Maxsus va inklyuziv ta’lim uchun samarali pedagogik texnologiyalar

Xatarlarni boshqarish
CBT dan foydalanish to'rt omil bilan cheklanishi mumkin:
• Birinchidan, ushbu turdagi terapiya bemordan ma'lum bir kognitiv yetuklikka ega bo'lganligi sababli, ichki muloqot va o'z - o'zini o'rganish nima ekanligini tushunish uchun uni boshlang'ich maktab yoshidagi bolalar bilan ishlashda qo'llash samaradorligi cheklangan va ushbu talabalar bilan ehtiyotkorlik bilan foydalanish kerak.
* Ikkinchidan, talaba o'rganilgan ko'nikmalarni amalda qo'llashga tayyor bo'lishi kerak, bu esa ota - onalarning yuqori darajadagi hamkorligini talab qiladi. Bu har doim ham sodir bo'lmaydi.
* Uchinchidan, yuqorida aytib o'tganimdek, DEHBNI davolashda KBTNI samarali qo'llash borasida ba'zi shubhalar mavjud, shuningdek, KBTNI dori va bixevioral terapiya kabi boshqa davolash usullari bilan birlashtirish afzalroq degan taxminlar mavjud.
* To'rtinchidan, kbtni o'qituvchilar tomonidan muntazam ravishda qo'llash uchun ular tegishli tayyorgarlikdan o'tishlari, shuningdek mutaxassislar tomonidan nazoratni ta'minlashlari kerakligi aniq.
Xulosa
Kognitiv xulq - atvor terapiyasi (CBT) o'spirinlarda ko'plab kasalliklarni, ayniqsa depressiya va xavotirni, tajovuzkorlikni, maktabga borishni rad etishni va travmadan keyingi stressni davolashda yaxshi natijalarga erishdi. Psixoterapiyaning ushbu shakli boshlang'ich maktab yoshi bolalar bilan ishlashda ehtiyotkorlik bilan ishlatilishi mumkin. KBTni oilaviy terapiya bilan birlashtirish tavsiya etiladi.
Adabiyotlar
1.Meihenbaum, D. H. (1977). ‘Cognitive-behavior modification: An integrative approach’. New York: Plenum Press.
2.Etscheidt, S. (1991). ‘Reducing aggressive behavior and in- creasing self-control. A cognitive-behavioral training program for behaviorally disordered adolescents’. Behavioral Disorders, 16 (2), 107–115.
3.Robinson, T. R., Smith, S. W., Miller, M. D. and Brownell, M. T. (1999). ‘Cognitive-behavior modifications of hyperac- tivity-impulsivity and aggression: A meta-analysis of school- based studies’. Journal of Educational Psychology, 91 (2), 195–203.
4.Pattison, S and Herris, B. (2006). ‘Added value to education through improved mental health’. The Australian Educational Researcher, 33 (2), 97–121.
5.Van de Wiel, N., Mattys, W., Cohen-Kettenis, P. C. and Van de Engeland, W. (2002). ‘Effective treatments of school-aged conduct disordered children: Recommendations for changing clinical and research practices’. European child and Adoles- cent Psychiatry, 11, 79–84.
6.James, A., Soler, A. and Weatherall, R. (2005). ‘Cogni- tive behavioral therapy for anxiety disorders in children and adolescents’ (Cochrane Review). The Cochrane Database of Sistematic Reviews, Issue 4 Art. No.: CD004690. DOI 10.1002/14651858. CD004690.
7.Barrett, P. M., Dadds, M. R. and Rapee, R. M. (1996). ‘Family treatment of childhood anxiety: A controlled trial’. Journal of Consulting and Clinical Psychology, 64, 333–342.
8.Flannery-Schroeder, E. C. and Kendall, P. C. (2000). ‘Group and individual cognitive behavioural treatment for youth with anxiety disorders: A randomized clinical trial’. Cognitive Ther- apy and Research, 24 (3), 251–278.
9.Miranda, A. and Presentacion, M. J. (2000). ‘Efficacy of cogni- tive behavioural therapy in treatment of children with ADHD, with and without aggressiveness’. Psychology in the schools, 37 (2), 169–182.
10. National child Traumatic Stress Network (USA). URL: www. NCTSNet.org (accessed 20 January 2007).

Strategiya 8. Yordamchi texnologiyalar.