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A cognitive-behavioral social emotional program for anxious youth via smart technology.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	A cognitive-behavioral social emotional program for anxious youth via smart technology./
Author:	Schwartz, Stephanie.
Description:	1 online resource (71 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: B.
Contained By:	Dissertation Abstracts International78-10B(E).
Subject:	Clinical psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9781369810417

A cognitive-behavioral social emotional program for anxious youth via smart technology.
Schwartz, Stephanie.

A cognitive-behavioral social emotional program for anxious youth via smart technology. - 1 online resource (71 pages)

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: B.

Thesis (Psy.D.)--St. John's University (New York), 2017.

Includes bibliographical references

Technology is progressively being integrated into different areas of society, including education and psychological services. Present research supports both Cognitive Behavioral Therapy (CBT) for anxious youth in the schools and CBT for anxious youth that is delivered using technology. However, the combination of the two, CBT for anxious youth in the schools that incorporates the use of technology, has not been assessed to date. This investigation aimed to be the first step in bridging this gap in the literature. The current study was a single-subject design that investigated a cognitive-behavioral social emotional program for youth delivered via SMART technology. The program provided participants with psychoeducation and practice with cognitive-behavioral concepts including the relationships between thoughts, feelings, and behaviors, as well as negative automatic thoughts and rational thoughts. Two children participated in the entirety of the group intervention, which was delivered by the principal investigator and a graduate student assistant. The program took place in a classroom on a university campus, which aimed to simulate a school environment. It was hypothesized that participants would demonstrate significant reductions in anxious symptoms, behavioral and emotional problems, negative self-statements, irrational statements, and academic problems, following the intervention, and that these gains would be maintained at 6-week follow-up. The results revealed promising, yet mixed outcomes. Between the two participants, there were eleven elevated scores on pre-treatment measures and five significantly improved at post-treatment. Non-significant improvements were also demonstrated on several outcomes and gains were largely maintained or further improved at follow-up. The limitations of the current investigation and directions for future research are presented, as are considerations for the practice of school psychology.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781369810417Subjects--Topical Terms:

649607
Clinical psychology.
Index Terms--Genre/Form:

554714
Electronic books.

A cognitive-behavioral social emotional program for anxious youth via smart technology.
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