Procedia - Social and Behavioral Sciences 30 (2011) 2586 2591 WCPCG-2011 The effectiveness of Cognitive-Behavioral Group Therapy on selfefficacy and assertiveness among anxious female students of high schools Sanaz Vosoughi Ilkhchi a *, Hamid Poursharifi b, Majid Mahmood Alilo b a Department of Psychology Ardabil branch, Islamic Azad University, Ardabil, Iran. b Department of psychology, Tabriz university,tabriz, Iran Abstract Low self- efficacy and non-assertiveness have basic role in creating anxiety. People who believe that the potential threats are uncontrollable, also they believe that they cannot keep away themselves from others abuse. Cognitive-Behavioral Group Therapy (CBGT) has been shown to be effective for reducing social anxiety. This study was aimed to investigate the effectiveness of CBGT on self-efficacy and assertiveness among anxious female students of high schools. Forty five anxious female students participated from Tabriz high schools were randomly divided into the intervention (n=15), control (n=15) and placebo (n=15) groups. For intervention group a 12-session CBGT program was conducted. Participants' anxiety, self-efficacy and assertiveness were compared using the Beck Anxiety Inventory (BAI), Sherer & Adams Self-Efficacy and Gambrill & Richey Assertiveness Inventory. It was hypothesized that the CBGT group would have significantly a larger reduction in anxiety, and a larger increase in self-efficacy and assertiveness than control and placebo groups. The hypotheses were analyzed using analysis of COVARIANCE. The results indicated that the participants had a significant decrease in anxiety, and increase in selfefficacy and assertiveness. The finding of this study indicated that CBGT may be able to improve self-efficacy and assertiveness among anxious high schools students. 2011 Published by Elsevier Ltd. Open access under CC BY-NC-ND license. Selection 2011 Elsevier and/or Ltd. peer-review All rights reserved. under responsibility of the 2nd World Conference on Psychology, Counselling and Guidance. Key words: Cognitive-Behavioral Group Therapy (CBGT), Self-efficacy, Assertiveness, Anxious 1. Introduction Emotional disturbance in adolescence and youth which occur at alarmingly high rate, are associated with a number of negative life consequences and has a tremendous cost to the society. Stanley (2002) indicated that 20% teenagers between 12 and 16 had a significant mental health problem. Anxiety disorders are a relatively common mental health problem among adolescence. Studies suggest a point prevalence of around 5-10% and lifetime prevalence around 20%, with estimate varying according to publication. The latter prevalence point suggests that anxiety may influence psychological constructs for example self-efficacy and assertiveness. A strong relationship among various dimensions of self- efficacy and anxiety is reported by Shelton & Mallinckrodt(1991). Self-efficacy, * Sanaz Vosoughi Ilkhchi. Tel.: +98-9144057554; fax: +98-411-5236915. E-mail address: sanazvosoughi@yahoo.com 1877-0428 2011 Published by Elsevier Ltd. Open access under CC BY-NC-ND license. Selection and/or peer-review under responsibility of the 2nd World Conference on Psychology, Counselling and Guidance. doi:10.1016/j.sbspro.2011.10.506
Sanaz Vosoughi Ilkhchi et al. / Procedia - Social and Behavioral Sciences 30 (2011) 2586 2591 2587 refers to an individual s judgment about his or her ability to accomplish a given task or activity. An individual s level of self-efficacy is thought to be related to the individual s choice of activities, efforts in the activity, and perseverance in the activity (Bandura, 1977). Social cognitive theory of Bandura hypothesizes that increases in self efficacy act as a mechanism for anxiety reduction and lower biological stress reactions. In other words, anxiety is reflected by an individual s disposition to react in certain ways through situations judged stressful or dangerous. The more anxious one becomes when facing a stressful situation, the more intense will be one s reactions (Stipek, 1998). Based on Wolpe s contention, assertive response is incompatible with anxiety (Wolpe, 1973).The psychological concept of assertiveness provokes a great deal of interest in the social psychological field mainly because of its multidimensional definition that covers the three major tenets of human expression: behavior, cognition, and affect. Behaviorally, assertiveness is exercised when an individual is capable of freely expressing his or her emotions, is able to defend his or her purposes or goals in general and specific situations, and can establish rewarding and fulfilling interpersonal relationships (Colter & Guerra, 1976; Herzberger, Chan, & Katz, 1984). Affectively and cognitively, assertive people are capable of expressing and reacting to positive and negative emotions without undue anxiety or aggression (Gladding, 1988). In addition, a non-assertive person will exhibit decidedly neutral behaviors, have high levels of anxiety associated with concerns about his or her interpersonal interactions, and may not be able to create logical goals for which to strive. Finally, a negatively assertive person will have significant levels of anxiety, may still take confident steps toward goals, but those goals and goal-directed behavior will likely be socially dishonorable. Overall, studies have demonstrated importance of self-efficacy and assertiveness. However, only a few studies have focused over improving them by considering group therapy especially based on cognitive- behaviour approach. Hyun and et al (2005) in a cognitive- behavioural group therapy on depression by considering self-esteem and selfefficacy as moderate variables, found accompaniment of treatment by increasing self- efficacy. However the result was not sufficient for evaluating the generalisability of CBGT for self-efficacy. Gasemzadeh (2006) conducted a study in order to assess potential impact of CBGT over assertiveness, and found a significant improvement of assertiveness leading to a decrease in the level of anxiety. In contrast, Rita (2010) indicated to non effectiveness of CBGT interventions on assertiveness. Within the cognitive- behavioural group therapy literature, few studies have evaluated the transportability of CBGT for self-efficacy and assertiveness in community anxious students and most of them emphasised on combination of CBGT and group social skills training (SST) for non-assertive problems (Vakilian & Ghanbari, 2009., Baggen & Kraaimaat, 2000). According to this literature and considering high record of research in CBGT for other problems (Holmes & et al, 2002., Richard, 2007), we hypothesized that CBGT would increase anxious student s level of self-efficacy and assertiveness and this treatment would be significantly related to positive treatment outcome. 2. Method 2.1. Population and sample The population of the study is composed of high school students in Tabriz (Iran). Forty five anxious female students selected using multi-level cluster sampling method, were distinguished as high anxious based on Beck Anxiety Inventory (BAI) and a clinical interview according to DSM-IV-TR. Anxious students in this study were randomly divided into the intervention (n=15), control (n=15) and placebo (n=15) groups. 2.2 Data collection instruments Beck Anxiety Inventory (BAI; Beck, Epstein, Brown & Steer, 1988): The BAI was developed for assessing the severity of anxiety symptoms without confounding anxiety with depression (Beck et al, 1988). It is a self- report measure with 21 items that are rated on a 4-point scale for the past week, including today. This scale ranges from 0
2588 Sanaz Vosoughi Ilkhchi et al. / Procedia - Social and Behavioral Sciences 30 (2011) 2586 2591 (not at all) to 3 (severely, I could barely stand it). The total score of all 21 items (rage 0-36) provides an estimate of severity of anxiety symptoms. Beck et al (1988) found that the BAI has a reasonable convergent and discriminate validity, acceptable 1- week test-retest reliability (r [81] =0.75), and high internal consistency (α=0.92). Sherer and Adams General Self- Efficacy Scale (GSE; Sherer & Adams, 1983): Sherer & Adams (1983) developed one of the first GSE measures. This measure has been widely used in clinical, educational, and organization settings. The measure contains items assessing GSE and social self-efficacy. It contains 17 items that are rated on a 5-point scale with the anchors agree strongly and disagree strongly. The general self- efficacy subscales has demonstrated good reliability (α= 0.86) and validity (Sherer &Adams, 1983). Gambrill and Richey Assertiveness Inventory (Gambrill & Richey, 1975): The assertion inventory is a 40-item scale that examines the respondent s comfort with assertive behavior in 40 different situations, the probability that he or she will be assertive in each of situation, and an indication of any situation that the respondent would like to handle more assertively. Respondents indicated for each situation their degree of discomfort in a 5 point scale (1= none, 2= a little, 3= a fair amount, 4= much, 5= very much). Gambrill and Richey (1975) found Pearson correlations between pre- and post-tests to be 0.87, indicating high stability of the scores over time. They also found significant differences between the pre- and post-test scores over time. They also found significant differences between the preand post-test scores of clinical population who underwent assertiveness training, indicating that the measure has good validity (t(36)= 3.67, p< 0.002). 2.3. Procedure All individuals in intervention group received a twelve weekly 2-h session CBGT treatment, there was no intervention in control group, and all individuals of placebo group were hold under training correct methods of study by the aim of reducing validity threatening factors, at the same duration. Every group were consisted of fifteen participants. Overall, two therapists managed the study groups. The working sample completed Shere and Adams General Self- Efficacy Scale and Gambrill and Richey Assertiveness inventory prior to the beginning of group treatment as well as during the last session of each group. 2.4. Data analysis The collected data were analyzed using Statistical Package for Social Science (SPSS, version 17). In order to study the effect of cognitive- behavioural therapy on anxiety, self-efficacy and assertiveness analysis of Covariance, and for comparison of mean of three groups Ben Ferroni test were used. 3. Findings 3.1. Mean and Standard Deviation of three groups The findings indicated that in intervention group the mean of self-efficacy and assertiveness scores were increased considerably in post-test (Table 1). Table1. Pre and post tests mean and Standard Deviation in intervention, placebo, control groups group Mean Std. Deviation Pre test Post test Pre test Post test Anxiety
Sanaz Vosoughi Ilkhchi et al. / Procedia - Social and Behavioral Sciences 30 (2011) 2586 2591 2589 Self-efficacy Assertiveness 37.13 10.86 9.53 6.79 Placebo 31.53 21.46 3.39 7.76 Control 34.66 23.86 5.85 8.50 47.26 63.2 9.85 10.06 Placebo 51.80 54.53 10.98 8.83 Control 54.20 56.60 7.59 9.50 92.86 30.26 37.09 24.84 Placebo 56.06 53.53 22.50 25.61 Control 57.33 47.06 20.57 12.23 3.2. Pair wise comparisons of three groups Using pre-test scores as the covariate variable, the result of comparisons of intervention, placebo and control groups showed significant difference in mean of three groups from anxiety, self-efficacy and assertiveness score (p<0.001). Cognitive-behavioural therapy in intervention group was effective in reduction of anxiety and in enhancement of self-efficacy and assertiveness, more than other groups (Table 2). Table2. Pair wise comparisons of intervention, placebo and control groups Dependent Variable group Mean Difference Std. Error Sig Post-test of anxiety -14.147 3.143 0.001 Placebo -15.987 3.129 0.001 Control Post-test of selfefficacy 12.857 3.271 0.001 Placebo 11.860 3.256 0.001 Control Post-test of -35.944c 7.914 0.001 assertiveness Placebo Control -32.937 7.880 0.001 4. Discussion The aim of this study was to evaluating CBGT for self-efficacy and assertiveness. Findings from this study strongly suggest that CBGT for self-efficacy and assertiveness is effective within anxious students. Providing support for our prediction, we found a significant relationship between change in group anxiety and change in score on self-efficacy and assertiveness. Specifically, the strong relationship among various dimensions of self- efficacy, assertiveness and anxiety (Shelton & Mallinckrodt, 1991), and improvement of anxiety symptoms related to mechanism of group without considering the approach of this study (Cory & Cory, 2007., Yalom, 1995), significantly predicted an increase in scores of self-efficacy and assertiveness. It should also be noted that this study focused on providing equal sessions and same therapist by the aim of reducing validity threatening factors. Interestingly, according to the significant difference between intervention group and placebo, improvement of self efficacy and assertiveness can be associated with cognitive- behavioral concepts employed in intervention group. As discussed, this research aimed to target coping believes with stressful
2590 Sanaz Vosoughi Ilkhchi et al. / Procedia - Social and Behavioral Sciences 30 (2011) 2586 2591 condition and dysfunctional thoughts especially about self and others based on cognitive-behavioral group therapy (Free, 1999). Therefore, this treatment increases the self-efficacy and assertiveness by offering techniques in reducing certainty of dysfunctional thoughts through challenging believes and replacing rational thoughts. Furthermore, the effect of CBGT and other kind of group therapy in self-efficacy and assertiveness have also been reported elsewhere in the literature (Johnstone & Page, 2004., Wollf & Clark, 2001., Kaplan, 1989., Jacobs & Cochran, 1982). One of the strengths of our study was its focus on improvement of important factors related with anxiety as common problems of teenager students. However, several limitations of our study should also be noted. Because the treatment was given in anxious community, hence the results cannot be generalized to other settings. Another important potential weakness of current study was using self-report inventories based on the participants responses which may affect the results. Considering the limitations this study broadened our understanding of CBGT role in self-efficacy and assertiveness improvement. References Baggen, R. D. & Kraaimaat, F. (2000). Group social skills training or cognitive group therapy as the clinical treatment of choice for generalized social phobia? Journal of Anxiety Disorder, 14(5), 437-451. Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological Review, 84, 191-215. Beck, A. T., Epstein, N., Brown, G., & Steer, A. R. (1988). An inventory for measuring clinical anxiety: psychometric properties. Journal of Counselling and Clinical Psychology. 56(6), 893-897. Colter, S. B., & Guerra, J. J. (1976). Assertion training: A humanistic-behavioral guide to self-dignity. Champaign, IL: Research Press. Cory, M., & Cory, J., (2008). Groups: process and practice, Stanford: Cengage Learning Free, M. L. (1999). Cognitive therapy in groups: guidelines and recourse for practice. New York City: John Wiley. Gambrill, E.D., & Richey, C. (1975). Assertion inventory for use in assessment and research. Behavior Therapy, 6, 550-561. Gasezadeh, A. (2006). Effect of cognitive-behavioral therapy in reduce anxiety and increase assertiveness Gladding, S. T. (1988). Counselling: A comprehensive profession. Princeton, NC: Merrill Publishing Company. Dissertation of Master Science in Psychology, Islamic Azad University of Tehran Branch. (Persian) Herzberger, S. D., Chan, E., & Katz, J. (1984). The development of an assertiveness self-report inventory. Journal of Personality Assessment, 48(3), 317-323. Holmes, J., Neighbor, R., Tarrier, N., Hmshelvood, M. B., & Bolsover, N. (2002). All you reed is cognitive behavior therapy? British Medical Journal, 3249, 288-295. Hyun, S. M., Inchochung, H., & Jalee, Y. (2005). The effect of cognitive- behavioral group therapy on self- esteem, depression and self- efficacy of runaway adolescents in a shelter in southkara. Applied Nursing Research, 3 (18), 160-166. Jacobs, K. M., & Cochran, D.S. (1980). The effect of cognitive restruction on assertive behavior. Cognitive Behavior Therapy and Research, 6(1). 63-76. Johnston, K. A., & page, A. C. (2004). Attention to phobic stimuli during exposure: the effect of distraction on anxiety reduction, self- efficacy and perceived control. Behavioral Research and Therapy, 42, 249-275. Kaplan, D. A. (1989). Behavioral, cognitive, and behavioral-cognitive approaches to group assertion training therapy. Cognitive Therapy and Research, 3(6), 301-314. Richard. S, Thomas, A. (2007). What is comprehensive cognitive behavioural therapy? Social anxiety institute Inc. Rita, A. C. S. (2010).The Effects of Gestalt and Cognitive-Behavioral Therapy Group s on the Assertiveness and Self-Esteem of Women with Physical Disabilities Facing Abuse. Open Access Dissertations. Wayne state university. Paper 72. Stanley, F. (2002). Year Book Australia: Health centenary article child health science federation. Brisbane, Australia: Australian Bureau of Statistics. Shelton, D. M., & Mallinckrodt, B. (1991). Test anxiety, locus of control, and self-efficacy as predictors of treatment performance. College Student Journal, 25, 544-551.
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