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2.2. Cognitive-behavioral psychotherapy (CBT)
Cognitive-behavioral psychotherapy (CBT) represents one of the most empirically verified therapeutic models, focusing on the relationship between thoughts, emotions, and behavior (Beck, 1976). It is a therapeutic approach that systematically helps people identify and modify distorted, maladaptive thought patterns and replace them with more constructive and realistic interpretations. Unlike other approaches, CBT focuses on the present and is oriented towards specific problems and their solutions (Dobson & Dobson, 2018).
The fundamental premise of CBT is based on the concept that it is not the events themselves, but their interpretation that influences an individual’s emotional and behavioral responses. Beck (1976) distinguished characteristic cognitive distortions, such as overgeneralization, personalization or dichotomous thinking, which contribute to the maintenance of negative thought and emotional patterns. Contemporary research by Hofmann and colleagues (2012) confirms the effectiveness of CBT techniques in a wide range of mental disorders, both in children and adults.
2.2.1. The use of CBT in the development of children aged 7-12 years. In the context of school-age children (7-12 years), i.e. in the period corresponding to the “diligence vs. feeling inferior” stage according to Erikson, cognitive-behavioral psychotherapy offers many opportunities to support healthy psychosocial development. Kendall (2018) has shown that adapting CBT techniques to children’s developmental needs has significant benefits in the following areas: (1) Building mental resilience – CBT techniques teach children to identify negative automatic thoughts and replace them with more adaptive interpretations. Research by Gillham and colleagues (2007) found that CBT-based programs increase the mental resilience of school-age children through the development of problem-solving skills and flexible thinking. Children who can recognize cognitive distortions such as catastrophizing or overgeneralizing are better able to cope with school and social difficulties (Seligman et al., 2009). (2) Forming healthy habits – CBT uses a system of positive reinforcement and behavior management techniques that can support the development of constructive habits. Kazdin (2017) documented the effectiveness of behavioral therapy in shaping positive behaviors in children by systematically rewarding desired actions. In the context of school age, these techniques can support the development of organizational skills, independent learning and responsibility. (3) Reduction of anxiety and stress – CBT-based emotional self-regulation techniques, such as progressive relaxation, controlled breathing, and cognitive restructuring, equip children with the tools to manage anxiety and stress. Chorpita and Barlow (2016) in their research have shown that early intervention using elements of CBT effectively reduces the level of anxiety in children, which translates into better functioning in the school environment and the development of social competences. (4) Developing self-awareness and self-control – CBT helps children develop metacognition, or awareness of their own thought processes. Research by Flook and colleagues (2015) indicates that children who participate in mindfulness-based programs integrated with CBT show better self-regulation and impulse control. The development of these skills at school age supports the development of a sense of agency and competence.
2.2.2. CBT and the development of competences at school age. A meta-analysis by Weisz et al. (2017) confirmed the effectiveness of CBT-based interventions in improving the functioning of school-age children, particularly in areas related to the development of academic and social competences. The authors showed that CBT techniques support:
- Goal Orientation Development – CBT teaches children to set realistic, measurable goals and work towards them systematically. Locke and Latham (2019) emphasize that clearly defined goals increase motivation and perseverance in action, which is crucial for the development of diligence.
- Developing a constructive approach to failure – Cognitive restructuring techniques help children interpret setbacks as learning opportunities rather than evidence of incompetence. Dweck (2016) in her concept of the growth mindset showed that children who perceive their abilities as possible to develop through effort show greater perseverance in the face of difficulties and achieve better academic results.
- Strengthening self-efficacy – Bandura (1997) emphasized the importance of self-efficacy as a key motivational factor. CBT techniques, by grading tasks and providing positive experiences related to overcoming difficulties, support the development of self-efficacy, which directly relates to the formation of a sense of competence in Erikson’s theory.
2.2.3. Integration of CBT with technology in the context of supporting child development. Contemporary research points to the growing potential for the use of technology in the delivery of CBT-based interventions for children (Ebert et al., 2018). Mobile applications implementing elements of CBT can be an effective tool supporting the psychosocial development of school-age children by:
- Gamification of the therapeutic process – Transforming CBT techniques into interactive tasks and games increases children’s engagement. Research by Merry and colleagues (2012) showed that CBT-based computer programs using gamification elements effectively reduce symptoms of depression in adolescents. In the context of school age, gamification can support the development of diligence by providing immediate, positive feedback and a reward system for taking on challenges.
- Personalization of interactions – CBT-based applications can adapt content and tasks to the individual needs and level of development of the child. Spence et al. (2011) observed that personalized online interventions based on CBT are as effective as traditional therapy in the treatment of anxiety disorders in children. In the context of supporting the development of competences, personalization allows the child to be challenged according to his or her abilities, which minimizes the risk of developing a sense of inferiority.
- Supporting parents in the parenting process – Apps that integrate elements of CBT can educate parents on techniques to support child development. Jones and colleagues (2013) have shown that parenting training programs based on CBT principles improve the quality of parent-child relationships and support the development of children’s social competences.
