Effect of Cognitive Behavioral Treatment Program on Anxiety and Self-Esteem among Secondary School Students
American Journal of Nursing Science
Volume 6, Issue 3, June 2017, Pages: 193-201
Received: Feb. 27, 2017; Accepted: Mar. 13, 2017; Published: Mar. 28, 2017
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Author
Sayeda Mohamed Mohamed, Psychiatric Mental Health Nursing Department, Faculty of Nursing, Cairo University, Cairo, Egypt
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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.
Keywords
Anxiety, Self-Esteem, CBT, Students
To cite this article
Sayeda Mohamed Mohamed, Effect of Cognitive Behavioral Treatment Program on Anxiety and Self-Esteem among Secondary School Students, American Journal of Nursing Science. Vol. 6, No. 3, 2017, pp. 193-201. doi: 10.11648/j.ajns.20170603.17
Copyright
Copyright © 2017 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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