THE PROPOSAL OF A CBM-I INTERVENTION ADDRESSING CHILDREN’S SCHOOL PERFORMANCE BIASES
THE PROPOSAL OF A CBM-I INTERVENTION ADDRESSING CHILDREN’S SCHOOL PERFORMANCE BIASES

Summary/Abstract: According to the cognitive-behavioral paradigm, a dysfunctional perception of the event leads to maladaptive consequences. These consequences can be both emotionally and behaviorally. In the school context, in terms of school performance, children may have a number of dysfunctional interpretations in regarding their abilities, school outcomes, or their academic potential. These interpretations are important factors for their attitude and behavior towards school. Thus, it may result in greater or lesser involvement in school-related activities, such as doing homework, learning, or even coming to school. Cognitive bias modification is an implicit computerized intervention, aimed to modify interpretation biases. It has proven to be effective among children and adolescents, being used so far in various problems, including fears related to school or even mental health problems. Promising results were obtained when parents were involved. The aim of this paper is to propose a computerized intervention for children, in order to modify dysfunctional biases of interpretation related to school performance. Moreover, parents will be involved in the intervention process. The Cognitive bias modification for interpretation implies the delivery in a computerized framework of an intervention which would contribute to an increasing involvement of the children in the school activities and it would also facilitate the adaptation of the children to the school context. The Cognitive bias modification intervention it can be delivered at home via a computer, a tablet or a phone, and the parents will support their children during the intervention moment. Theoretical and practical implications for the educational environment will be addressed.

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