Cognitive Behavioral Therapy
Name:
Institution:

Introduction In reference to Fazio-Griffith and Ballard (2014), counselors in school settings are entitled with working with students who possess inadequate social skills. It thus becomes increasingly difficult to develop the child socially, academically and emotionally considering that these skills are vital in developing one’s social well-being. Cognitive Behavioral Therapy is at this moment defined as a model based on structured sessions and enactive performance-based procedures to give the desired changes in behavior, thinking and feeling.
Application of CBT in Schools CBT provides an appropriate framework to handle disparities in children’s social development. The actual context will thus involve CBT bringing out behavioral and emotional changes in elementary children as well as adolescents in high schools. Fazio-Griffith and Ballard (2014) argue that there exists children who have problems in developing relationships with their teachers and peers. Usually, Cognitive Behavior Therapy has given an ample intervention that improves the academic and emotional level of functioning. In elementary and middle schools, social skills groups would function appropriately with CBT to induce the required social outcomes. Fazio-Griffith and Ballard (2014) state that elementary schools have deployed this strategy to handle cases of conduct disorders such as autism and cerebral palsy. Elsewhere in high schools where the students are older, play therapy skills such as Cognitive Behavioral Play Therapy are integrated into school programs to enhance the development of social skills. ASCA (2012) indicates that school counselors have embraced Play therapy to improve responsive services. Regarding Fazio-Griffith and Ballard (2014), group play therapy gives the students a