Qualitative analysis of school children's experience of receiving “Coping Cat program”: A cognitive behavioral therapy program for high anxiety

Mukund, Bhavna; Jena, S. P. K.

doi:10.1002/pits.22725

Cited by 4 publications

(2 citation statements)

References 52 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The subject considered that he could better overcome his anxiety in conditions related to academic assignments. These results then emphasize that adolescent participants who are given the CBT program (compared to participants who do not receive the intervention) have lower anxiety symptoms (McLeod et al, 2022;Mukund & Jena, 2022;Sauran & Salewa, 2022). However, in this study, the increased perception of the ability to overcome anxiety did not occur in one condition, face-to-face learning.…”

Section: Discussionmentioning

confidence: 46%

“…One program that has been proven to be able to reduce anxiety symptoms experienced by adolescents is the Coping Cat. The program's goal is not to cure anxiety but to teach youth how to manage it well (McLeod et al, 2022;Mukund & Jena, 2022). The therapist acts as a trainer who helps clients to develop anxiety management skills and practice using these skills.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Efforts to Overcome Adolescent Academic Anxiety through Intervention Programs with a Cognitive-Behavioral Therapy Approach

Permatasari

Prasetyawati

2023

Bisma T Journal Conseling

View full text Add to dashboard Cite

Academic anxiety is an anxious response that arises due to a maladaptive mindset in doing academic assignments. Academic anxiety in adolescence that is not handled properly can interfere with students in the academic field and everyday life. Thus, interventions are needed to help students overcome their anxiety problems. This study aims to see the effectiveness of individual intervention programs with the CBT approach in dealing with academic anxiety in adolescent students. This research is a quasi-experimental study with a single-subject design. The subject is a 14-year-old female student. Data collection in the study was carried out using observation and interview methods, with research instruments in the form of observation guidelines. Measuring tools used are the Coping Questionnaire-Child and The Subjective Units of Distress/Discomfort Scale to measure the subject's perception of his ability to overcome anxiety and assess the level of anxiety experienced. Data were analyzed using visual inspection drawn from graphs. The results showed that individual intervention programs using the CBT approach effectively increased the ability of subjects with academic anxiety to overcome their anxiety.

show abstract

Section: Discussionmentioning

confidence: 46%

Section: Introductionmentioning

confidence: 99%

Efforts to Overcome Adolescent Academic Anxiety through Intervention Programs with a Cognitive-Behavioral Therapy Approach

Permatasari

Prasetyawati

2023

Bisma T Journal Conseling

View full text Add to dashboard Cite

show abstract

School-based intervention for anxiety using group cognitive behavior therapy in Pakistan: a feasibility randomized controlled trial

Ijaz,

Rohail,

Irfan

2024

Psicol. Refl. Crít.

View full text Add to dashboard Cite

Background Anxiety and mood disorders are the main cause of illness in people under the age of 25, accounting for 45% of the global disease burden, whereas 4.6% of teenagers aged 15 to 19 are predicted to experience anxiety. Pakistan country, with a population of 200 million, has the worst mental health indicators and fewer than 500 psychiatrists. Despite the existence of various treatments for anxiety, this goes unrecognized and untreated. Due to a lack of awareness, evaluation, prevention, and interventional programs related to being implemented among adolescents in Pakistan, there is a rise in mental health issues in the earlier years of life. It calls for a critical need for indigenous, evidence-based interventions. The present study aimed to evaluate the feasibility of cognitive behavioral therapy (CBT)-based interventions to reduce anxiety symptoms among school children in Pakistan. Methods This study was a pre-post design, two-arm, single-blinded, feasibility, randomized controlled trial. Thirty-four participants (experimental group, n = 17; control group, n = 17) were recruited from four semi-government schools in Rawalpindi with a mean age of 15 (M = 15, SD = 0.73). Two instruments Beck Anxiety Inventory for Youth (BAI-Y II) and BASC-3 Behavioural and Emotional Screening System Student (BESS-SF) were used to assess the severity of symptoms. Participants in the intervention arm received eight-group therapy CBT sessions. A two-way factorial analysis was used to examine the efficacy of CBT in reducing symptom severity. Results This study’s findings showed that in comparison to the wait-list control group, CBT successfully improved anxiety symptoms among school children while enhancing their social skills. Conclusion This study will help improve the treatment for anxiety in Pakistan by prioritizing school-based intervention and group-based CBT intervention. Trial registration The trial has been registered at the American Economic Association’s registry for randomized controlled trials. RCT ID: AEARCTR-0009551. Registered 2022–07-04.

show abstract

Effects of counseling strategies among undergraduate students' achievement in measurement and evaluation in a tertiary institution in Anambra state

Akujieze

2024

Shodh Sari

View full text Add to dashboard Cite

This quasi-experimental study investigates the effects of counseling strategies on undergraduate students’ achievement in Measurement and Evaluation within tertiary institutions in Anambra State. The research design involved a random sample of 20 undergraduate students enrolled in Measurement and Evaluation courses across various tertiary institutions. The study employed three distinct counseling strategies: Cognitive-Behavioral Therapy (CBT), Person-Centered Therapy, and Solution-Focused Brief Therapy (SFBT). The researcher designed an Achievement Test in Measurement and Evaluation (AATME) as the primary instrument for data collection, comprising of numerous decision questions lined up with the educational plan. Pre-test and post-test measures were directed to the two gatherings, and the information were investigated utilizing mean and standard deviation. The discoveries expect to give understandings into the differential impacts of directing techniques on understudies’ scholarly accomplishment in Estimation and Assessment. By looking at pre-test and post-test scores between gatherings, the review adds to the current writing on guiding adequacy in instructive settings. The examination holds suggestions for teachers, guides, and policymakers, offering proof-based understandings into the plan and execution of directing mediations customized to the special necessities of college understudies in the field of Estimation and Assessment.

show abstract

Qualitative analysis of school children's experience of receiving “Coping Cat program”: A cognitive behavioral therapy program for high anxiety

Cited by 4 publications

References 52 publications

Efforts to Overcome Adolescent Academic Anxiety through Intervention Programs with a Cognitive-Behavioral Therapy Approach

Efforts to Overcome Adolescent Academic Anxiety through Intervention Programs with a Cognitive-Behavioral Therapy Approach

School-based intervention for anxiety using group cognitive behavior therapy in Pakistan: a feasibility randomized controlled trial

Effects of counseling strategies among undergraduate students' achievement in measurement and evaluation in a tertiary institution in Anambra state

Contact Info

Product

Resources

About