Pembinaan Modul Intervensi Terapi Kognitif dan Kesan ke Atas Resilien Remaja Sekolah

Nasir, Len (2023) Pembinaan Modul Intervensi Terapi Kognitif dan Kesan ke Atas Resilien Remaja Sekolah. PhD thesis, UNIMAS.

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Abstract

Development of Cognitive Therapy Intervention Module and Its Effects on School Adolescents’ Resilience The phenomenon of disciplinary decline among school adolescents these days is drastically becoming more alarming, and the escalating number of adolescents engaged with various forms of misconduct is turning out to be more evident. The problems of misconduct such as being aggressive, disobedient, disruptive, and antisocial are becoming increasingly prevalent in schools. Therefore, resilience factors play an important role in protecting adolescents from falling into the crisis of disciplinary problems. This study aims to develop the Cognitive Therapy Intervention (CTI) module and test its effects on school adolescents’ resilience. This study involves two phases; phase one is the development process of CTI and phase two is for testing the effects of CTI on the school adolescents’ resilience. In the first phase, there were two processes involved in developing this module which include the verification of the module’s content validity by experts from the counselling field, and also a pilot study conducted by the researcher to obtain its reliability value. The results obtained showed a validity index of 0.86 and 0.83 for reliability. Therefore, based on these significant indexes, it shows that the CTI module is suitable to be used as an intervention. In the second phase, the effects of CTI was tested by applying a true experimental study design, pretest, posttest randomized control group. This follow-up test was conducted for a period of one month after the post-test was administered in order to observe the consistency of the intervention. There were sixty students selected as the subjects based on random assignment and they were equally divided into two groups, namely the treatment group (thirty subjects) and the control group (thirty subjects). In the treatment group, the subjects were given a total of eight interventions in the form of weekly group sessions, in a vii duration of eight weeks. Meanwhile, the control group was not administered any interventions during the whole period of this study. The instrument used in this study is the Resilience Scale (RS) which consists of five variables which includes perseverance, self�reliance, existential aloneness, meaning, and equanimity. This instrument is used to measure the effects of CTI on the resilience level of the teenagers with behavioural problems. The data was then analysed using ANOVA and SPANOVA with the significance level of 0.05. The results of this study have significantly indicated that there is an increase in the min score value in the resilience level of the treatment group compared to the control group in both the post-test and follow-up test. Therefore, it is proven that CTI is effective in increasing the resilience level among school adolescents. The implication of this study contributes to the guidance and counselling service with the success of developing the CTI module. By combining cognitive theory application with elements of resilience, it has helped to increase the resilience level of school adolescents. In the future, the study may be expanded to other types of school to compare treatment effects. The future study can also include the qualitative aspects to allow for a deeper understanding and a longer period. Keywords: Cognitive therapy intervention, resilience, school adolescents, development of the module, true experimental study design

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