Children's Metacognitive Development and Learning Cognitive Behavior Therapy

Abstract

The study examined whether children’s level of metacognitive ability predicted their learning of the skills taught in cognitive behavior therapy (CBT), over and above age. Participants were 225 children 9 -16 years old (M = 12.84; SD = 1.91). Participants completed a measure of their knowledge of therapeutic skills (KnoTS) and then engaged in a teaching session in which they learned CBT skills (e.g., understanding the cognitive model). Children completed a second form of the KnoTS to assess increases in CBT knowledge immediately after the training session; a week later they completed a third KnoTS to assess retained knowledge. Metacognition was measured by the Cognitive Monitoring subscale of the Metacognitions Questionnaire for Children (MCQ-C). Level of metacognition significantly predicted increases in knowledge of cognitive behavior therapy skills, over and above age and IQ, a week later. Additionally, homework completion was a significant moderator such that higher levels of metacognition significantly predicted greater learning for those youth who completed their homework. This relation was not significant for those who did not complete the homework. Thus, children’s level of metacognitive development significantly predicted learning of CBT skills, over and above age and IQ. One clinical implication of these findings is that assessment of children’s metacognitive level may provide useful information to therapists for developmentally tailoring interventions, guiding treatment planning, and assigning homework.