Article

DIFFERENTIAL EFFECTIVENESS OF COGNITIVE RESTRUCTURING AND SELF-MANAGEMENT IN THE TREATMENT OF ADOLESCENTS' REBELIOUSNESS

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Abstract

ABSTRACT This study investigated the differential effectiveness of cognitive restructuring (CR) and self-management (SM) on adolescent rebelliousness. Participants consist of seventy-two inmates (36 males and 36 females) from two Remand homes in an urban city of south-western Nigeria. ANCOVA was used to test the differential effectiveness among the independent variables (CR and SM) on rebelliousness. CR was identified the most effective in the treatment of rebelliousness than SM (P<.05). Based on this result the study advocated for the use of CR for the treatment of rebelliousness.

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... The Nigerian government established Remand Homes (now Special Correctional Centres), Approved Schools and Juvenile Courts to address these behavioural disorders in adolescents but mere admission of the latter is not sufficient to reduce or eradicate the conduct disorder. Various behavioural modification techniques like cognitive restructuring, self management and token economy among others have been used to treat rebelliousness, disorderliness, depression, anxiety, gambling, attention deficit hyperactivity disorder and other disruptive behaviours (Pull, 2007;Aderanti & Hassan, 2011) but the efficacy of most of these techniques on conduct disorder especially for adolescents in correctional centres is yet to be empirically established in Nigeria. This study sought to examine the efficacy of cognitive restructuring and behavioural rehearsal in the treatment of adolescents' conduct disorder in Special Correctional Centres in Lagos State. ...
... The reason for this result is as a result of the eight weeks exposure of the participants to their respective treatments. This study is in agreement with the findings of Shobola (2007) and Aderanti & Hassan (2011) that cognitive restructuring is an effective intervention in the treatment of all forms of antisocial behaviours such as cigarette smoking, stealing, rebelliousness, and socially undesirable behaviours among others. Although the result of the second hypothesis was not significant, the mean scores indicated that the participants in cognitive restructuring group displayed a higher conduct disorder level after exposure to the technique compared to the participants in the behavioural rehearsal group. ...
... The mean scores for the cognitive restructuring group was 66.033 and the mean scores for the behavioural rehearsal group was 65.433. The result implies that both interventions were effective and again the result of the hypothesis is an affirmation of the theory and previous studies that are carried out on cognitive restructuring and behavioural rehearsal (Baker & Scarth, 2002;Aderanti & Hassan, 2011). ...
Conference Paper
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Adolescent period is a significant phase in human development. Empirical evidences from diverse nations revealed that the period is characterized by a number of misbehaviours of which conduct disorder is paramount. Conduct disorder is a repetitive behaviour that violates the rights of others. It entails rule violation, aggression, hostility, and deceitfulness. There are adolescents in correctional centres in several nations of the world because of their engagement in conduct disorder. Several behavioural techniques have been adopted to ensure that conduct disorder is overcome. It, however, appears from literature that concentrated attempts have not been made to treat or determine the efficacy of behavioural techniques. This study examined the efficacy of two behavioural strategies to manage maladjusted behaviour in correctional homes in Lagos State, Nigeria. Participants for the study were 90 adolescents purposively selected from two special correctional centres in Lagos State. The research design utilized for the study was 3 x 2 x 3 x 3 factorial design. Conduct Disorder Scale by Gilliam was used to generate data. The result of the two hypotheses showed that significant difference existed between participants exposed to cognitive restructuring, behavioural rehearsal and control group (F (2, 87) = 46.622, p < 0.05) while there was no significant difference between participants exposed to cognitive restructuring and behavioural rehearsal groups (t = 0.313, df = 58, p = 0.756). From the study, the two behavioural methods could be employed to manage conduct disorder. Consequently, they are recommended as techniques for handling adolescents conduct disorder. Keywords: Cognitive restructuring, behavioural rehearsal, adolescent, conduct disorder, correctional centres, Nigeria
... The body of research focusing on the role of such skills in the development of behavior problems among children and adolescence has been growing in recent years. Several recent studies have examined the protective effects of conceptually related constructs such as self-control, self-regulation, and executive functioning skills in youth development (Adeoye, 2012, Aderanti, 2011, Griffin, Scheier & Botvin, 2009). ...
... While acknowledging the fact that different studies had established the effectiveness of selfmanagement (Adeoye, 2012, Aderanti, 2011, Griffin, Scheier&Botvin, 2009; and emotional training ( Bar-On, 2006;Mayer & Salovey, 1997;Smith, 2007) as training skills needed by individual for self-control, self-awareness, cooperation and empathy that are necessary for sound decision-making and peaceful co-existence; there has been no study till date that combine the two treatment packages in reducing or stamping out potentials for radicalization and peer victimization among the adolescents. Therefore, this study sees the need to look into the effectiveness of the therapeutic packages in order to reduce or stamp out the tendency of being violent, radical, and being a terror among our youths who were children of yesterday, adult of today and elders/leaders of tomorrow. ...
... It was not too surprising however that self-management and emotional intelligence training programmes made this fruitful impact in stamping out participants' peer victimization behaviour. The findings of this study gave credence to earlier studies that found that trained participants were superior in their competencies than their untrained counterparts (Adeoye, 2012;Aderanti, 2011;Ayodele & Sotanade, 2015;Griffin, Scheier & Botvin, 2009) have established that self-management, emotional intelligence and assertiveness training programs have been used successfully in managing behaviour problems such as bullying, communication problems and rebellious. Another significant finding of this study is the significant difference in the effectiveness of the treatment packages is in favour of self-management. ...
Article
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Peer victimization among adolescents especially the school-going adolescents is a growing concern in Nigeria. Initiatives by policy-makers, educationists and school authorities, among others have not yielded the desired results as youth involvement in organized armed crime has been on the increase. This study investigated the effect of self-management and emotional intelligence training programs in reducing peer victimization among Nigerian adolescents. A quasi experimental pretest, post-test, control group research design of 3x2x2 factorial matrix type was used for this study while gender (male and female) and locus of control (internal and external) used as moderating variables. The study participants were one hundred and eighty (180) Senior Secondary 2 students selected from 3 coeducational secondary schools in Remo educational block of Ogun State, Nigeria. One standardized instrument was used in collecting data while analysis of covariance was used to analyze the generated data. Results show that self-management and emotional intelligence training programs were effective in reducing peer victimization but self-management was found to be more effective. The study also revealed that only locus of control of participants combined to interact with the treatment in reducing peer victimization among the participants. Results showed that participants with internal locos of control benefit more from self-management and emotional intelligence training. It was concluded that participants' peer relationship skills improved significantly as a result of the treatment. The findings have effectively demonstrated that the treatment packages could be used as veritable tools in equipping adolescents with necessary skills that can be used to expedite some kinds of cognitive processes in our youths such as decision-making, problem-solving, self-control, and therefore bringing about peaceful coexistence among the people.
... 6 Various behavioural modification techniques like cognitivebehavioural therapy (CBT) and social skills training (SST), amongst others, have been used to treat rebelliousness, disorderliness and other disruptive behaviours. 7,8 However, the efficacy of most of these techniques on CD, especially amongst in-school adolescents, is yet to be empirically established in Nigeria. ...
... The result of this hypothesis is an affirmation of the theory and previous studies that were carried out on CBT and SST. 8,38,39 With the aid of CBT, clients are assisted in reconsidering any maladaptive pattern in their thinkingfeeling-behaviour cycles. A client's goal is to rethink these patterns and reconsider more adaptive alternatives that would work better for them. ...
Article
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Background: Conduct Disorder (CD) is a repetitive disruptive behaviour that violates the rights of others, manifests in rules violation, aggression, hostility, and deceitfulness and has assumed prominence in its association with juvenile offending and criminality in adulthood. Despite this knowledge, little research attention is given to ascertaining effective psychobehavioural interventions to manage this problem, especially amongst Nigerian adolescents. Aim: This study examined the efficacy of two psychobehavioural strategies to manage CD amongst in-school adolescents in Ibadan, Nigeria. Setting: Ibadan, Southwestern Nigeria. Method: A randomised controlled trial (RCT) of adolescents with CD was performed. Sixteen participants (aged 12–17 years) who reported high CD from an assessment of 1006 in-school adolescents of selected secondary schools in Ibadan were randomly grouped to receive either cognitive behavioural therapy (CBT), social skills training (SST) or combined CBT and SST. The Frequency of Delinquent Behaviour Scaling Instrument (FDBSI) was used for assessments. Results: Significant reduction in CD was observed among participants exposed to CBT (t[6] = 8.510), p 0.05) at 8 weeks, SST (t[6] = 12.728), p 0.05) at 8 weeks, and combined CBT and SST (t[8] = 12.728, p 0.05) at the 6 week mark of interventions respectively. Conclusion: From the study, CBT and SST are effective in managing CD. However, the combined psychobehavioural intervention of CBT and SST was more effective in managing CD, based on a faster therapeutic effect than the independent psychobehavioural intervention of CBT and SST.
... The body of research focusing on the role of such skills in the development of behavior problems among children and adolescence has been growing in recent years. Several recent studies have examined the protective effects of conceptually related constructs such as self-control, self-regulation, and executive functioning skills in youth development (Adeoye, 2012;Aderanti & Hassan, 2011;Griffin, Scheier & Botvin, 2009). ...
Article
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Youth involvement in organized armed crimes has been on the increase especially in a nation like Nigeria with millions of jobless youths. This study investigated the effect of self-management, emotional intelligence and assertiveness training programs in reducing the potentials for terrorism and violence among Nigerian adolescents. A quasi experimental pretest, control group research design of 3x2x2 factorial matrix type was used for this study. Gender (male and female) and locus of control (internal and external) used as moderating variables were considered at 2 different levels along with two (3) experimental groups. The study participants were one hundred and eighty (180) Senior Secondary 2 students randomly selected from 3 coeducational secondary schools from three different Local Government Areas in Remo educational block of Ogun State, Nigeria. One standardized instrument was used in collecting data while analysis of covariance was used to analyze the generated data. Results show that all the treatment programmes (SM = 20.981 and 1.901; EQ = 21.009 and 1.687; AT = 22.046 and 1. 418) were effective in fostering the reduction of adolescents' potentials for terrorism and violence but self-management was found to be most effective. The study also revealed that both gender and locus of control of participants combined to interact with the treatment to affect participants' potentials for terrorism and violence. Results showed that male participants benefit more from self-management and assertiveness training programs while the female benefit more from emotional intelligence training. Also, all the treatment packages work more on the individual internal LOC compared to their external LOC. Based on the findings; it was recommended that the treatment packages could be used as veritable tools in equipping adolescents with necessary skills to help the youths live a worthy life that will bring about better future and peaceful coexistence among the people of the world.
... The body of research focusing on the role of such skills in the development of behavior problems among children and adolescence has been growing in recent years. Several recent studies have examined the protective effects of conceptually related constructs such as self-control, self-regulation, and executive functioning skills in youth development (Adeoye, 2012, Aderanti, 2011, Griffin, Ayodele & Sotanade, 2014). Also, poor emotional self-regulation was associated with greater participation in risky behaviors while poor cognitive self-regulation appeared to increase faulty risk assessments and led to an over-emphasis on the benefits of risky behavior (Magar et al., 2008). ...
Chapter
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Terrorism is observed as a serious phenomenon in the 21st century. The reason for this is not farfetched because very few nations today have immunity against attack, or threat of attack, against unarmed targets, intended to influence, change, or divert major socio-political decisions. It affect us directly or indirectly and have being part of our daily lives (we all sleep and wake with it).
... The body of research focusing on the role of such skills in the development of behavior problems among children and adolescence has been growing in recent years. Several recent studies have examined the protective effects of conceptually related constructs such as self-control, self-regulation, and executive functioning skills in youth development (Adeoye, 2012, Aderanti, 2011, Griffin, Ayodele & Sotanade, 2014). Also, poor emotional self-regulation was associated with greater participation in risky behaviors while poor cognitive self-regulation appeared to increase faulty risk assessments and led to an over-emphasis on the benefits of risky behavior (Magar et al., 2008). ...
Article
Full-text available
Terrorism and globalization as a global issue today needs special attention and explore the roots of the phenomenon. Ensuring the safety and security of citizens should be a key priority for every viable Government. This cannot be met by the government alone but by all through partnership. Partnership with all stakeholders is the key to ensuring safety of life and property. Working with international allies and civil society will help out. Shared interest to understand the globalization and terrorist threat and to understand the Strategy for confronting it should be our common goal. Helping the youths right from primary schools to build resilience against terrorism and the evil of globalization is of important to the guidance counsellor and counselling psychologists in our educational system.
Chapter
In this chapter, the potential role of mindfulness training in the prevention of radicalization is discussed. After a discussion of the concept and different forms of mindfulness, the relation between mindfulness and radicalization is presented. Vulnerabilities making young people receptive to radicalization which can be addressed by mindfulness are mentioned. Next, interventions to foster mindfulness skills in school-aged children are discussed, together with empirical evidence of their effectiveness. The chapter ends with a description of the mechanisms underlying mindfulness and its effects.
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