scholarly journals Reducing Emotional and Behavioral Problems by Improving Life Skills and Self-Esteem of Institutionalized Children: Effectiveness of an Art-Based Intervention

2020 ◽  
Vol 35 (3) ◽  
pp. 595-616
Author(s):  
Zoya Amjad ◽  
Humaira Jami
Keyword(s):  
Behavioral Problems ◽  
Life Skills ◽  
Self Esteem ◽  
Assessment Scale ◽  
Emotional And Behavioral Problems ◽  
Skills Assessment ◽  
Control Group ◽  
Post Test ◽  
Strengths And Difficulties ◽  
Experimental Group

The present study aimed to evaluate the effectiveness of an art based intervention program on reducing emotional and behavioral problems by improving life skills and self-esteem of institutionalized children. Pre-test Post-test control group design was used for the purpose of the study. Scales used were the English caregiver version of the Strengths and Difficulties Questionnaire (Goodman, 1977), Urdu self-report version of the Strengths and Difficulties Questionnaire (Younis, Jami, & Masood, 2016) and Rosenberg’s Self-Esteem Scale (Rosenberg, 1965). The Life Skills Assessment Scale was developed and validated. The study was conducted at Child Protection Bureau, Rawalpindi containing a sample of 28 boys aged 11 to 17. After screening based on the assessment of the teacher on The Life Skills Assessment Scale and SDQ, children were randomly assigned to control and experimental groups. Pre-test was conducted with the children using SDQ and Rosenberg’s Self-Esteem Scale while the teacher had filled SDQ and the Life Skills Assessment Scale. The experimental group received four weeks of an art based intervention while the control group received regular classroom lectures on life skills. After post-test and analysis in SPSS 21, results confirmed that life skills and self-esteem of the experimental group improved significantly while emotional and behavioral problems decreased.

scholarly journals Pelatihan Teknik Asertivitas untuk Meningkatkan Self-Esteem Korban Bullying

2016 ◽  
Vol 2 (1) ◽  
pp. 15
Author(s):  
Amalia Hana Firdausi ◽  
Maria Goretti Adiyanti
Keyword(s):  
Primary School ◽  
Peer Interactions ◽  
Self Esteem ◽  
Control Group ◽  
Test Design ◽  
Post Test ◽  
Bullying Victims ◽  
And Control ◽  
Experimental Group ◽  
Quasi Experiment

The purpose of this study is to examine the effect of assertiveness techniquestraining to improve bullying victims’ self-esteem. This study was a quasi experiment withuntreated control group with pre-test and double post-test design. The data werecollected by using adaptation instrument of Peer Interactions in Primary School (PIPS)Questionnaire, assertiveness scale, and self-esteem scale. The subjects were 18 students in4 th -5 th grade who are indicated as bullying victims and have self-esteem scores categorizedin low to moderate levels (8 students in experimental group and 10 students in controlgroup). The result of the Mann Whitney U test showed that there was no difference inself-esteem scores between the experimental and control group during the pretest (p >0.05). After being treated, the differences in self-esteem scores were significant with Z = -3.113; p = 0.002 (p < 0,01) between the experimental group and control group, in which themean score of self-esteem in the experimental group was higher than the control group

scholarly journals The Efficacy of the “Dat-e Adolescence” Prevention Program in the Reduction of Dating Violence and Bullying

2019 ◽  
Vol 16 (3) ◽  
pp. 408 ◽  
Author(s):  
Noelia Muñoz-Fernández ◽  
Javier Ortega-Rivera ◽  
Annalaura Nocentini ◽  
Ersilia Menesini ◽  
Virginia Sánchez-Jiménez
Keyword(s):  
Dating Violence ◽  
Behavioral Problems ◽  
Prevention Program ◽  
Growth Models ◽  
Control Group ◽  
Efficacy Evaluation ◽  
Multiple Group ◽  
Study Results ◽  
Post Test ◽  
Experimental Group

Background: The aim of this study was to assess the efficacy of the school-based “Dat-e Adolescence” prevention program in the reduction of dating aggression and victimization and bullying in adolescents. Method: a RCT design with three waves (pre-test, post-test and follow-up six months apart) and two groups (an experimental group and a control group) were used. One thousand four hundred and twenty three (1423) adolescents, mean age 14.98 (557 in the experimental group) participated in the study. Results: Efficacy evaluation was analyzed using Multiple-group latent growth models and showed that the Dat-e Adolescence program was effective in reducing sexual and severe physical dating violence and bullying victimization. Conclusions: The results suggest that dating violence prevention programs could be an effective approach for tackling different behavioral problems in adolescence given the protective and risk factors shared between dating violence and bullying.

scholarly journals The Effectiveness of Sandplay Therapy to Improve Students’ Self-Esteem: A Preliminary Study in Brunei Darul Salam

2018 ◽  
Vol 9 (1) ◽  
pp. 23
Author(s):  
Azizi Yahaya ◽  
Ismail Maakip ◽  
Peter Voo ◽  
Sharon Kwan Sam Mee ◽  
Khairiah Hanna Kifli
Keyword(s):  
Self Esteem ◽  
Repeated Measure ◽  
Control Group ◽  
Social Self ◽  
Sandplay Therapy ◽  
Brunei Darussalam ◽  
Significant Difference ◽  
Main Effect ◽  
Post Test ◽  
Experimental Group

Purpose: This research was conducted to identify the effectiveness of sandplay therapy to improve students&rsquo; self-esteem among students. Methods: The sample was 16 students for experimental group, who received sandplay therapy, in comparison to the 16 students from control group who did not receive any treatment intervention. The instrument used in this research was Self-Esteem Inventory developed by Coopersmith. Data were analyzed using SPSS version 22 using Manova Repeated Measure Method, pre-test and post-test instruments. Results: The results from multivariate Pillai&rsquo;s Trace test shows the main effect of the sandplay therapy from the post-test is significant F (5, 11) = 41.372, p&lt;.05. The univariate shows that there is significant difference of the sandplay therapy to the general self-esteem F (1, 15) = 49.853 &alpha;&lt;.05, social self-esteem F (1, 15) = 63.646 &alpha;&lt;.05, parental self-esteem F (1, 15) = 82.924 &alpha;&lt;.05 and academic self-esteem F (1, 15) = 80.071 &alpha;&lt;.05. Conclusions: Sandplay therapy can be used in school to help students improve their self-esteem. Given this, one of the issues relating to adolescents is low self-esteem. Therefore, by applying sandplay therapy can minimize the issue surrounding low self-esteem among adolescents particularly in Brunei Darussalam However, since limited study on the usage of this kind of therapy, it is suggested that further study on the applicability of this therapy should be conducted.

scholarly journals KETERAMPILAN PSIKOLOGIS MODEL BIMBINGAN KONSELING PROAKTIF UNTUK GURU SEKOLAH DASAR

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
Nuryati Atamimi
Keyword(s):  
Work Motivation ◽  
Self Esteem ◽  
Control Group ◽  
Guidance And Counseling ◽  
Psychological Skills ◽  
Research Subjects ◽  
Significant Difference ◽  
Post Test ◽  
Counseling Model ◽  
Experimental Group

Abstrak: Model bimbingan dan konseling proaktif dirancang sebagai upaya untuk melatih dan membekali para guru dengan kemampuan psikologi yang diperlukan. Penelitian ini dilakukan di MIN Tempel Sleman Yogyakarta. Terdapat delapan guru yang termasuk dalam kelompok perlakuan dan delapan wali murid sebagai kelompok kontrol. Subjek penelitian dipilih menggunakan metode purposive sampling. Penelitian ini menggunakan rancangan quasi experiment dengan pre-test dan post-test. Model BK-Proaktif diberikan melalui pelatihan keterampilan psikologi oleh tim 6 jam setiap hari selama 2 hari. Peneliti mengamati efektivitas perlakuan selama 4 bulan sejak perlakuan diberikan dengan mengamati dan menginterviu subjek penelitian dan orang-orang yang telah mengenal subjek lebih dari satu tahun. Post-test diberikan saat observasi terakhir. Analisis data diolah menggunakan analisis kuantitatif, statistik Mann Whitney dan analisis kualitatif yang menggunakan observasi dan wawancara. Hasil penelitian menemukan bahwa tidak ada perbedaan persepsi diri, self-esteem, dan motivasi kerja antara kelompok perlakuan dan kelompok kontrol pada Pre-post 2. Kata Kunci: bimbingan konseling, persepsi diri, harga diri, motivasi kerja PSYCHOLOGICAL SKILLS OF PROACTIVE GUIDANCE AND COUNSELING MODEL FOR ELEMENTARY SCHOOL TEACHERS Abstract: The model of proactive guidance and counseling was compiled as an effort to train and equip school teachers with psychological skills needed. This study was carried out at MIN Tempel Sleman Yogyakarta. There were 8 teachers included in the experimental group, and 8 classroom teachers were included in the control group. The research subjects were selected using the purposive sampling method. The research used a quasi experiment study with a pre-test and a post-test. The proactive guidance and counseling model was given in the form of psychological skill training, by a trained team. The training took place for 2 days, 6 hours/day. The researcher monitored the effectiveness of the treatment for 4 months after training by observation and interviews with research subjects and other people who know the subjects for more than 1 year. The post-test was given at the end of the monitoring. The data were analyzed using the quantitative analysis, Mann Whitney statistics and qualitative analysis. The findings showed that there was no significant difference in self-esteem and work motivation between Post 1-Pretest and Post 2-Pretest, Post 2-Pretest and Post 2-Post1 variables. There was no significant difference in self-esteem variables between Post 1-Pretest and Post 2-Pretest, Post 1 - Post 2 and Pretest - Post. Finally, the research confirmed that there was no difference in self-perception, self-esteem, and work motivation between the experimental group and the control group on Pretest-Post 2. Keywords: guidance counseling, self perception, self-esteem, work motivation

Feeling of Loneliness in Deaf Adolescents: the Effect of an Online Life Skills Program

2018 ◽  
Vol 5 (1) ◽  
pp. 121-129
Author(s):  
Guita Movallali ◽  
Zeynab Musavi ◽  
Elham Hakimi-Rad
Keyword(s):  
Hearing Impairment ◽  
Repeated Measures ◽  
Life Skills ◽  
Social Cognitive ◽  
Skills Training ◽  
Control Group ◽  
Online Counseling ◽  
Post Test ◽  
Convenience Sampling ◽  
Experimental Group

Abstract The aim of the current study was to investigate the effect of life skills training on the reduction of feeling of loneliness among deaf and hard of hearing adolescents.This study had a pretest-post test with control and experimental group design using convenience sampling. The Feelings of Loneliness Questionnaire developed by Dehshiri (1387) was filled in by 275 individuals who were joined in a special social network for the deaf. The age rang of the sample group was from 17 to 37. Thirty of them who had the lowest scores in feelings of loneliness were randomly assigned to two fifteen-person groups. The experimental group received online life skills-based education, while the control group received no intervention. The training was performed in ten 120- minutes sessions. The data were analyzed by ANCOVA and repeated measures test. The results indicated that the online life skills-based training program reduced feelings of loneliness caused by a lack of interaction with friends and family in deaf adolescents. According to the results of this study life skills are so important for deaf adolescents and paying attention to these skills is a social necessity through which the mental health of individuals with hearing impairment and deafness can be improved. In addition, regarding the effectiveness of online life skills-based education and considering the inaccessibility of conventional consultation for all of individuals with hearing impairment and deafness, online counseling and also online social, cognitive, and consultative rehabilitation can be used and is recommended in other domains.

scholarly journals The Effects of Quality Books for Children and the Metacognitive Strategy on Students’ Self-Esteem Levels

2016 ◽  
Vol 6 (1) ◽  
pp. 72 ◽  
Author(s):  
Erkan Cer ◽  
Ertugrul Sahin
Keyword(s):  
Reading Comprehension ◽  
Self Esteem ◽  
Metacognitive Strategy ◽  
Control Group ◽  
Study Results ◽  
Before And After ◽  
Eighth Grade Students ◽  
Post Test ◽  
Quasi Experimental ◽  
Experimental Group

Using a quasi-experimental design with pre-test and post-test control groups, 93 eighth grade students were randomly assigned either to the experimental or to the control group and responded to the Rosenberg Self-Esteem Scale two weeks before and after the intervention. While the students in the experimental group were instructed in quality books for children and reading comprehension skills based on metacognitive strategy for 10 weeks, the control group only received typical non-quality books. Study results showed that while the pre-test self-esteem scores of the students in both groups were similar before the intervention, the post-test self-esteem scores of the students in the experimental group were significantly higher than of those in the control group. Quality books and metacognitive strategy for students may not only help improve reading comprehension but also may increase self-esteem level.

scholarly journals The Effect of Drama Activities on the Life Skills of Five-Year-Old Children

2019 ◽  
Vol 12 (8) ◽  
pp. 46
Author(s):  
Remziye CEYLAN ◽  
Feride GÖK ÇOLAK
Keyword(s):  
Experimental Design ◽  
Data Collection ◽  
Life Skills ◽  
General Information ◽  
Control Group ◽  
Sample Group ◽  
Post Test ◽  
And Control ◽  
Academic Year ◽  
Experimental Group

The purpose of this study is to investigate the effects of drama activities on the life skills of five-year-old children. Experimental design with pretest posttest control group was used in the study. The sample group of the study consisted of 32 children aged five years who were educated in a kindergarten in Istanbul province in the academic year of 2017-2018. In the study, “General Information Form” and “Preschool Life Skills Scale” were used as data collection tools. A total of 24 drama activities have been applied to the children in the experimental group for three times a week for eight weeks. After drama activities were completed, the same scale was applied as a post-test for the experimental and control group and four weeks later as a permanence test for the experimental group. As a result, drama activities have been found to be effective in supporting life skills.

scholarly journals The impact of sandtray therapy in group counselling towards children’s self-esteem

2018 ◽  
Vol 8 (2) ◽  
pp. 58-66
Author(s):  
Gooh Mo Lee ◽  
Ku Suhaila Ku Johari ◽  
Zuria Mahmud ◽  
Linda Jamaludin
Keyword(s):  
School Administrators ◽  
Therapy Group ◽  
Self Esteem ◽  
Control Group ◽  
Ministry Of Education ◽  
Sandtray Therapy ◽  
Children’S Wellbeing ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

This study is based on experimental design by making a comparison between control group and experimental group based on the pre and post test results. The objectives of the study is to identify the effect of sandtray therapy towards the improvement of the five self-esteem variables: general, social, family, academic, and lie. The subjects of the study were children aged 11 years old (n = 32) in Malaysia. The subjects were divided into two groups namely the sandtray group (n = 16) for the experimental group, who received sandtray therapy compared to control group (n = 16) who did not receive the treatment. The self-esteem inventory test will be drawn from Coopersmith (1967). The data were analyzed using SPSS version 22, Manova Recurrent Measurement, pre-test and post-test. The results of the Pillai Trace multivariate test showed that the main effects of the main variables of the post-test were F (5, 11) = 41.372, p <.05. Results from the Sphericity Assumed on table 1.6 below,  pretest and posttest of general self-esteem shows F (1, 15) = 49.853 α<.05. The results towards the social self-esteem shows F (1, 15) = 63.646 α<.05, to the parental self-esteem F (1, 15) = 82.924 α<.05, to the academic self-esteem F (1, 15) = 80.071 α<.05, and to lie self-esteem F (1, 15) = .732 α>.05.The findings of this study specify that sandtray therapy is a valuable therapeutic intervention to enhance the child’s self-esteem. Several recommendations were presented to parents, teachers, school administrators and Ministry of Education Malaysia were discussed in promoting children’s wellbeing. Keywords: sandtray therapy, group counseling, children, self-esteem

scholarly journals TEKNIK BERMAIN PERAN PADA LAYANAN BIMBINGAN KELOMPOK UNTUK MENINGKATKAN SELF-ESTEEM

Konselor ◽  
2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Addahri Hafidz Awlawi
Keyword(s):  
High School Students ◽  
Role Playing ◽  
Self Esteem ◽  
Control Group ◽  
School Students ◽  
Guidance Service ◽  
Post Test ◽  
Group 3 ◽  
Experimental Group ◽  
Group Guidance

The discovery from this research are: (1) condition of self-esteem of high school students in particular 8 students experiment is still relatively low. (2) There were significant differences between students’ Self-Esteem in pre-test and post-test from Experimental group. (3) There was no significant defferences between Self-Esteem in pre-test and post-test from control group students. (4) There were significant differences between students’ Self–Esteem  in post-test from Control group and post-test from Experimental group. Based on the discovery above, we can conclude that implemeting role playing  is effective to be used in group guidance service to increase students’ Self-Esteem.  This research shows that is important to apply role playing in group guidance service that espoused with supervision from teacher and counselor at school, so that it can increase students’ Self-Esteem.

scholarly journals The Relation Between Self-Esteem Development and Learning Breaststroke Swimming Performance

2016 ◽  
Vol 12 (20) ◽  
pp. 164
Author(s):  
Khitam Mousa Ay
Keyword(s):  
Swimming Performance ◽  
Self Esteem ◽  
T Test ◽  
The Self ◽  
Control Group ◽  
Physical Practice ◽  
Skill Performance ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

This study investigates the relation between self-esteem development and learning to perform the breaststroke swimming skill. Twenty four female students from physical education faculty at the university of Jordan (19 ± 0.5) years of age, who were assigned in swimming course (2) in the first semester 2014/2015. After completing the self-esteem Questionnaire (Robson Self-Esteem Questionnaire, 1989) the subjects were randomly divided into two groups: experimental group (n=12) received physical practice of the breaststroke swimming skill performance, and dialogues for self-esteem development, and control group (n=12) received only physical practice of the breaststroke swimming skill performance. Two measurements were taken; both groups were measured at the beginning (pre-test), in order to establish that all students started at the same level of performance and global self-esteem level, after the pre-test of the breaststroke skills performance, all subjects filled out the self-esteem questionnaire. After the completion of the intervention the final measurements were taken (post-test), to note the impact of the intervention on the student`s performance in breaststroke swimming skills and selfesteem improvement. Statistical analysis included t-Test for mean at pre and post test for the two groups and t-Test for mean at post test in the two groups. The results showed significant differences (p < 0.05) in post test between the two groups in favor of the experimental group. In conclusions learning new swimming skills performance engaged to dialogues for self-esteem development enhanced learning and improved skills performance of the breaststroke swimming.

Sign in / Sign up

Export Citation Format

Share Document