2022 Volume 21 Issue 1 Pages 3-10
The present study examined the effects of school-based cognitive behavioral intervention on the feelings for friends among normal junior high school students (ages 13–14 years). In a waiting list control design, the students were assigned to either a cognitive behavioral intervention class (n=24) or a waiting class (n=23); the latter group was given identical intervention after the first group had been trained.Both groups answered self-report measures of social skills and feelings for friends. The program was composed of three 50-minute sessions; two social skills training sessions and one psychoeducation session on cognitive restructuring. In the social skills training sessions, assertive and declining skills were focused. Both groups showed improvement in their social skills and feelings for friends immediately after the program. The results suggested that school-based cognitive behavioral program improved students’ feelings for friends.
