THE EFFECTIVENESS OF A SELF-THERAPY MODULE BASED ON CBT-H INTERVENTION ON RESILIENCE AMONG SECONDARY SCHOOL STUDENTS

Abstract

Resilience refers to an individual's ability to overcome life challenges effectively. The main issue identified is the need for effective interventions to enhance resilience among students. There is also a lack of studies on the use of CBT-H Self-Therapy in this context, creating a gap in the existing literature. This study aims to examine the effectiveness of a Self-Therapy Module intervention based on Cognitive Behavioral Therapy for Healing (CBT-H) among secondary school students with low resilience levels. The study employs a true experimental design to determine the module's effectiveness. A total of 90 Form Four students were selected as study subjects through random sampling and assigned to the treatment and control groups. The small treatment group received an eight-week intervention, while the large treatment group underwent a marathon-style intervention, and the control group did not receive any intervention. Data were collected through the Adolescent Resilience Scale (SDTR) questionnaire before and after the intervention. The data were analyzed using descriptive statistics, MANCOVA and One-Way Repeated Measures ANOVA with Post-Hoc Tukey at a significance level of .05. The results showed a significant increase in resilience levels in the treatment groups compared to the control group. The small treatment group was found to be more effective than the large treatment group. In conclusion, these findings confirm the effectiveness of the CBT-H Self-Therapy Module in enhancing the resilience of secondary school students. The study's implications suggest that the CBT-H Self-Therapy Module can serve as an effective intervention in guidance and counseling services to enhance student resilience.