Free Implementation and Evaluation of Treatment Program Dissertation Example

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Implementation and Evaluation of Treatment Program

Category: Psychology

Subcategory: Students

Level: Masters

Pages: 2

Words: 550

Implementation and Evaluation of Treatment Program

Questionnaire results section
The results of the different tests that were used indicated that the students improved in every area that they had a problem with after the implementation of the CBT treatment program. There was an improvement in social, behavioral, and emotional skills. The students, who had social anxiety, improved their behavior as they were able to speak and express their feelings. Therefore, cognitive behavioral therapy played a great role in their recovery.

Base findings to previous research
The results of this investigation indicated that there was an improvement in social skills after the Cognitive Behavioral Therapy was implemented. The average social skills at the pre-intervention stage were at 40 percent while the post-intervention result was at 55 percent. Further, the percentage of those that felt confident and positive about themselves had increased from 30 percent to 45 percent. In regards to changing their behavior, the figure had risen from 30 percent to 60 percent where most agreed that they were in control of their bodies and words. According to Spence, Donovan & Brechman-Toussaint (2000) state that CBT is effective in decreasing anxiety among adolescents. Social anxiety has the effect of causing people to avoid social interactions. However, CBT helps in diminishing social anxiety and improving social interactions. CBT is an effective method of addressing social anxiety as it helps in decreasing disturbing social attitudes that are linked with the problem. The results of the study indicate that the students had expressed positive feedback on the CBT program. According to the students, they became confident that they could control their anxiety and nervousness which had a positive effect on their academic performance. According to Nelson & Harwood (2011), social anxiety and educational performance have abundant correlations. Students with social anxiety issues tend to perform poorly due to the inability to store and retrieve information.
Explains the findings
The findings indicate that CBT can help adolescents overcome social anxiety. It combines cognitive and behavioral therapies to allow people with social anxiety to modify their thoughts and behaviors. The use of CBT allowed the students to understand the relationship between thinking and feeling and how it is reflected on behavior. CBT works because it deals with negative thoughts that affect a person’s feelings and behavior. The findings indicate that students who are receiving the CBT treatment can recover from social anxiety. The students were able to become more self-confident, focused and could control their nervousness and anxiety. The students were also able to discover their strengths and weaknesses. They were taught on how to express their thoughts and feelings which helped them avoid confusion during social interactions. The program allowed them to think logically thereby avoiding confusion. When their anxiety reduced, the students were able to improve their academic performance. The CBT program allows individuals to remove negative thoughts about themselves and therefore concentrate on having fruitful interactions. Social anxiety is a problem that makes people feel embarrassed when they say something negative about themselves. They also focus on themselves rather than the social interaction which leads to poor connection. The students were able to overcome their fears and were less concerned about how people thought about them. This situation allowed the students to communicate effectively, manage their thought and feelings which positively affected their behaviors. There was an improvement in academic performance and students preferred for the program to continue since they thought that it would have been beneficial to them. CBT is therefore effective in addressing social anxiety among adolescents.
References
Nelson, J. M., & Harwood, H. (2011). Learning disabilities and anxiety: A meta-analysis. Journal of Learning Disabilities, 44(1), 3–17.
Spence, S. H., Donovan, C., & Brechman-Toussaint, M. (2000). The treatment of childhood social phobia: The effectiveness of a social skills training-based, cognitive-behavioural intervention, with and without parental involvement. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(6). Retrieved from https://www.cambridge.org/core/journals/journal-of-child-psychology-and-psychiatry-and-allied-disciplines/article/treatment-of-childhood-social-phobia-the-effectiveness-of-a-social-skills-trainingbased-cognitivebehavioural-intervention-with-and-without-parental-involvement/296C81D31771C099D3367217F63B13DB

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