scholarly journals 团体心理咨询对大学生自尊提升的干预研究

2019 ◽  
Vol 01 (02) ◽  
pp. 100-111
Author(s):  
童童 李 ◽  
艳 李 ◽  
莉 潘 ◽  
倩 黄 ◽  
喆 王
Keyword(s):  
Training Program ◽  
Interpersonal Relationship ◽  
Personal Communication ◽  
Self Esteem ◽  
Control Group ◽  
Big Five Personality ◽  
Relationship Skills ◽  
Long Time ◽  
And Control ◽  
Experimental Group

目的：探讨团体心理咨询对大学生自尊提升的干预效果以及内在影响机制。方法：招募18 名大学生为研究对象，采用实验组与控制组前后测量的实验设计，实验组接受为期6 周的自尊提升团体心理咨询，使用自尊量表、人际关系综合诊断量表和大五人格量表进行测试。结果：团体心理咨询后，实验组被试的自尊水平提高[（32.67±3.12）vs.（29.33±3.24）， p< 0.001]，人际关系综合诊断量表总分[（6.62±3.66）vs.（12.00±5.27）， p< 0.001] 及人际关系维度分数[（2.11±1.36）vs.（4.00±1.94），p= 0.009] 下降，大五人格问卷外倾性[（3.51±0.31）vs.（3.30±0.41） ，p= 0.002] 与责任心[（3.65±0.34）vs.（3.43±0.35） ，p= 0.026] 分数提高。结论：团体心理咨询对大学生自尊提升的干预有效，这一干预效应存在潜在的长期效应，其内在机制可能是人际关系困扰的降低；自尊提升能够内化成为个体人格外倾性的一部分。 Objectives： This study is focused on a six-week group psychological guidance to enhance self-esteem and to explore its intrinsic mechanism. Methods：Totally 18 students were randomly assigned to one of two group： experimental group（n=9） and control group（n=9）. The experimental group received six-week training program to enhance self-esteem， as compared as control group who received only baseline and post-six-week measurement which included the self-esteem scale，the interpersonal relationship comprehensive diagnosis scale， and the Big Five personality scale. Results： After the training program， the experimental group’s selfesteem was improved [（32.67±3.12）vs.（29.33±3.24）]， total score[（6.62±3.66）vs.（12.00±5.27）] and inter-personal communication[（2.11±1.36） vs.（4.00±1.94）] score of the interpersonal relationship comprehensive diagnosisscale were declined， and score of extraversion[（3.51±0.31）vs.（3.30±0.41）] and conscientiousness[（3.65±0.34）vs.（3.43±0.35）] were increased. Conclusion： It proves that group psychological guidance could enhance students’ self-esteem for a long time， and self-esteem could be a part of personality. The most important is that the improvement of relationship skills could explain why group psychological guidance could enhance self-esteem.

scholarly journals Transformative Consciousness for Intrapersonal and Interpersonal Skills Development

2015 ◽  
Vol 2 (1) ◽  
pp. 13-20
Author(s):  
Jennifer L. Tuazon ◽  
Grace E. Gomez
Keyword(s):  
College Students ◽  
Interpersonal Skills ◽  
Comparison Group ◽  
Interpersonal Relationship ◽  
Control Group ◽  
Self Awareness ◽  
Control Group Design ◽  
Relationship Skills ◽  
And Control ◽  
Experimental Group

This paper is a slice of a big project exploring the transformative consciousness among college students. Drawn from Wolinsky’s (1993) notion and exemplars of quantum consciousness exercises, researchers of this study developed and validated eight modules named as the transformative consciousness exercises and established their effects on the intrapersonal and interpersonal relationship skills among college students. Using an experimental research methodology, particularly the randomized pretest- and posttest-control-group design (Fraenkel, Wallen, & Hyun, 2012), the researcher-made Intrapersonal and Interpersonal Relationship Skills Scale (IIRSS) was administered to the randomly selected 23 students in the experimental group and 21 students in the comparison group. No significant differences were found between the two groups prior to the intervention. For eight weeks, at a one-and-a-half-hour session per meeting, the experimental group underwent the transformative consciousness program while the control group underwent the self-awareness program. Results showed that there were significant differences found between the experimental and control group. Furthermore, the intrapersonal and interpersonal skills of students in the experimental group were higher than those who were in the comparison group; and such difference was significant. Thus, it could be construed that transformative consciousness exercises may have been instrumental in increasing the participants’ intrapersonal and interpersonal relationship skills. The use of these modules, for intervention and further research, is hereby recommended for those interested in transformative consciousness studies.

scholarly journals The Impact of a Play-Based Training Program on Reducing the Negative Effects of Students Abuse and Improving Their Self-Esteem

2019 ◽  
Vol 12 (8) ◽  
pp. 94
Author(s):  
Hisham Ali Aldmour
Keyword(s):  
Training Program ◽  
Self Esteem ◽  
Control Group ◽  
Negative Effects ◽  
Control Groups ◽  
Self Assessment ◽  
Level Of Significance ◽  
And Control ◽  
The Impact ◽  
Experimental Group

The aim of this study was to investigate the effect of a play-based program on reducing the effects of student’s abuse and to improving their self-esteem. To achieve this goal, a sample was selected and composed of 60 male and female abused students. They were divided into two groups: control group and experimental group which both consisted of 30 students. The experimental group was divided into two groups: the first consisted of 15 male students, while the second consisted of 15 female students. The measure of exposure to abuse and the self-assessment scale were applied as an anterior and posterior test of both experimental and control groups. The experimental group was only exposed to training through the training program. After completing the data collection, the means and standard deviations of the performance of the experimental and control groups were calculated on the study scales. The multivariate variance analysis was also conducted to identify the impact of the training program on gender. The results of this study showed statistically significant differences at the mean level (α ≤ 0.05) between the performance mean of experimental and control groups. These differences were in favor of the experimental group that improved their level of self-esteem and decreased the level of exposure to abuse. The results also showed that there were no statistically significant differences at the level of significance (α ≤ 0.05) between the female and male performance means.

scholarly journals Effectiveness of using a role playing strategy in developing dialogue skills in a language subject for students in the third grade intermediate in Hafr Al-Batin: فاعلية استخدام استراتيجية لعب الأدوار في تنمية مهارات الحوار في مادة لغتي لدى طلاب الصف الثالث المتوسط بحفر الباطن

2017 ◽  
Vol 1 (4) ◽  
Author(s):  
Mohammed bin Majed bin Shariah al - Shammari
Keyword(s):  
Role Playing ◽  
Self Esteem ◽  
Third Grade ◽  
Control Group ◽  
Control Groups ◽  
Teaching Role ◽  
Third Grade Students ◽  
The Mean ◽  
And Control ◽  
Experimental Group

The aim of this study was to identify the effectiveness of teaching role playing strategy in developing dialogue skills in the immortal language of the intermediate third grade students. To achieve the objectives of the study, the researcher used the semi-experimental method by designing the two equal groups. The sample contains 51 students, 26 students for the control group and 25 students for the experimental group. The researcher used the statistical treatments using the SPSS program, The study has resulted in The results showed that the level of dialogue skills on the student scale among the average third-grade students in the experimental and control groups was medium. The mean of the two groups was on all dialogue skills (2.23). The skill of expressing the opinion is one of the most common dialogue skills, (2.25), while the skill of listening and listening is second, with an average of (2.24), followed by self-esteem in third place with an average of 2.23. Finally, ). In addition, there were statistically significant differences at the level of α 0.05 0.05 in post-performance in all dialogue skills (self-esteem, good listening and listening, respect for others, expression of opinion). In the light of its findings, the researcher made a number of recommendations.

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 Effects of cognitive cehavioral play therapy techniques on low self-esteem among students

Konselor ◽  
2020 ◽  
Vol 9 (4) ◽  
Author(s):  
Merikan Aren ◽  
Aruna Rauna Duamit
Keyword(s):  
University Students ◽  
Play Therapy ◽  
Self Esteem ◽  
Cognitive Behavioral ◽  
Control Group ◽  
Group Counselling ◽  
Significant Difference ◽  
The University ◽  
And Control ◽  
Experimental Group

This study aims to determined the effects of Cognitive Behavioral Play Therapy (CBPT) techniques on low self-esteem among UNIMAS Students. More specifically, this study identified the effects of Cognitive Behavioral Play Therapy (CBPT) techniques in experimental group at pretest and posttest on low self-esteem among UNIMAS students and to identified the effects of Cognitive Behavioral Play Therapy (CBPT) techniques in control group at pretest and posttest on low self-esteem among UNIMAS students. A case study design is distributed questionnaire called as Rosenberg Self-Esteem Scale (RSES) and counselling sessions. Purposive sampling is used to get the most suitable respondents for this study. The findings of this study have revealed there were significant difference at pretest and posttest among respondents in experimental group and control group which were respondents in experimental group increased their level of self-esteem, while there were respondents decreased their level of self-esteem in control group. Counselling sessions utilizing Cognitive Behavioral Play Therapy (CBPT) techniques have increased the level of self-esteem among UNIMAS students in experimental group who attended the group counselling sessions because they have low level of self-esteem. All the dialogues that been stated by the client in the counselling sessions about their self-esteem can be related to respondents’ personality, cognitive, behavior, emotions and actions. The findings of this study have implications towards University students and counsellor. As for the university students, they gained insight, understanding and knowledge the importance of having good level of self-esteem. For the counsellor, counsellor being helpful, trusted and skillful which after utilized the CBPT techniques, they gained new skills and knowledge on that particular therapy.

Evaluation of a Videodisc-Based Social Skills Training Program

1989 ◽  
Vol 10 (2) ◽  
pp. 86-98 ◽  
Author(s):  
Ron Thorkildsen ◽  
Julie Fodor-Davis ◽  
David Morgan
Keyword(s):  
Elementary School ◽  
Social Skills ◽  
Social Behavior ◽  
Training Program ◽  
Social Skills Training ◽  
Social Behaviors ◽  
Skills Training ◽  
Self Esteem ◽  
Control Group ◽  
Experimental Group

The study helped determine the effectiveness of a videodisc-based social skills training program for mildly handicapped elementary school children. The program teaches children how to use appropriate phrasing, intonation, and body language in such social interactions as getting involved and being positive The videodisc is used to present examples of appropriate and inappropriate social behaviors, and models to imitate in subsequent role-playing activities. Six elementary school resource rooms, each containing five mildly handicapped students, were randomly assigned to participate in the program (experimental group) or to continue their regular resource room program (control group). Data on the student's social behavior, acceptance by nonhandicapped peers, self-esteem, and treatment implementation were collected over a 4-month period. Experimental group students scored significantly higher on a posttraining measure of peer acceptance and postchecklist of social skills than did control group students. No treatment effect was found for a postchecklist of social behaviors not covered in the program or on a postmeasure on self-esteem. The social behavior of the students in natural school settings was directly observed for 16 weeks. Treatment group students made a greater improvement than did control group students, but the difference was not statistically significant It was concluded that both the videodisc instruction and the peer tutoring were important to the success of the program. Videodisc program design considerations are also discussed.

Effect of multi-dimensional training program, using a combination method of TICH and ABA, on improve autistic children's behavior

2017 ◽  
Vol 41 (S1) ◽  
pp. S440-S440
Author(s):  
M. Hayati ◽  
S. Rezaie Pelleshahi ◽  
N. Farrokhi
Keyword(s):  
Training Program ◽  
Social Life ◽  
Training Session ◽  
Combination Method ◽  
Control Group ◽  
Autistic Children ◽  
Validity And Reliability ◽  
Competing Interest ◽  
And Control ◽  
Experimental Group

IntroductionAutistic children could not organize their social life direction and understanding and interpreting other sensation and only achieve so many information by looking others and instinct for creating the best space for achieving success.ObjectiveThe present study was designed to evaluate the efficacy of a multi-dimensional training program, using a combination of TICH and ABA on improving the behavior of autistic children in the city of Karaj.MethodThe population in this study was all autistic students in a boys exceptional children school in city of Karaj. All participants (n = 16) were randomly assigned in two groups, experimental group (n = 8), and control group (n = 8). This research was carried out experimentally, and multi-dimensional training program was carried out on experimental group in the context of 12 training session for 2 months and two-hour sessions per week. During this time, the control group did not receive any training. In order to collect data the Autism Diagnostic Inventory that was proven its validity and reliability has been used.The collected data were analyzed with co-variance method.ResultThe results showed that the multi-dimensional training program had significant influence on social and verbal communication skills and the reduction of stereotyped behaviors in autistic children.ConclusionTherefore, we can plan a multi-dimensional approach as a comprehensive training program for this group of children and used it weekly as an independent course in autistic children academic schedule.Disclosure of interestThe authors have not supplied their declaration of competing interest.

Memory effect as if a group of self-esteem, mental health quality of life elderly

2011 ◽  
Vol 26 (S2) ◽  
pp. 824-824
Author(s):  
T. Ahmadi Gatab
Keyword(s):  
Quality Of Life ◽  
Mental Health ◽  
Memory Effect ◽  
Self Esteem ◽  
Control Group ◽  
Group Meetings ◽  
And Control ◽  
Experimental Group ◽  
As If

IntroductionOlder people with special challenges such as increased chronic problems reduced financial resources and reduced functional abilities have encountered.ObjectivesThis study group as if the memory effect on self-esteem, mental health and quality of life for elderly people has been done.MethodsResearch methods, experimental. Statistical Society Research Babol are elderly. Sample aged 60 to cluster all the city neighborhoods selected randomly into two experimental groups (30 patients) and control (n = 30) groups. Then each of the experimental and control groups also were divided into six groups. Seniors in the experimental group meetings as if the memory control group, but group sessions in eight sessions and each session for one and a half hours they attended.ResultsThe results show that the experimental group participated in group meetings as if the memory than the control group who participated in group sessions, having self-esteem, mental health and quality of life are at a high level. The results also show that the mental health subscales (physical impairment, impaired social function, anxiety and depression) compared to the experimental group had better control of the situation.ConclusionsSeniors expressed their memories in a group, their positive and negative emotions poured out, and now that this reconciliation will lead to attitude change are elderly. On the other hand seems to have an active role in memory leads to increased confidence and improving mental health and sense of usefulness and the elderly are a result of depression and anxiety decreased.

scholarly journals Quizzes in Every Other Session Improve Undergraduate EFL Learners' Pronunciation Achievement

2017 ◽  
Vol 8 (5) ◽  
pp. 65
Author(s):  
Mohammad Reza Ghorbani
Keyword(s):  
Foreign Language ◽  
Training Program ◽  
English Literature ◽  
Control Group ◽  
Efl Learners ◽  
English Teaching ◽  
And Control ◽  
Positive Effect ◽  
Experimental Group

The proponents of frequent quizzes claim that they stimulate students and have a positive effect on their learning, while the opponents argue that too frequent quizzes might frustrate students and hinder their learning. This study examined the effect of frequent quizzes on Iranian undergraduate English as a Foreign Language (EFL) learners’ pronunciation achievement. The nonequivalent group, pretest-posttest design was employed to study two classes of English literature and English teaching students, who were taking the Phonology Course, at Kosar University of Bojnord (KUB) as the experimental group (EG) and control group (CG) respectively. Two 40-item pronunciation tests were developed based on the 3rd edition of the book Ship or Sheep written by Baker (2006). The reliability of the tests was estimated 0.78 and 0.81 respectively through KR-21 formula. After the pretest administration, both groups were exposed to the same activities; however, only the EG took the quizzes every other session. At the end of the training program, the pretests were rearranged and used as the posttests. The results of the independent samples t-tests from the posttests revealed that the EG had a better performance than the CG suggesting that EFL learners’ pronunciation achievement can improve if quizzes are used every other session.

scholarly journals The Effect of Using a Language Games-Based Electronic Program on Acquiring Oral Expression Skills among People with Learning Difficulties in English Language during Covid-19 Pandemic

MANAZHIM ◽  
2021 ◽  
Vol 3 (2) ◽  
pp. 136-150
Author(s):  
Mohmmad Khasawneh
Keyword(s):  
Training Program ◽  
English Language ◽  
Experimental Approach ◽  
Learning Difficulties ◽  
Control Group ◽  
Language Games ◽  
Expressive Performance ◽  
Oral Expression ◽  
And Control ◽  
Experimental Group

The purpose of this study was to identify the effect of using a language games-based electronic program on developing the oral expressions of people with learning difficulties in the English language during the emerging Covid-19 pandemic. The study used the experimental approach and implemented the program on a sample of 84 students, who were distributed to an experimental group (42) and a control group (42). The instruments of the study consisted of the training program and a test for the evaluation of oral expressive performance. The study found the existence of significant differences between the experimental and control groups in the acquisition of oral expression after receiving the training program in favor of the experimental group.

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