Examining Effectiveness of Group Cognitive-Behavioral Therapy for Externalizing and Internalizing Disorders in Urban Schools

Eiraldi, Ricardo; Power, Thomas J.; Schwartz, Billie S.; Keiffer, Jackie N.; McCurdy, Barry L.; Mathen, Manju; Jawad, Abbas F.

doi:10.1177/0145445516631093

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Examining Effectiveness of Group Cognitive-Behavioral Therapy for Externalizing and Internalizing Disorders in Urban Schools

Published Date:

Feb 11 2016

Source:

Behav Modif. 40(4):611-639.

Public Access Version Available on: July 01, 2017

Please check back on the date listed above.

Details:

Personal Authors:

Eiraldi, Ricardo ; Power, Thomas J. ; Schwartz, Billie S. ; Keiffer, Jackie N. ; McCurdy, Barry L. ; ... More ▼

Keywords:

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Pubmed ID:

26872957

Pubmed Central ID:

PMC5129163

Description:

This article presents outcome data of the implementation of three group cognitive-behavioral therapy (GCBT) interventions for children with externalizing behavior problems, anxiety, and depression. School counselors and graduate students co-led the groups in two low-income urban schools. Data were analyzed to assess pre-treatment to post-treatment changes in diagnostic severity level. Results of the exploratory study indicated that all three GCBT protocols were effective at reducing diagnostic severity level for children who had a primary diagnosis of an externalizing disorder, anxiety disorder, or depressive disorder at the clinical or intermediate (at-risk) level. All three GCBT protocols were implemented with relatively high levels of fidelity. Data on the effectiveness of the interventions for reducing diagnostic severity level for externalizing and internalizing spectrum disorders and for specific disorders are presented. A discussion of implementation of mental health evidence-based interventions in urban schools is provided.

Document Type:

Journal Article

Collection(s):

CDC Public Access

Funding:

R01 HD073430/HD/NICHD NIH HHS/United States
R18 MN000003/MN/OMHHE CDC HHS/United States

Supporting Files:

No Additional Files

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