COGNITIVE BEHAVIOURAL THERAPY AND MENTORED SELF-HELP INTERVENTIONS IN FOSTERING SCHOOL CONNECTEDNESS AMONG ACADEMICALLY AT-RISK SCHOOL ADOLESCENTS IN EKITI STATE

  • Iretor Oscar Department of Guidance and Counselling, Ekiti State University, Ado-Ekiti, Nigeria
  • Oluwaseun Bamidele Department of Guidance and Counselling, Ekiti State University, Ado-Ekiti, Nigeria

Abstract

This study seeks to employ the psychological interventions of Cognitive Behavioural Therapy and Mentored Self-help Interventions in fostering self-esteem and school connectedness in a cohort of academically at-risk school adolescents in Ekiti State. Based on the findings of the study, it was recommended that schools can build a sense of connectedness among students. This is done by providing a caring and supportive environment, increasing interactions with positive adults, establishing high expectations, and creating multiple opportunities for youth engagement at home, in schools, and in the community. Also, counselling and psychological intervention programmes should be put in place to help guide academically-at-risk -school students to rediscover their potentials, abilities, and capabilities. A pre-test and post-test control group quasi experimental design with 3x2x2 factorial matrix was adopted for the study. The experimental design and control groups constituted the columns, while the rows comprises of participants, gender, and positive and negative school experiences. The groups were randomly assigned for treatment conditions based on their second terminal academic examination performance of below 50% in three core subject. These subjects are English, Mathematics, and Biology. Furthermore, youth screening survey questionnaire was administered to determine the selection of the participants. The therapies were conducted for eight sessions for one and half hour each. School Connection Scale (Brown and Evans, 2002; Hirschi, 1969; Brown, Leigh, & Barton, 2000) and Psychological Sense of School Membership (PSSM, Goodenow, 1993) were used to obtain data from ninety (90) participants (M=45; F=45) with age range of 13-19 and mean age of 15 years. Analysis of Covariance and t-test for independent samples were used for data analysis. The findings revealed that the two therapies were effective in fostering school connectedness of the participants (F (2/77) = 5.13, P<.05) treated than the control group. Cognitive Behaviour Therapy was found to have superior treatment effect over Mentored Self-Help in fostering school connectedness (F (1/46) = 5.32, P<.05). It was recommended that schools can build a sense of connectedness among students by providing a caring and supportive environment, increasing interactions with positive adults, establishing high expectations, and creating multiple opportunities for youth engagement at home, in schools, and in the community.

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Published
2015-05-30
How to Cite
Oscar, I., & Bamidele, O. (2015). COGNITIVE BEHAVIOURAL THERAPY AND MENTORED SELF-HELP INTERVENTIONS IN FOSTERING SCHOOL CONNECTEDNESS AMONG ACADEMICALLY AT-RISK SCHOOL ADOLESCENTS IN EKITI STATE. European Scientific Journal, ESJ, 11(14). Retrieved from https://eujournal.org/index.php/esj/article/view/5682