THE EFFICACY OF A COGNITIVE BEHAVIORAL THERAPY PROGRAM IN REDUCING DEPRESSION AND IMPROVING SELF-EFFICACY AMONG STUDENTS WITH LEARNING DISABILITIES
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Date
2023-08-23
Authors
Mayar Esam Adnan Athamleh
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Abstract
Background: Learning disabilities are a type of neurodevelopmental condition. According to the Diagnostic and Statistical Manual of Mental Disorders (DSM-5), the underlying aspects include deficits in learning skills, leading to decreased self-efficacy and future despair. Previous research has shown that cognitive-behavioral treatment improves self-efficacy and decreases depression in students with learning disabilities. As a result, this study aimed to investigate the impact of Cognitive-Behavioral Therapy (CBT) on reducing depression and increasing self-efficacy among students with learning difficulties.
Methodology: The quasi-experimental method with a pre-test-post-test control group design was used in the current study to test the effect of the independent variable (a Cognitive Behavioral Therapy (CBT) group program) on the two dependent variables (reducing depression and improving self-efficacy) among students with learning disabilities. The design of two equivalent groups was used; control and experimental groups, the sample comprised 12 children who exhibited learning disabilities, with an age range of 12 to 13 years because their brain is still developing and deserves to be studied. Whereas the CBT program was applied to the experimental group. Meanwhile, the control group did not receive any intervention. Pre-test and post-test were conducted for the two groups to assess depression and self-efficacy before and after applying for the therapeutic program, and scores were compared and analyzed.
Results: The results showed that CBT is effective in developing self-efficacy and reducing depression. This study examines the correlation between the level of depression and learning disabilities in children, upon the results of utilizing the level measure of depression as the primary metric and self-efficacy in children with learning disabilities, which was used as a pre-measure before applying the program for children with learning disabilities and as a measure after therapeutic intervention.
Conclusions: The findings of the study lead us to consider the efficiency of cognitive-behavioral therapy and the significance of its continuity in lowering depression and increasing self-efficacy among students with learning disabilities, and can be used to train teachers and educational counsellors in schools and guide parents in developing a CBT intervention plan for children with learning disabilities.
Keywords: Self-efficacy; Learning Disability; Depression; Cognitive Behavioral Therapy (CBT)