Abstract
Inkluderende pædagogik baseret på kognitiv adfærdsterapi
The purpose of this article is to look into the possibility of founding inclusive pedagogy on the key elements and methods of cognitive behavioural therapy (CBT) in educational settings. It aims at elaborating an evidence-based pedagogy which would specifically focus on prevention and intervention, and on the known fact that children learn best when they are socially competent and legitimate participants.
Indeed, studies in Denmark have shown a significant increase in the number of children with social and learning problems; the fact that the number of children referred to PPR [the formal psychological counselling system for Danish schools] has jumped by 400% between 1994 and 2002 is merely a sign thereof. A more recent study shows that approximately 11 % of children in the age of 12 – 14 years old have experienced having symptoms of anxiety and/or depression. Meanwhile, social educators and teachers have been expressing dissatisfaction by having to struggling with not having sufficient knowledge about inclusive teaching practices which use methods with strong research backgrounds.
In Denmark in pedagogical forums, CBT has been criticised for not valuing inner processes and thus the free will of the individual. This discussion will also be addressed in the perspective that CBT-based pedagogy is founded on extensive literature, results from empirical studies, cases and methods in CBT, with an aim of embedding its key elements and methods into a larger pedagogical framework.
It is essential to emphasise that the idea is not to turn schools and institutions into a vast therapeutic room; the objective of this article is to draw attention to the elements of the evidence-based theories and methods drawn from CBT which are compatible with inclusive pedagogical practice.
The purpose of this article is to look into the possibility of founding inclusive pedagogy on the key elements and methods of cognitive behavioural therapy (CBT) in educational settings. It aims at elaborating an evidence-based pedagogy which would specifically focus on prevention and intervention, and on the known fact that children learn best when they are socially competent and legitimate participants.
Indeed, studies in Denmark have shown a significant increase in the number of children with social and learning problems; the fact that the number of children referred to PPR [the formal psychological counselling system for Danish schools] has jumped by 400% between 1994 and 2002 is merely a sign thereof. A more recent study shows that approximately 11 % of children in the age of 12 – 14 years old have experienced having symptoms of anxiety and/or depression. Meanwhile, social educators and teachers have been expressing dissatisfaction by having to struggling with not having sufficient knowledge about inclusive teaching practices which use methods with strong research backgrounds.
In Denmark in pedagogical forums, CBT has been criticised for not valuing inner processes and thus the free will of the individual. This discussion will also be addressed in the perspective that CBT-based pedagogy is founded on extensive literature, results from empirical studies, cases and methods in CBT, with an aim of embedding its key elements and methods into a larger pedagogical framework.
It is essential to emphasise that the idea is not to turn schools and institutions into a vast therapeutic room; the objective of this article is to draw attention to the elements of the evidence-based theories and methods drawn from CBT which are compatible with inclusive pedagogical practice.
| Originalsprog | Dansk |
|---|---|
| Publikationsdato | 28 aug. 2015 |
| Udgiver | Dansk Psykologforening |
| Antal sider | 9 |
| Status | Udgivet - 28 aug. 2015 |
| Navn | Magasinet P - Fagartikler – Psykologi & Viden |
|---|
Emneord
- Læring, pædagogik og undervisning
- Børn og unge
- social inklusion
- i folkeskolen
- udsatte børn
- evidens
- udsatte unge