The Effect of Cognitive Behavioral Group Therapy on Children’s Self-Esteem

(1) Background: Self-esteem plays an important role in developing emotional resilience and wellbeing in children. Yet, there has been little related research on Cognitive Behavioral Group Therapy on this topic. Our aims were to assess the effect of the Child Self-Esteem CBT (CSE-CBT) protocol on chi...

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Autores principales:	Naomi Epel, Ariela Abir Zohar, Adi Artom, Anne Marie Novak, Shahar Lev-Ari
Formato:	article
Lenguaje:	EN
Publicado:	MDPI AG 2021
Materias:	children’s self-esteem cognitive behavioral group therapy children’s cognitive behavioral therapy CBGT children’s group therapy children’s wellbeing Pediatrics RJ1-570
Acceso en línea:	https://doaj.org/article/4e12fad80d924dd0890a780e37e3f383
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spelling	oai:doaj.org-article:4e12fad80d924dd0890a780e37e3f3832021-11-25T17:13:55ZThe Effect of Cognitive Behavioral Group Therapy on Children’s Self-Esteem10.3390/children81109582227-9067https://doaj.org/article/4e12fad80d924dd0890a780e37e3f3832021-10-01T00:00:00Zhttps://www.mdpi.com/2227-9067/8/11/958https://doaj.org/toc/2227-9067(1) Background: Self-esteem plays an important role in developing emotional resilience and wellbeing in children. Yet, there has been little related research on Cognitive Behavioral Group Therapy on this topic. Our aims were to assess the effect of the Child Self-Esteem CBT (CSE-CBT) protocol on children’s self-esteem in grades five and six; to assess the effect of the CSE-CBT protocol on the therapeutic process; and to explore the feasibility of delivering the CSE-CBT protocol in a school setting. (2) Methods: Eighty elementary school children in grades five and six, divided into four intervention and four control groups, attended 12 structured sessions using the CSE-CBT protocol, led by specially trained teachers. The children completed questionnaires to assess their self-esteem at the beginning and at the end of the study, and answered weekly questionnaires that assessed therapeutic process. Hierarchical linear modeling was used to analyze the data. (3) Results: The CSE-CBT protocol had a significant effect on improving children’s self-esteem over the course of the study, regardless of the children’s working alliance with the teacher leading the group. (4) Conclusions: The findings suggest that the CSE-CBT protocol has the potential to benefit children’s self-esteem and indicate that school teachers can be trained to administer the CBT-protocol.Naomi EpelAriela Abir ZoharAdi ArtomAnne Marie NovakShahar Lev-AriMDPI AGarticlechildren’s self-esteemcognitive behavioral group therapychildren’s cognitive behavioral therapyCBGTchildren’s group therapychildren’s wellbeingPediatricsRJ1-570ENChildren, Vol 8, Iss 958, p 958 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	children’s self-esteem cognitive behavioral group therapy children’s cognitive behavioral therapy CBGT children’s group therapy children’s wellbeing Pediatrics RJ1-570
spellingShingle	children’s self-esteem cognitive behavioral group therapy children’s cognitive behavioral therapy CBGT children’s group therapy children’s wellbeing Pediatrics RJ1-570 Naomi Epel Ariela Abir Zohar Adi Artom Anne Marie Novak Shahar Lev-Ari The Effect of Cognitive Behavioral Group Therapy on Children’s Self-Esteem
description	(1) Background: Self-esteem plays an important role in developing emotional resilience and wellbeing in children. Yet, there has been little related research on Cognitive Behavioral Group Therapy on this topic. Our aims were to assess the effect of the Child Self-Esteem CBT (CSE-CBT) protocol on children’s self-esteem in grades five and six; to assess the effect of the CSE-CBT protocol on the therapeutic process; and to explore the feasibility of delivering the CSE-CBT protocol in a school setting. (2) Methods: Eighty elementary school children in grades five and six, divided into four intervention and four control groups, attended 12 structured sessions using the CSE-CBT protocol, led by specially trained teachers. The children completed questionnaires to assess their self-esteem at the beginning and at the end of the study, and answered weekly questionnaires that assessed therapeutic process. Hierarchical linear modeling was used to analyze the data. (3) Results: The CSE-CBT protocol had a significant effect on improving children’s self-esteem over the course of the study, regardless of the children’s working alliance with the teacher leading the group. (4) Conclusions: The findings suggest that the CSE-CBT protocol has the potential to benefit children’s self-esteem and indicate that school teachers can be trained to administer the CBT-protocol.
format	article
author	Naomi Epel Ariela Abir Zohar Adi Artom Anne Marie Novak Shahar Lev-Ari
author_facet	Naomi Epel Ariela Abir Zohar Adi Artom Anne Marie Novak Shahar Lev-Ari
author_sort	Naomi Epel
title	The Effect of Cognitive Behavioral Group Therapy on Children’s Self-Esteem
title_short	The Effect of Cognitive Behavioral Group Therapy on Children’s Self-Esteem
title_full	The Effect of Cognitive Behavioral Group Therapy on Children’s Self-Esteem
title_fullStr	The Effect of Cognitive Behavioral Group Therapy on Children’s Self-Esteem
title_full_unstemmed	The Effect of Cognitive Behavioral Group Therapy on Children’s Self-Esteem
title_sort	effect of cognitive behavioral group therapy on children’s self-esteem
publisher	MDPI AG
publishDate	2021
url	https://doaj.org/article/4e12fad80d924dd0890a780e37e3f383
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The Effect of Cognitive Behavioral Group Therapy on Children’s Self-Esteem

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