Bridging Philosophical Practice: A Theoretical Framework for Integrating Logic-Based Therapy (LBT) and Philosophy for Children (P4C)

Abstract

This paper presents a theoretical enabler for a new, interdisciplinary approach designed to improve children's emotional well-being by integrating Logic-Based Therapy (LBT) and Philosophy for Children (P4C). This article addresses a gap in the literature by outlining an intervention example for children aged 10-15 which aims to respond to the increasing global concerns about youth mental health. This approach relies on the synergistic blend of P4C's collaborative "Community of Inquiry" with LBT's structured, virtue-oriented process for identifying and challenging irrational beliefs (Cardinal Fallacies). The theoretical model highlights that the P4C environment creates a safe and developmentally appropriate space for children to engage in LBT's cognitive restructuring. In addition, LBT provides a practical, well-being focused direction to the philosophical dialogue. This article serves as a foundational blueprint, presenting a methodology to inform the development of future empirical studies which target to evaluate the long-term impact of this integrated approach on emotional well-being.