Volume 8, Issue 1 (3-2025)
Iranian Journal of Educational Sociology 2025, 8(1): 130-141 |
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Hasani M, Dehghan Banadaki F, Rezvani Novin M, Nadi Mobarakeh M, Darabi R. (2025). The Effect of Cognitive Behavioral Group Therapy Program On Character Strength and Self-Esteem Among School Adolescents. Iranian Journal of Educational Sociology. 8(1), 130-141. doi:10.61838/kman.ijes.8.1.13
URL: http://iase-idje.ir/article-1-1502-en.html
URL: http://iase-idje.ir/article-1-1502-en.html
Mina Hasani1 
, Fateme Dehghan Banadaki2 , Morteza Rezvani Novin3 , Maryam Nadi Mobarakeh4 , Rezvan Darabi5
, Fateme Dehghan Banadaki2 , Morteza Rezvani Novin3 , Maryam Nadi Mobarakeh4 , Rezvan Darabi5
1- Department of Psychology, Islamic Azad University, Roudehen Branch, Tehran, Iran.
2- Department of Psychology, Yazd Branch, Islamic Azad University, Yazd, Iran.
3- Department of Psychology, Allameh Tabataba'i University, Tehran, Iran.
4- Department of Family Counseling, Isfahan Branch, Mojtahedeh Amin Institute of Higher Education, Isfahan, Iran.
5- Department of Psychology, Borujerd Branch, Islamic Azad University, Borujerd, Iran (Corresponding author).
2- Department of Psychology, Yazd Branch, Islamic Azad University, Yazd, Iran.
3- Department of Psychology, Allameh Tabataba'i University, Tehran, Iran.
4- Department of Family Counseling, Isfahan Branch, Mojtahedeh Amin Institute of Higher Education, Isfahan, Iran.
5- Department of Psychology, Borujerd Branch, Islamic Azad University, Borujerd, Iran (Corresponding author).
Abstract: (276 Views)
Purpose: Self-esteem and Character Strength are the primary building blocks of psychological and social development in adolescents. These are crucial for academic achievement, overcoming challenges, and fostering healthy relationships later in life. This research explores the impact of a cognitive behavioral group therapy program on the self-esteem and Character Strength of School Adolescents.
Methodology: The current study was a semi-experimental design that included pre-test, post-test, and follow-up stages lasting three months. It involved control and experimental groups. The statistical population consisted of young people in Tehran, including 12 boys and 14 girls enrolled in educational programs between July and November 2023. The sample size was 32 individuals, with 16 in each of the experimental and control groups, selected through random sampling. The educational interventions were based on a cognitive behavioral group therapy program and lasted six sessions of 60 minutes each, held twice a week in separate sessions for boys and girls at a school office. The assessment tools used were the Coopersmith Self-esteem Inventory (CSEI) and the Values in Action-Inventory of Strengths (VIA-IS). Data analysis was conducted using SPSS version 27 software, involving descriptive statistics (mean and standard deviation) and covariance analysis with repeated measurements and Bonferroni post hoc testing at a significance level of 0.05.
Findings: Based on the research results, the P-value for Between-Subjects Effects showed a notable distinction between the experimental and control groups, as well as between male and female student groups concerning the Self-esteem variable (p<0.001). Furthermore, it was discovered that the significant interaction effects between group and gender were present with a p-value of 0.032. Similarly, the Within Subjects Effects for the Self-esteem variable showed significance in the interaction effects between time and group (p=0.019). However, there was no significant variation in Character Strength between groups and stages.
Conclusion: Based on the findings of this study, it was determined that cognitive behavioral group therapy is successful in boosting self-esteem among adolescents, particularly girls. It can be implemented in schools and counseling centers through the development of educational and cultural initiatives aimed at enhancing self-esteem in adolescents.
Methodology: The current study was a semi-experimental design that included pre-test, post-test, and follow-up stages lasting three months. It involved control and experimental groups. The statistical population consisted of young people in Tehran, including 12 boys and 14 girls enrolled in educational programs between July and November 2023. The sample size was 32 individuals, with 16 in each of the experimental and control groups, selected through random sampling. The educational interventions were based on a cognitive behavioral group therapy program and lasted six sessions of 60 minutes each, held twice a week in separate sessions for boys and girls at a school office. The assessment tools used were the Coopersmith Self-esteem Inventory (CSEI) and the Values in Action-Inventory of Strengths (VIA-IS). Data analysis was conducted using SPSS version 27 software, involving descriptive statistics (mean and standard deviation) and covariance analysis with repeated measurements and Bonferroni post hoc testing at a significance level of 0.05.
Findings: Based on the research results, the P-value for Between-Subjects Effects showed a notable distinction between the experimental and control groups, as well as between male and female student groups concerning the Self-esteem variable (p<0.001). Furthermore, it was discovered that the significant interaction effects between group and gender were present with a p-value of 0.032. Similarly, the Within Subjects Effects for the Self-esteem variable showed significance in the interaction effects between time and group (p=0.019). However, there was no significant variation in Character Strength between groups and stages.
Conclusion: Based on the findings of this study, it was determined that cognitive behavioral group therapy is successful in boosting self-esteem among adolescents, particularly girls. It can be implemented in schools and counseling centers through the development of educational and cultural initiatives aimed at enhancing self-esteem in adolescents.
Type of Study: Research Article |
Subject:
Special
Received: 2024/08/30 | Accepted: 2024/11/6 | Published: 2025/04/14
Received: 2024/08/30 | Accepted: 2024/11/6 | Published: 2025/04/14
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