Abstract
Aim of this study was to investigate the effect of cognitive behavioral treatment program on anxiety level and self-esteem among secondary school students. A Quasi-experimental pre-post non-equivalent group design was used for this study. The study was conducted at El Manial National Language Schools. A convenient sample of thirty secondary school students was selected. The sample was divided into two groups, fifteen students as the study group and fifteen students as control group. Three tools were used to collect the data for the present study; a) Personal Data Sheet; b) Hamilton Rating Scale of Anxiety; and c) Self-esteem Inventory. A constructed cognitive behavioral treatment intervention was developed by the researcher and implemented to the study group in ten sessions that were held twice weekly, and each session ranged from 60 to 90 minutes. The main study findings revealed that, there was a statistically significant difference between study and control groups in the reduction of anxiety level; however, there was no significant change in self-esteem for both groups. The study concluded that, cognitive behavioral treatment program was effective with secondary school students concerning the reduction of the anxiety level. The study recommended that, there is a great need for continuous follow-up of secondary school students who participated in cognitive behavioral treatment program to support and boost their coping strategies with anxiety.
Highlights
Adolescence represents to an imperative formative move from youth to adulthood that includes various physiological, mental and social changes
Aim of the Study The aim of this study is to investigate the effect of Cognitive Behavioral Therapy (CBT) program on anxiety and self-esteem among secondary school students
This study was conducted on thirty secondary school students to investigate the effect of cognitive behavioral treatment program on anxiety and self esteem
Summary
Adolescence represents to an imperative formative move from youth to adulthood that includes various physiological, mental and social changes. Amid this timeframe, youths encounter a range of stress extending from standard to serious. Youths encounter a range of stress extending from standard to serious They may encounter assortment of potential stressors, for example, changes in obligations, higher scholastic prerequisites, diverse interpersonal connections, including associates and companions, guardians and romantic relations, and worries about one's future. Scholastic stress is the significant wellspring of worry among youths and it might prompt to low self-esteem Numerous mental issues, such as, depression, anxiety and suicide may occur because of low self-esteem [1, 2]
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