A Cognitive-Behavioural Group Approach for Adolescents with Disruptive Behaviour in Schools

Cognitive-behavioural approaches emphasise the links between thoughts, feelings and behaviour (Greig, 2007).

Previous research has indicated that these approaches are efficacious in reducing disruptive behaviour in adolescents.

The aim of the current study was to provide further evaluation of cognitive-behavioural group approaches to reduce disruptive behaviour with this population and to determine if improvements made were maintained in the longer term (i.e. at six month follow-up).

The sample comprised of 22 adolescents aged 13-14 years identified by school staff as displaying disruptive behaviour (Cameron, 1998).

A curriculum based on the Squires (2001) study, using key cognitive-behavioural approaches, was delivered over a seven week period to the participants.

Parent, teacher and participant ratings of behaviour immediately after the intervention all indicated significant reductions in disruptive behaviour.

This was augmented by qualitative data which indicated broad satisfaction amongst participants with the programme.

Other positive effects were enhanced ratings of self-concept, prosocial behaviour and trait emotional intelligence.

Improvements in behaviour and self-concept were maintained at six month follow-up according to participant and teacher ratings, however parent ratings of behaviour had returned to pre intervention levels.

Further research, with different age groups and demographic populations along with concurrent parent programmes is indicated.