Keywords
Cognitive-Behavioral
Therapy
Childhood
Interventions
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Abstract
Objective: To analyze cognitive-behavioral therapy as support in the learning of emotions in children aged 6 to 10 years, corresponding to elementary school I. Methods: Using an integrative review, the study analyzed several articles selected from databases such as BVS, LILACS, and SciELO, following strict inclusion and exclusion criteria, selecting studies from the last five years, in English, available in full and free of charge. Results: Eleven articles were analyzed, and their interventions were identified and categorized into common themes. The results showed that early identification and proper management of emotions are essential for children's development, directly impacting their ability to perform daily activities. The limitations of the analyzed studies included small sample sizes, dependence on self-reports, and lack of long-term follow-up. Thus, based on these limitations, it is suggested that future studies use randomized controlled trials, including observational data and more heterogeneous samples. Final Considerations: Finally, it is important to emphasize the need to expand the heterogeneity of samples and explore the prospective application of treatment selection approaches to improve the effectiveness of TCC-based interventions, ensuring accessibility and efficacy in different social and cultural contexts, including more national studies.
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