The Effectiveness of Cognitive Behavioural Therapy (CBT) Treatment Group on Self-concept Among Adolescents

The purpose of this study was to examine the effects of Cognitive Behavioural Therapy Treatment Group (CBT) on self-concept among adolescents with low self-concept through a combinatory approach of Cognitive Behavioural Therapy (CBT) and Multidimensional Self-concept Model (MSCM). The measurement of the effectiveness of CBT intervention was conducted to measure the increase of self-concept and six sub-scales of self-concept, namely, social, ability, emotion, academic, family and physical self-concepts. Treatment Group. This study was conducted on Form Four students in schools in the state of Selangor. The instruments used consist items on personal information and Multidimensional Self-concept Scales Questionnaires (MSCSQ). 73 subjects were selected and divided into one treatment group and one control group. The CBT group consists of 31 students who were further divided into three small groups (R1a=11, R1b=10 and R1c=10) and one control group (K1=42). The subjects in the treatment group were given eight sessions of treatment within the duration of eight weeks. Data was analysed using descriptive analysis, ANOVA dan MANCOVA with a significant level of .01 dan .05 respectively. The findings revealed that CBT on the treatment group has significant effect on the dependent variables of self-concept and sub-scales of self-concept as compared to the control group. This study contributes to continuous improvement of councelling program as it succeeds in designing a group treatment model utilizing a combinatory approach of CBT-MSCM to increase the selfconcept among adolescents effectively. © Centre for Promoting Ideas, USA www.ijhssnet.com 114 1.0 Introduction Self-concept is important in human development. According to Combs (1981) self-concept often refers to the individual’s personal experience. Others extend the meaning of self-concept to mean a holistic view on self perception based on individual’s self experiences (Maslow 1954; Allport 1955; Shavelson et al. 1976; Rogers 1951, 1961, 1970, 1977; Coopersmith 1967; Rosenberg 1986; Bracken 1992, 1996; Tarrant et al. 2006; Craven dan Marsh 2004; De Brito 2004; Sieverding 2004; Atan Long 1978; Habibah and Noran Fauziah 2002; Ma’rof 2003). Humans process these experiences into information and behave in ways that will further enhance behavioural self-concept (Norem-Hebeisen, 1981). Combs (1981) acknowledges the dynamics of human behavioural self-concept as important contribution to the field of human psychology. The dynamicism of self-concept means that it is always developing and hence, become an important part in examining human development. In fact, it has become more important as various changes, modernization, competition occur in today’s challenging era. Self-concept is regarded as an important psychological construct in human and has significant influence on other variables. In the field of education, Lillemyr et al. (2004) proposed that schools in the West should see the learning processes from a wider perspective based on the assumption that the development of self-concept is important as a motivational factor for students. In addition, Seaton et al. (2004) explained that the positive nurturing of academic self-concept is an important educational aim. This is further supported by a study done by Ming dan Kong (2003), who concluded that many students who lack motivation and have learning problems are those who have low level of self-concept. Thus, intervention programs and councelling on improving self-concept is important to help students to overcome their learning problems and improve their lives. 2.0 Statement of Problem In this era of globalization, students are among those who have to face multiple problems such as family relationship, competition, peer socialization as well as the negative influences that surround their environment. Bracken (1992), claimed that all interactions occuring within the students’ social environment which give pressure to them will influence the development of their self-concept. Marsh dan Craven (2003), agreed that enjoyment, appreciation and achievement will increase one’s self-concept, while sadness, condemnation and failure will form one’s low self-concept. The importance of self-concept is that it influences the process of reflecting and evaluating one’s self-concept from other people’s perspective which will have impact on their feelings, personal identity and behaviours (Ma’rof 2003). According to a study by Johansson (2004) the present education system also contributes to the development of negative self-concepts.. One of the alternatives to overcome this problem, according to O’mara, Craven and Marsh (2004) is seen in relationship of the effectiveness of self-concept development intervention with various benefits in other psychological variables. The effectivens seen to correlate with other various psychological variables. This is proven through the correlational study of self-concept development and the increase of career awareness and locus of control (Mohammad Hashim 2003), the decrease of truancy (Rahimi 2006), increase academic achievement (Bossing dan Sesseen 1980; Craven and Marsh (2004); as internal motivational source (Lillemyr et al. 2004), increase ability and physical being (Annie 2007), increase acceptance of ones’ physiques (Deborah and Annie 2007), increase family relationship, peer relationship and to decrease depression (King et al. 2002), increase problem solving solution (Hay et al. 2000) etc. Thus, Johansson (2004) suggested that the self-concept variable needs to be given due attention in student development programs. This is because it has significant effect with other important variables both in education as well as in the personal lives of the students. 3.0 Purpose of Study The aim of the study was to examine the effectiveness of CBT on self-concept and its sub-scales. The specific aims were as follow; i) To examine whether there is significant difference in the pre-test and post-test measurement of the mean of self-concept between treatment group and control group. ii) To examine whether there is significant difference in the pre-test and post-test measurement of the mean of sub-scales self-concept variables, which are social self-concept (SSC), ability self-concept (ABS), affective self-concept (AFC), academic self-concept (ASC), family self-concept (FSC)) dan physical selfconcept (PSC) between treatment group and control group. Based on the purpose of the study, it is developed as experimental-based research to test the effectiveness of CBT in treating and improving self-concept among the subjects of the study. © Centre for Promoting Ideas, USA www.ijhssnet.com 115 3.0 Research Design The research was designed as a quantitative study and was experimental. According to Mohd. Majid (1998) a quantitative study aims to test a hypothesis and examine the relationship between variables. This study used pre-test and post-test measurement on the effectiveness of CBT on the self-concept in the treatment group as well as the control group as shown in Table 1. Table 1 Experimental design for the research on the effectiveness of CBT on self-concept and peer self-concept evaluation ______________________________________________________________________ Group R1 Group R1a 01 X1 02 Group R1b 01 X1 02 Group R1c 01 X1 02 Group K1 01 02 ______________________________________________________________________