Page 21 - IJSA, Vol. 4, No 1, 2021

International Journal of Science Annals, Vol. 4, No. 1, 2021
рrint ISSN: 2617-2682; online ISSN: 2707-3637; DOI:10.26697/ijsa

Table 2
Paired Sample Statistics
CBTSS M N SD SEM
CBTSS post 168.85 33 27.373 5.211
CBTSS pre 157.76 33 29.933 4.765

Note. CBTSS post – scores on cognitive behavioral therapy skills scale after training; CBTSS pre – scores on cognitive
behavioral therapy skills scale before training; M – the mean (average); N – participants; SD – the standard deviation;
SEM – the standard error of the mean.
Table 3
Results of Paired Sample T-Test (N=33)
Paired differences
CBTSS T DF Sig.
M SD SEM
Pair 1, CBTSS post & CBTSS pre 11.091 12.93 2.251 4.927 32 0.000
Note. CBTSS post – scores on cognitive behavioral therapy skills scale after training; CBTSS pre – scores on cognitive
behavioral therapy skills scale before training; M – the mean (average); SD – the standard deviation; SEM – the standard
error of the mean; T – the t-test statistic; DF – the degrees of freedom; Sig. – significance level.

2. Providing effective counseling for students with Conclusions
emotional and interpersonal problems as indicated of Cognitive behavior therapy training program has positive
reporting that: influence in enhancing cognitive behavior therapy skills
- reduced complaints of student’s problematic behaviors; in school psychologists that reflected in providing
- increasing involvement in counseling activities and effective counseling for students with emotional and
sessions; social problems. Supervision based training optimizing
- parents reports show that kids became able to listen and the therapeutic outcome in both individual and group
conduct calmer communication between each other’s; therapy sessions. Follow up of 3 years revealed
- kids became more comfortable communicating with continuous effect of the training and continuous
teachers and adults in their social network; supervision in improving counseling skills of school
- kids are more motivated to participate in school psychologists.
activities and more likely to follow school rules. Research limitations and recommendations for future
3. Supervision helped in optimizing the therapeutic studies:
outcome in both individual and group therapy sessions: - Data collection in this research focused on client out
- after 3 years of follow up, supervisor report shows that, come and supervisors’ reports. Need for collecting data
psychological counseling became an established process on supervisees’ competence, that include supervisors
in school year activity plan; systematically sampling supervisees’ in-session
- more schools became included in CBT counseling behaviour as O’Donovan and colleagues (O’Donovan et
systematically. Psychologists became more familiar with al., 2011) recommended.
CBT structure and use it in their routine counseling work - Future research should continue to work on validating
with students. and refining competency measures in order to enhance
4. Efforts to communicate with students and their training and, allowing for better clients’ outcomes.
families during pandemic are continuing to help students - Future studies needed to replicate these findings with a
cope with educational and evaluation method change larger sample and a wider variety of counselor’s
since March 2020. experience.
5. Psychologists participated in enhancing awareness and - More tools are needed to improve tele-counseling
protection of COVID-19 for students and their families. processes.
6. Psychologists provide brief useful psych education on
anxiety symptoms that are widely spread during Acknowledgements
pandemic time through telehealth techniques. We would like to express our deepest gratitude to
7. In the beginning of the 2018-2019 school year total of Dr. Ahmed Gamal Alshereef, for his efforts in organizing
105 school psychologist finished the cognitive behavior and supervising activities during the program and the
therapy training and were ready to establish the cognitive following 3 year while the CBT counseling was
therapy and positive thinking program in all preparatory delivering to students at schools.
schools in Beni Mazar district. We would like to express our deepest gratitude to
8. The cognitive therapy and positive thinking program Dr. Yuriy Melnyk for introducing this prestigious Journal
considered as a standard psychological activity to us and encouraging us to publish our paper in the
programme to be repeated each semester during the time aforementioned Journal.
between September 2018–March 2020.

19