Effectiveness of Cognitive Behavioral Group Therapy - Essay Example

?Effectiveness of Cognitive Behavioral Group Therapy Quantitative Analysis Article Introduction This research work primarily makes an analysis on twomain research methodologies, quantitative and qualitative. By using two psychology articles that have be published within the last three years, the paper analyses and discusses the various research methodologies that have been used to conduct research on cognitive behavioral group therapy. Specific consideration has been given to cognitive behavioral group therapy as a tool for improving performance among college students. Within the studies, the research approach, the research design, the sample design, the research methods, and data collection and analysis methods used in the research are discussed. This paper aims at establishing the author’s potentiality in utilizing the main research methodologies to conduct the proposed research on cognitive behavioral group therapy in promoting performance among college students. Article on Quantitative Analysis Article 1: Ilkhchi, S., Poursharifi H., and Alilob, M 2011 The effectiveness of Cognitive-Behavioral Group Therapy on self-efficacy and assertiveness among anxious female students of high schools, Procedia - Social and Behavioral Sciences 30; 2586 – 2591. This article primarily focusses on the effectiveness of cognitive behavioral group therapy on promoting self-efficacy and assertiveness among anxious female students of high schools. Analysis of Research Question This article seeks to answer the question of how effective is cognitive behavioral group therapy on promoting self-efficacy and assertiveness among anxious female students of high schools. The research paper first asserts that high school students particularly girls are predisposed to various stressors that make them prone to stress. The research paper asserts that effective therapy methods can be used to boost assertiveness and self-efficacy thereby preparing students for better academic performance (Beck, Epstein, Brown, & Steer, 1988). The research paper makes it clear that counseling in high schools is indeed an important activity and it should be encouraged. The researcher of this article has used interviews to collect data, used quantitative method to analyze the data and then present the research findings thereby answering the research question. Methodology Used The research article has taken on quantitative research methodology. A representative sample of high school girls, who have demonstrated various anxiety symptoms according to a present standard, are selected for the study (Colter, & Guerra, 1976). Their anxiety levels are predetermined and recorded. The students are then exposed to counseling therapy for a given time after which the anxiety levels are determined again. The values are analyzed using SPSS method and research findings presented in figures. Quantitative research methodology is a research method that seek to establish the reasons why certain phenomenon occurs the way they do (Jacobs, & Cochran, 1980). The research was aimed at establishing why people develop anxiety from low self-efficacy and non-assertiveness through cognitive behavior group therapy (CGBT). Findings From the studies conducted, it was established that the mean of self-efficacy and assertiveness were in cross range. The level of anxiety in every individual was found to have a direct correlation with his or her scores of self-efficacy and assertiveness. The selected population was found to have means of 37.13, 31.53 and 34.66 for interventions, placebo and control respectively. The standard deviation or deviation of each sample for the mean was found to be 9.53, 3.39 and 5.85 for each of the three settings respectively. Mean for self-efficacy and assertiveness were found to be 47.26 and 92.86. Standard deviations fro the different cases were found to be 10.06 and 24.84 respectively. Discussions The study was conducted to establish CBGT for assertiveness and self-efficacy among high school students. According to the findings, anxious students have strong measures of CBGT as compared to less anxious students. These findings correlated to the initial assumption or the basic hypothesis of the study. Due to the possibility of threatening factors that would reduce the validity of the results by introducing redundancy and unclear results, the study was conducted by administering equal therapy and sessions between placebo, interventions and groups (Rita, 2010). The measures of self-efficacy and assertiveness vary according to individual and they are significance in determining their level of anxiety. It should also be noted that the two factors depend on the cognitive behavior of every individual. Individuals with high score in either of the variable tend to have high resultant scores of anxiety (Rita, 2010). In addition, assertiveness and self-efficacy are associated with the stress levels of every individual. The approach taken by the researchers was aimed at enhancing the credibility of the results by eliminating possible sources of errors. Evaluating the anxiety of every student through the CBGT approach also enabled the researchers to classify the different individuals considered in the study according to their stress levels in relation to their self-efficacy and assertiveness. Although the study was aimed at establishing the relationship between anxiety and stress, the researchers also wanted to establish the effectiveness of different stress therapies. The cognitive behavior therapy was the main therapy that the author of the article addressed. This method or therapy enhances individual’s self-efficacy and assertiveness thereby reducing anxiety. The therapy is also known to reduce dysfunctional thought and promote rational thinking that is essential in reducing stress among individuals (Jacobs, & Cochran, 1980). In addition, the researcher also wanted to establish the difference between different therapeutic approaches in stress management and reduction of anxiety. The main significance of the study is that it aimed at establishing a solution for a common problem among teenage girls in American high schools. Stress has been found to be a major factor that disrupts effective learning among teenage girls. Due to the significance of the problem addressed by the study, the research project was able to attract adequate funding from the government and other institutions. The validity of the method and approach used to conduct the study also proved a significant strength for the study. However, the project had some limitations that affected the credibility of the results and the views of different stakeholders. It was also difficult to relate CBGT with self-efficacy and assertiveness due to its broad perspective. This proved to be a major challenge to the research study. Works Cited Rita, A. C. S 2010, The Effects of Gestalt and Cognitive -Behavioral Therapy Group Interventions on the Assertiveness and Self-Esteem of Women with Physical Disabilities Facing Abuse. Open Access Dissertations, Wayne State University. Paper 72. 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.yun, Jacobs, K. M., and Cochran, D.S 1980, The effect of cognitive restruction on assertive behavior, Cognitive Behavior Therapy and Research, 6(1). 63-76. Read More