, 2009) Unless resolved reduces capacity for employed work in adulthood (Layard, 2005) School settings can engage in early identification and intervention School psychologists are well placed to support the use of cognitive behavioural interventions (Squires, 2010; Squires & Dunsmuir 2011) Dr Garry Squires 20123

4. Simple model for CBT ThoughtsFeelingsBehaviour

5. Cognitive distortions A distortion in thinking is the exaggeration of some things or the minimising of others Ambiguous social situations are seen as more threatening than others would see them – My teacher always picks on me – Carl gave ‘one of those looks’ Lead to underlying assumptions about self, other people, the world Dr Garry Squires 20125

6. “ My hunch is that you are still making mountains out of mole hills

7. Most extreme Distortions ‘All or nothing’ – Generalisation: E.g. “Everyone is better than me”, “… more good looking than me” “I can’t do anything” – lack of gradation: e.g. “I’m either not angry or I just lose it” Dr Garry Squires 20127

8. Distortions reinforce expectations Dr Garry Squires 20128 Expectations based on assumptions and core beliefs and previous experiences Filtering of experience and predisposition to interpret ambiguos social cue in a threatenig or negative way Cognitions eg interpretation of threat Affect eg feelings of anger Externalizing Behaviour eg verbal or physical abuse Internalising Behaviour eg withdrawing from social engagement Inner voice ruminating reinforces expectations

9. Waters (1982) adapted the 12 irrational beliefs as related to adults and applied them to children, developing 10 irrational beliefs of children: (1) It is necessary to be liked by everyone you meet. (2) Worthwhile people do not make mistakes. (3) Life should be fair and justice must be equitably administered. (4) Life should always be as one wants it to be. (5) Others are to blame for our unhappiness. (6) The world is full of dangers that necessitate great personal concern. (7) Procrastination makes life easier. (8) Children should be dependent upon adults. (9) Every problem has one correct solution that must be found. (10) People should disguise their feelings. 10 irrational beliefs held by children Source: Banks, T. (2011). Helping students manage emotions: REBT as a mental health educational curriculum. Educational Psychology in Practice: theory, research and practice in educational psychology, 27(4), 383-394.

10. Implications Need for teaching self-awareness of thoughts, feelings and their relationship to behaviour Teaching strategies to examine evidence for and against thoughts that might be distorted Re-framing and finding more balanced thoughts Dr Garry Squires 201210

11. Example study: Squires and Caddick 2012 Matched groups of 12-13 year old pupils based on behaviour ratings by teachers and by pupils themselves (BASC-2) One hour group intervention for 8 weeks, including homework exercises Dr Garry Squires 201211

12. Dr Garry Squires 201212

13. The unexpected result Dr Garry Squires 201213

14. References Bird, A. (2006). We need to talk: The case for psychological therapy on the NHS. London: The Mental Health Foundation. Department for Children Schools and Families, & Department of Health. (2009). Healthy lives, brighter futures. The strategy for children and young people’s health London: Central Office of Information for the Department of Health and the Department for Children, Schools and Families Layard, R. (2005). Therapy for all on the NHS. Paper presented at the Sainsbury Centre for Mental Health. http://www.scmh.org.uk/dev/dev_srch.nsf/$$Search?CreateDocument&Seq=1 http://www.scmh.org.uk/dev/dev_srch.nsf/$$Search?CreateDocument&Seq=1 Squires, G. (2010). Countering the argument that educational psychologists need specific training to use cognitive behavioural therapy. Emotional and Behavioural Difficulties, 4, 279-294. Squires, G., & Caddick, K. (2012). Using group cognitive behavioural therapy interventions in school settings with pupils who have externalising behavioural difficulties: an unexpected result. Emotional and Behavioural Difficulties, 17(1), 22-45. Squires, G., & Dunsmuir, S. (2011). Embedding Cognitive Behavioural Therapy training in Practice: facilitators and barriers for trainee educational psychologists (TEPs). Educational Psychology in Practice, 27(2), 117-132. Dr Garry Squires 201214