The comparison between self-confidence and symptoms of aggression and hyperactivity (ADHD) in children

Nosouhian, Hajar; Javadi, Farnoosh

doi:10.1080/03004430.2016.1230608

Cited by 1 publication

(1 citation statement)

References 27 publications

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“…Konsisten dengan model medis psikiatri, tujuan keseluruhan treatmen CBT adalah pengurangan gejala, peningkatan fungsi, dan remisi gangguan. Untuk mencapai tujuan ini, pasien menjadi peserta aktif dalam proses pemecahan masalah kolaboratif untuk menguji dan menantang validitas kognisi maladaptive (Castella et al, 2014;Nosouhian & Javadi, 2018) dan untuk memodifikasi pola perilaku maladaptif. Dengan demikian, CBT modern mengacu pada intervensi yang menggabungkan berbagai teknik yang berfokus pada kognitif, perilaku, dan emosi (Castella et al, 2014;Essau et al, 2019;Maric et al, 2018).…”

Section: Pendahuluanunclassified

Efektifitas Cognitive Behaviour Therapy di Sekolah: Meta Analisis Review

Hidayati

Hidayah

Ramli

et al. 2020

n.a.Couns.j.kaji.konseling.dan.pendidik

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Cognitive behavioral therapy (CBT) is a popular therapy that is applied to various problems. The purpose of this study is to provide a survey approved by a meta-analysis supported by CBT. This study reviews 10 meta-analytic studies and discusses CBT in students in schools for the following problems, namely: Anxiety, Emotion, Self-Confidence, Self-Efficacy, and CBT Based on Local Wisdom. Additional analytical meta review to address CBT problems for various problems in school children. The strongest support for CBT is from monitoring and transition. CBT showed a higher response rate and was widely considered in these 7 reviews and only three reviews reported that CBT had a lower response rate in care. In general, the CBT evidence base is very strong. However, additional research is needed to study the efficacy of CBT for randomized controlled studies. In addition, using CBT in schools depends on the level of education and age of children.

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