Attribution theory is concerned with why outcomes occur such as "Why did I fail the exam?" or "Why are they picking on me?" (Weiner, 1986, 2018; see Graham, 2020 for a review). Although this article focuses on achievement, attributions are relevant to the social as well as the achievement domain. Both questions concern failure…

This article explores the implementation of Radically Open Dialectical Behavior Therapy (RO DBT) in a University or College Counseling Setting (UCCS). The authors review the rationale for including RO DBT in a UCCS and the process of implementing the treatment at their center. This paper evaluates this newly implemented treatment by examining…

This paper looks at current research into how thinking influences learning. How people explain to themselves "why" they fail and succeed inevitably impacts on how well they learn new skills. Researchers have been developing attribution retraining programmes targeted at improving student academic achievement and learning experience…

Academic and societal pressures result in U.S. high school students feeling stressed. Stress management and relaxation interventions may help students increase resiliency to stress and overall well-being. The objectives of this study were to examine the feasibility (enrollment, participation and acceptability) and potential effectiveness (changes…

While considerable research has examined the academic and cognitive value of journaling, little has examined the psychological impact of journaling on the personal development of college students. Research on cognitive-behavioral therapy indicates that journaling can have a positive impact on individuals' self-growth and intrapersonal…

Results are reported from a study in which Cognitive Behavior Modification (CBM) was used successfully to modify the behavior of students (N=55) with mild behavior problems. This method teaches individuals to reinforce or rebuke themselves for their own behavior. Also outlined are steps in implementing a CBM program. (IAH)

Assigned social phobics with severe scrutiny fears to therapist-guided exposure without and including cognitive restructuring. Found the combined condition significantly more effective in endstate functioning, in increasing behavioral approach, and in decreasing self-rated avoidance. Treatment-induced changes in fear of negative evaluation,…

D. Meichenbaum's cognitive behavior modification theory was applied in a study of 30 first graders and 25 third graders who exhibited mild classroom problem behaviors. Results of the controlled study indicate that the self-instructional training method derived from the theory is a viable classroom management option for regular education. (TJH)

This article considers both the intrapersonal and interpersonal issues that have historically caused difficulty for groups of gifted students, including self-knowledge and self-acceptance, irrational beliefs, need for independence, heightened sensitivity, frustration tolerance, unbalanced value, and tolerating others. Interventions are provided…

Tested mildly depressed undergraduates (N=52) in treatment for depression using cognitive-behavioral, self-help manual. Results suggest that Holland's Realistic personality types are most successful in terms of reduction of depression scores, whereas Enterprising types are least successful in terms of attrition. Low superiority, high generalized…

Investigated the efficacy of self-administered cognitive therapy (RET) in the treatment of high and chronic social anxiety in 45 college students. Results indicated that self-administered cognitive therapy significantly decreased social anxiety and fear of negative evaluation and also suggested a generalization of effects as trait anxiety…

This article presents the findings of a study hypothesizing that school discipline problems are a maladaptive response to the demand of the school environment as a result of deficits in the area of locus of control and attributional style. The findings indicate that an external orientation of locus of control and a passive pattern of attribution…

College students bring a variety of perceptions to the classroom about what it takes to succeed in a discipline. Attributional retraining, a therapeutic technique for modifying maladaptive perceptions into more adaptive ones, can enhance student motivation and academic achievement. The technique is most effective with students who are at high risk…

In a national, longitudinal database, factors were examined that enabled public school students on a path toward failure to significantly improve reading achievement by high school graduation. Being Caucasian and female, having an internal locus of control, and taking an academic curriculum independently predicted academic resilience.…

This study presents a psycho-educational intervention using cognitive-behavioral techniques to modify and improve thinking strategies as well as facilitate behavioral adjustment and generalization of strategy use in children with learning disabilities attending mainstream schools. One hundred and twenty Greek pupils in 2nd, 3rd, and 4th grade were…