Advances in Social Science, Education and Humanities Research, volume 134

2nd International Conference on Innovative Research Across Disciplines (ICIRAD 2017)

Enhancing Students’ Resilience: Comparing The

Effect of Cognitive-Behavior And Strengths-Based
Counseling
Kadek Suranata 1 Adi Atmoko 2, Nur Hidayah 3
Faculty Of Science Education, Faculty of Science Education,
Guidance and Counseling Department Guidance and Counseling Department
Universitas Pendidikan Ganesha Universitas Negeri Malang
Singaraja, Indonesia Malang, Indonesia
sura@konselor.org adi.atmoko.fip@um.ac.id 2, nur.hidayah.fip@um.ac.id 3

Abstract—This randomized control trial study was aimed to The resilience of the students can dynamically develop
compare the effect of cognitive-behavioral counseling and through their interaction with environments[15]. It can also be
strengths-based counseling models towards the resilience done through the education which facilitates the students to
students. The 99 students participants of the study were assigned develop their cognitive, social and emotional skills and
randomly into three different conditions as follows; 32 students abilities [16,17,18]. Reformulating the school curriculum in
in cognitive-behavioral counseling group; 33 students in the order to support the development of students’ resilience and
strengths-based counseling group; and 34 students as the psychology healthiness is needed. One of the foundations to
waiting-list control. The data was gathered by using the 14 items grow students’ resilience at school is by establishing the role
of the psychological resilience scale. The data of the study was
of school guidance and counseling[19]. Therefore, we need to
analyzed using RM-ANCOVA. The results of the study indicated
that: (1) there are statistically significant of enhancing the
examine the most effective model, strategy or method that can
resilience of both participants in cognitive-behavioral counseling be used to achieve the goal.
and strengths-based counseling group, and (2) the resilience of The intervention from counseling or psychological
the students in the cognitive-behavioral counseling group is therapies based on cognitive-behavioral is the most typical
significantly higher than students in the strengths-based model to be used in the integrated educational program or
counseling group or in the waiting-list control group. The extra-curricular activities at school [20]. Cognitive-behavioral
conclusion is that the cognitive-behavioral counseling is more
therapy (CBT) which was developed by Aaron T. Beck, is a
effective than the strengths-based counseling model.
counseling model focused on the treatment for psychological
Keywords—resilience; school counseling; cognitive-behavioral problems, such as depression and anxiety[21]. In the previous
counseling; strengths-based counseling. studies show that the cognitive-behavioral therapy is useful to
cure the students from the panic attack, insomnia, depression,
phobia and many others[22,23,24]. Also, it was shown that the
I. INTRODUCTION positive effect of cognitive-behavioral counseling model can
Struggles and obstacles encountered by students in be preserved after the intervention was terminated [25,26,27].
following academic and social life activities are likely caused The current 21st-century paradigm of school guidance and
depression. If they cannot handle it properly, it can give a counseling services is no longer focused on curing the
negative impact on their academic results and psychological psychological problems of the students, but to develop the
development[1]. students’ potencies that can be used as an asset or power to
A number of previous studies had found that human can help them achieve best, especially in academia [28]. It is
successfully manage their obstacles. This process is called called as a comprehensive and developmental school guidance
with resilience [2,3]. A new perspective gives an analogue for and counseling [29,30].
resilience as a protective shield to prevent any damage to Strengths-based counseling model is focused on the efforts
individual psychological health and happiness[4,5]. to support students in developing internal and external sources
In educational scope, resilience is defined as a positive to be optimum and gaining success in academic and life
capability of the students to be a success in academic and life [31,32]. This model is relatively new in school counseling
despite any difficulties that might be encountered[6,7,8,9,10]. practices [33,34]. The emergent of this model hales from the
The result of the previous studies also shows that students theory of positive psychology and integration of theories
with high resilience are associated with higher academic which views students as the individual with potencies and
achievement[11,12,13,14]. sources [35]. Strengths-based counseling is aimed to substitute
the traditional counseling model which focused on deficit

Copyright © 2017, the Authors. Published by Atlantis Press.

This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/). 102
 Advances in Social Science, Education and Humanities Research, volume 134

condition and problems in individual mental illness and feeling and a new effective behavior which indicates
symptoms and be cured by remedial and clinical treatment high resilience.
with the counselor as the centre of the activities [36,37].
The meta-analysis study revealed that there are 12 variants
of interventions developed based on the positive psychology
[34]. In accordance with that, the previous study also found
that the effectiveness of strengths-based counseling model is
still limited [20]. Therefore, a further study on this topic is
needed.
The model of strength-based counseling is carried out by
ten steps of counseling strategy which is integrated from the
theories of strength, positive psychology, need and motivation,
logo, and resilience theory [38]. This model is also supported
by the psychological techniques which focused on the
development of students’ potencies and powers. It is predicted
that the different perspectives and techniques between
cognitive-behavior and strengths-based counseling can be
contributed to different effect towards the students’
improvement on the resilience.

II. METHOD
This experimental research used control trial randomized
design, conducted in three groups, namely cognitive-
behavioral counseling group, strengths-based counseling
group and waiting-list control group.

A. PARTICIPANTS
The population of this study is the seventh-grade students Fig. 1. Recruitment and Retention of the Participants in the Study
of SMP Lab. UNDIKSHA and SMPN 3 Singaraja (12-years-
old in average) in academic year 2016/2017. From the total of The focus of the cognitive-behavioral counseling in the
284 students who followed the resilience measured, 102 recent study is to train the students in order to change their
students were chosen based on the criteria of having low and negative thinking that leads them to the distraction of their
moderate resilience. Initially, the sample was assigned to three self-development in order to be a positive thinking that can
groups of conditions, each group composed of 34 students in help them to feel healthy and happy, physically and mentally.
cognitive-behavioral counseling, strengths-based counseling In harmony with it, this counseling model concern about how
and the waiting-list control. Two students in cognitive- to manage the distress and difficulties encountered by a
behavioral counseling model have not completed the eight 55- person, in the past or in current live[21,23]. The cognitive
minutes counseling session and therefore we only count 32 reconstruction is applied by involving the self-talk analysis
participants there (21 girls and 11 boys). and ABCs exercises[41,42]. Furthermore, to handle the
student’s distortion, a relaxation also be used to manage their
The number of participants who fully followed the anxiety, panic, fear and worry.
strengths-based counseling model is 33 students (15 girls and
18 boys). In addition, there are 34 students (15 girls and 19 Participants in this group are also trained employing socio-
boys) in the waiting-list control group. Therefore, the total drama and role-playing techniques which focus on improving
number of participants in this study are 99 students (42 girls social skills, especially for communicating, working together
and 57 boys). The recruitment and retention of the participants and showing empathy to others; whereas brainstorming and
in the study as shown in figure 1. group discussion techniques are used to encourage problem-
solving and decision-making skills. Furthermore, the assertive
B. INSTRUMENTS training is applied to develop skills dealt with social conflicts
and to decrease social anxiety. This counseling procedure
1) Cognitive-Behavioral Counseling Protocol integrates cognitive, behavioral and rational emotive
The cognitive-behavioral counseling is implemented based counseling strategies into a formulation of counseling
on the protocol of the cognitive-behavioral counseling procedures have similar to that of the Penn Resilience
procedures in the school context[39]. The integration of the Program [43,44].
cognitive and behavioral theories is considered as the major
technique of the rational-emotive counseling by Ellis[40], There are three steps of cognitive-behavioral counseling,
which aims at formulating the counseling techniques which including preliminary, main and terminating [21,23]. The
focused on the development of a person’s way of thinking, preliminary step is done by creating the counseling
relationship and identifying students’ condition. In the main

103
 Advances in Social Science, Education and Humanities Research, volume 134

step, the focus is on these three activities: (1) assessing The group format of counseling had been chosen to give
students’ current ability and condition, (2) creating an the students an experience to interact with others and to
agreement which counseling technique that will be used, and effectively support each other in learning[47]. There are four
(3) implementing the selected techniques. Last, in the counselors involved in this research (each counseling model
terminating step, are as follows: (1) resuming the counseling with two counselors). These selected counselors are based on
results, (2) evaluating the students’ homework from outside the criteria of having at least 10 years experience in minimum.
the counseling session, and (3) giving feedback a positive They also need to follow training sessions to do counseling as
reinforcement. is provided in counseling model protocol.
2) Strengths-Based Counseling Protocol
D. Data Analysis
Strengths-based counseling protocol in the current study is
adapted from Smith [38]. This model integrates the positive To examine the effect of treatment for both of the
psychology and resilience, strength, desire-fulfillment, need experimental groups and the control group, statistical analysis
and motivation, and also supported by the psychological using General Linear Model (GLM) 32 Repeated Measures
techniques which focused on the development of students’ Analysis of Covariance (RM-ANCOVA).
potencies and strengths. The interaction between pretest and groups also be
The steps used in strengths-based counseling model as checked from the homogeneity regression slopes. The
follows: (1) creating a warm and positive counseling relation, comparison of effectiveness between groups is evaluated using
(2) identifying the powers of students, (3) assessing and the interaction between groups and time. The results which
serving the problems, (4) motivating and encouraging the related to the major effect of the groups and time were also
students’ hope, (5) drawing the solution, (6) building the reported. The effect size and partial eta squared (Ƞ2partial) were
students’ strength and competencies, (7) empowering, (8) evaluated for each effect and estimated parameters. The score
changing (through the process of defining and framing), (9) on Ƞ2partial illustrated the proportion of total variation caused
building the resilience and (10) evaluating the results of by involved factors[48]. The Comparisons of the adjusted mean
counseling and finishing. of resilience among the groups were tested using Bonferroni
test. All of the aforementioned processes are done by using
3) Resilience Scale SPSS V. 22. The significance level used in the present study is
In this study, resilience is defined as a dynamic process of 0.05.
students' ability to adapt positively with obstacles, struggles
and difficulties to successfully achieving optimal academic
III. RESULTS
outcomes. Resilient students are characterized by a set of
capabilities, namely social competencies, problem-solving In the following Table 1, the stable and significant
skills, self-efficacy, self-awareness, and goals aspirations [15]. improvement of resilience score of the students in cognitive-
The level resilience of participants in this study was measured behavioral and strengths-based counseling model is given.
by the Indonesian version of California Healthy Kids Survey
(CHKS) psychological subscale for junior high school TABLE I. RESILIENCE SCORE MEANS AND STANDARD
students. The construct validity of the scale was examined by DEVIATION IN COGNITIVE-BEHAVIORAL COUNSELING,
Exploratory Factor Analysis (EFA) procedure[45]. From five STRENGTHS-BASED COUNSELING, AND WAITING-LIST CONTROL
GROUP IN THE PRETEST, POSTTEST, AND FOLLOW-UP STAGES
cycles of EFA procedures, there are 14 used from 18 original
items to measure five dimensions of resilience, including Group Condition
social skills, self-efficacy, problem-solving, self-awareness Strengths-based Cognitive-behavioral Waiting-list
and goals. The Alpha Cronbach’s from these 14 items test is Time Counseling Counseling Control
(n=33) (n = 32) (n =34)
0.777.
Mean (SD) Mean (SD) Mean (SD)
The participants of the study choose one of the four Pretest 29.93 (2.99) 29.87 (3.18) 29.91 (3.18)
alternative responses for each item, which are: (1) not true, (2) Posttest 45.8 (2.99) 47.9 (3.4) 31.8 (2.97)
Follow- 48 (1.29) 51.56 (1.48) 30 (1.72)
a little true, (3) pretty much true, and (4) very much true. up
While score 1 is given for the not true, score 2 for a little true,
score 3 for pretty much true and score 4 for very much true
responses[46,47]. The score in the cognitive-behavioral group is increasing
18.06 (5.43) from pretest to post-test and 21.68 (3.49) from
C. PROCEDURE pretest to follow-up stage. On the other hand, the score in the
The students in experimental groups followed counseling strengths-based counseling group is increasing 15.87 (3.41)
during the study, while the students in the waiting list control from pretest to post-test and 18.06 (3.27) from pretest to
group were not. However, the students in waiting list control follow-up stage. The aforementioned results confirmed the
group will be given the treatment after the study for an ethical second and the third hypotheses of this study.
reason [46]. Each of the counseling group (cognitive- In addition, there is no significant interaction effect
behavioral and strengths-based) followed eight session between groups and pretest as is shown in Table 2 (F[2, 93) =
treatments with 55 minutes time allocation. 3.023, p = 0.053 (p > 0.05). It is indicated that the relation
between control variable and dependent variable in each group

104
 Advances in Social Science, Education and Humanities Research, volume 134

are not significantly different, therefore the assumption for The results showed that means of resilience’s score of
homogeneity regression slopes is adequate. It is also found students who followed the cognitive-behavior is higher than
that the major effect of the group treatment is significant the students who followed the strengths-based, with score
(F[2,93) = 11.651, p < 0.05, with effect size on Ƞ2partial = difference equal to 2.840, p < 0.05. Also, the means of
0.200). Meanwhile the major effect of the pretest were not resilience’s score of the students in cognitive-behavior
significant (F[1,93) = 0.449, p > 0.05, with effect size on counseling group is higher than the students in control group,
Ƞ2partial = 0.005). with score difference equal to 18.831, p < 0.05. Furthermore,
the means of resilience’s score of students in strengths-based
TABLE II. THE MAIN EFFECT OF GROUP AND INTERACTION EFFECT
counseling group is higher than the students in the control
BETWEEN GROUP AND PRETEST WITH REPEATED MEASURES ANCOVA group, with score difference equal to 15.992, p < 0.05.
Sum of df Mean F p- Ƞ2partial
Squares Square value TABLE IV. COMPARISON OF RESILIENCE MEANS SCORE BETWEEN GROUPS
Intercept 3811.224 1 3811.224 543.31 0.000 0.854 WITH BONFERRONI ADJUSTMENT TEST
7
95% Confidence
Group 163.460 2 81.730 11.651 0.000 0.200
Interval for
Pretest 3.151 1 3.151 0.449 0.504 0.005 Difference b
Interaction 42.404 2 21.202 3.023 0.053 0.061 Mean
effect (I) Group (J) Group Difference p- Lower Upper
between Factors Factors (I-J) value Bound Bound
Group and Strengths- Cognitive- -2.840* 0.000 -3.972 -1.707
pretest based behavioral
Error 652.370 93 7.015 Control 15.992* 0.000 14.876 17.108
Cognitive- Control 18.831* 0.000 17.707 19.956
behavioral
In Table 3, the major effect of time (two level of time:
Based on estimated marginal means
post-test and follow-up) to the resilience is not significant *. The mean difference is significant at the .05 level.
(f[1,93)= 1.360, p = 0.247, with effect size on Ƞ2partial = 0.014). b. Adjustment for multiple comparisons: Bonferroni.

Meanwhile, the interaction effect between time and groups is

significant (F[2,93) = 0.417, p < 0.05, with effect size on IV. DISCUSSIONS
Ƞ2partial = 0.087). In addition, there is a significant interaction
effect between time, group and pretest (F[2, 93) = 5.930, p < The findings of this study have confirmed the findings of
0.05) with effect size on Ƞ2partial = 0.113). related previous studies, which stated that the cognitive-
behavioral counseling model is effective to improve the
psychological competencies (i.e, resilience). This model is
TABLE III. THE MAIN EFFECT TIME AND INTERACTION EFFECT BETWEEN also known as the effective treatment to give intervention or to
TIME, GROUP, AND PRETEST WITH REPEATED MEASURES ANCOVA
prevent or to cure the psychological problems encountered by
Sum of df Mean F p- Ƞ2partial students to help them gaining success in their education,
Squares Square value career and life. Some countries (such as USA, UK, Australia,
Time 6.009 1 6.009 1.360 0.247 0.014
Interaction 2.202 1 2.202 0.498 0.482 0.005
China and Portugal) are already implementing the cognitive-
effect behavioral counseling model as a treatment in schools to
between time improve the resilience of the students through a program
and pretest called PRP [34]. The effectiveness of the implementation of
Interaction 39.044 2 19.522 4.417 0.015 0.087 PRP can be reflected from the improvement of resilience
effect score, prevention of depression and development of all aspects
between time
and group
of the students[25,43,49,27,50].
Interaction 52.422 2 26.211 5.930 0.004 0.113 There is also a study of the feasibility and effectiveness of
effect
between
the psychosocial intervention of the resilience training group
time, group, called READY, based on the acceptance and commitment
and pretest therapy (ACT) strategy and cognitive behavior therapy [51].
Error 411.052 93 4.420 The result of the study showed that the READY program is
The results as shown in Table 2 and Table 3 confirmed the feasible and effective to be implemented as a training of
first hypothesis of this research, which stated that there is the resilience improvement in the group setting to encourage the
statistically significant difference of students’ resilience students’ psychosocial well-being. In addition, the FRIENDS
between the cognitive-behavioral, strengths-based and the program also showed effectiveness in handling the students’
waiting-list control groups. fears, anxieties and upsets through the development of
emotional resilience and self-esteem [52,53,54].
The fourth hypothesis of this research is confirmed by
testing the means of scores for each group using comparisons The previous studies as in PRP, FRIENDS and READY
of adjusted means from Bonferroni test. The summary of it programs, mostly focus on the measurement of model
can be seen in Table 4. effectiveness to transform the symptoms or behaviors that
reflect the psychological problems, such as depression,

105
 Advances in Social Science, Education and Humanities Research, volume 134

frustration, drug addiction, eating disorder, etc.[22,23,24]. In waiting-list control group. Basically, the recent study shows
the current study, the intervention results were measured based that the cognitive-behavioral counseling and strengths-based
on the improvement of resilience, as one of the positive counseling is equal effectively to enhance the resilience of
attributes of students’ psychological conditions. Therefore the junior high school students. The higher effectiveness is
findings of the current study can be used as a support to showed by cognitive-behavioral counseling.
establish the appropriate counseling or therapy model in
cognitive-behavior psychology. It can benefit, not only to The results of this study have implications in practice of
manage the psychological problems or distress but also to the school guidance and counseling in order to develop a
develop the positive aspects of students, for instance, student's resilience. The strengths and limitations of this study
resilience, happiness and psychological well-being[55,56]. have a valuable information for the next researcher who has an
interest in conducting the related topic. Based on the findings
It is also revealed that the cognitive-behavior counseling of this study suggested to the school counselor to implement
has higher effectiveness compared to strengths-based the cognitive-behavioral counseling in which it can be
counseling model towards the improvement of students’ integrated with the principle of strengths-based counseling
resilience. This result is contrary to the study which found that model in order to improve students' resilience.
there is no difference between the effectiveness of cognitive-
behavioral and positive psychology intervention[57]. ACKNOWLEDGMENT
Meanwhile, the other study underlined that the positive
psychological therapy is more effective than the cognitive- Execution and reporting of the research are funded by
behavior therapy in order to increase the happiness level[58]. Research Grants of Ministry of Technology Research and
They also concluded that both of the approaches significantly Higher Education of the Republic of Indonesia
give different impact to the management of depression No.163/UN48.15/LT/2017.
symptoms, psychological well-being, happiness and mental
distress. REFERENCES
Basically, the current research also supports empirical
evidence about the effectiveness of strengths-based counseling [1] A. Langenkamp, “Academic vulnerability and resilience during the
transition to high school.” Sociology of Education, 83(1), pp. 1-19,
model using the steps developed by Smith towards the 2010.
improvement of resilience, even though the increasing score is [2] N. Garmezy, “Resiliency and vulnerability to adverse developmental
lower than the score from cognitive-behavior counseling outcomes associated with poverty.” American Behavioral Scientist,
model. However, this study is relevant to a number of 34(4), pp. 416–430, 1991.
previous studies which stated that the positive psychology [3] E. E. Werner and R. S. Smith, “Overcoming the odds: High-risk
programs are significantly effective to students’ children from birth to adulthood.” Ithaca. New York: Cornell
development[59,60,61,62]. University Press, 1992.
[4] A. S. Masten and M. Reed, “Resilience in development.” In Synder,
As a remarkable note to close, we acknowledge some C.R., & Lopez, S.J. (Eds), Handbook of positive psychology (pp. 74–
strengths and limitations of this study. This study enriches the 88). New York: Oxford University Press, 2002.
novelty and findings in the present topic. On the other hand, [5] A. S. Masten, “Risk and resilience in development.” In Zelazo, P.D
this study is limited in the number of subjects, since it only (Ed.), Oxford handbook of developmental psychology: Self and Other
involved the seventh-grade junior high school students from (2, pp. 579- 607). New York, NY: Oxford University Press, 2013.
two schools at Singaraja, Bali. Also, several uncontrolled [6] A. J. Martin, “Academic buoyancy and resilience: Exploring every
day and classic resilience in the face of academic adversity.” School
factors may impact the resilience of the students, such as Psychology International, 34(5), pp.488–500, 2013,
gender, social-economic condition, intelligence and other https://doi.org/10.1177/0143034312472759
factors. Therefore, the generalization of this study needs to be [7] R. A. Barkley, A. J. Martin, & E. C. Burns, “Academic buoyancy,
considered. The result of this study can imply practically and resilience, and adaptability in students with ADHD.” The ADHD
theoretically to the development of psychological intervention Report, 22(6), pp.1–9, 2014, https://doi.org/10.1521/adhd.2014.22.6.1
model used in the school environment. The strengths and [8] W. G. Nicoll, “Developing Transformative Schools: A Resilience-
limitations of the study can be useful information for the Focused Paradigm for Education.” International Journal of Emotional
Education, 6(1), pp.47–65, 2014.
prospective researchers in the related topic.
[9] E. J. Banatao, “Educational Resilience: The Relationship between
School Protective Factors and Student Achievement.” Dissertation
V. CONCLUSIONS Doctor of Educational Leadership. San Diego State University, 2011,
from
The results of this study show there are significant http://eric.ed.gov/?q=RESILIENCE+AND+SCHOOL&ft=on&id=ED
differences in resilience after counseling and after five weeks 521456
of counseling among students in cognitive-behavioral [10] A. S. Masten, J. E. Herbers, J. J. Cutuli, & T. L. Lafavor, “Promoting
counseling group, strengths-based counseling group and Competence and Resilience in the School Context.” Professional
students who do not follow any counseling or control group. School Counseling, 12(2), pp. 76–84, 2010,
https://doi.org/10.5330/PSC.n.2010-12.76
After counseling and five weeks after counseling, students in
[11] C. Agbakwuru and U. Stella,”Effect of assertiveness training on
cognitive-behavioral counseling group with significantly have resilience among early-adolescents”. European Scientific Journal,
a higher resilience than students in the strengths-based 8(10), pp.69-84, 2012.
counseling group. Then, students in strengths-based
counseling group have a higher resilience than students in the

106
 Advances in Social Science, Education and Humanities Research, volume 134

[12] A. Dotterer and K. Lowe, “Classroom context, school engagement, [31] J. P. Gallasi, and P. Akos, “Strength-based school counseling:
and academic achievement.” Journal Youth Adolescence, 40, promoting student development and achievement.” Mahwah, NJ:
pp.1649–1660, 2011, Doi. 10.1007/s10964-011-9647-5. Lawrence Erlbaum Associates, 2007.
[13] E. Sagone and M. E. De Caroli, “Relationships between resilience, [32] J. P. Gallasi, D. Griffin, & P. Akos, “Strength-based school counseling
self-efficacy, and thinking styles in Italian middle adolescents.” and the ASCA National Model.” Professional school counseling,
Procedia-Social and Behavioral Sciences, 92(2013), pp.838–845, 12(2), pp. 176-181, 2008.
2013, https://doi.org/10.1016/j.sbspro.2013.08.763 [33] S. Gable, and J. Haidt, “What (and why) is positive psychology?”
[14] S. Winders, “From extraordinary invulnerability to ordinary magic: A General Psychology, 9, pp.103–110, 2005.
literature review of resilience.” Journal of European Psychology [34] L. Waters, “A review of school-based positive psychology
Students, 5(1), pp. 3-9, 2014, Doi. http://dx.doi.org/10.5334/jeps.bk interventions.” The Australian Educational and Developmental
[15] B. Bernard, “Resiliency: What we have learned.” San Francisco: West Psychologist, 28(2), pp.75–90, 2011.
Ed, 2004. https://doi.org/10.1375/aedp.28.2.75
[16] G. E. Richardson, “The metatheory of resilience and resiliency.” [35] M. J. Scheel, C. K. Davis, & J. D. Henderson, “Therapist use of client
Journal of Clinical Psychology, 58(3), pp. 307–21, 2002. strengths: a qualitative study of positive processes.” The Counseling
[17] J. A. Durlak, R. P. Weissberg, A. B. Dymnicki, R. D. Taylor, & K. B. Psychologist, 41(3), pp.392–427, 2013.
Schellinger, “The Impact of Enhancing Students’ Social and https://doi.org/10.1177/0011000012439427
Emotional Learning: A Meta-Analysis of School-Based Universal [36] D. Saleebey, “The strengths perspective.” Strengths Institute,
Interventions.” Child Development, 82(1), pp.405–432, 2011, University of Kansas School of Social Welfare, 2010, from
https://doi.org/10.1111/j.1467-8624.2010.01564.x http://www.socwel.ku.edu/strengths/about/index.shtml
[18] T. M. Yates, F. Tyrell, & A. S. Masten, “Resilience theory and the [37] T. M. Yates and A. M. Masten, “Fostering the future: resilience theory
practice of positive psychology from individuals to societies.” In and the practice of positive psychology.” In Positive Psychology in
Stephen Joseph (Ed.), Positive psychology in practice: promoting Practice, pp. 521–539, 2012,
human flourishing in work, health, education, and everyday life (2 ed., https://doi.org/10.1002/9780470939338.ch32
pp. 773-788). Hoboken, NJ, USA: John Wiley & Sons, Inc, 2015, [38] E. J. Smith, “The strength-based counseling model.” The Counseling
https://doi.org/10.1002/9781118996874.ch44 Psychologist, 34(1), pp.13-79, 2006. doi:10.1177/0011000005277018.
[19] K. Suranata, “Caring Community As a strengthened in the Education [39] D. Joyce-Beaulieu and M. L. Sulkowski, “Cognitive behavioral
Efforts to promote Student Resilience,” Proceedings of Scientific therapy in K–12 school settings: A practitioner’s toolkit.” New York:
Forum-Faculty of Education Department Of Science Education (FIP- Springer, 2015.
JIP) and International Seminar, pages 290-300, September, 09th-11th
2015, Gorontolo, 2015. [40] A. Ellis, “Reason and emotion in psychotherapy.” New York: Lyle
Stuart, 1962.
[20] VicHealth, “Interventions to build resilience among young people: a
literature review.” Victorian Health Promotion Foundation, [41] S. Cormier, P. S. Nurius, & C. J. Osborn, “Interviewing and change
Melbourne, 2015. strategies for helper: fundamental skill and cognitive behavioral
intervention (6th ed).” Belmont: Brooks/Cole, 2009.
[21] A. T. Beck, “Cognitive therapy and the emotional disorder.” New
York: A Meredian Book, 1979. [42] D. Dobson and K. S. Dobson, “Evidence based practice of cognitive
behavioral therapy.” New York: Guilford Press, 2009.
[22] L. Seligman, “Theories of counseling and psychotherapy.” New
Jersey: Pearson Merril Prentice Hall, 2006. [43] K. Reivich and J. Gillham, “Building resilience in youth: The Penn
resiliency program.” Communique, the Newspaper of the National
[23] J. Beck, ”Cognitive behavioral therapy: Basics and beyond (3rd ed).” Association of School Psychologists, (38)6, pp.17-18, March/April,
New York: The Guilford Press, 2011. 2010.
[24] A. C. Butler, J. E. Chapman, E. M. Forman, & A. T. Beck, “The [44] K. Reivich and A. Shatte, “The Resilience Factor: 7 key finding your
empirical status of cognitive-behavioral therapy: A review of meta- inner strength and overcoming life’s hurdles.” New York: Broadway
analyses.” Clinical Psychology Review, 26(1), pp. 17–31, 2006. Books, 2002.
[25] J. E. Gillham, K. J. Reivich, S. M. Brunwasser, D. R. Freres, N. D. [45] J. Hair, W. Black, B. Babin, R. Andeson, & R. Tatham, “Multivariate
Chajon, V. M. Kash-MacDonald, … M. E. Seligman, “Evaluation of a data analysis (6th ed.).” Upper Saddle River: Pearson Prentice Hall,
group cognitive-behavioral depression prevention program for young 2006.
adolescents: A randomized effectiveness trial.” Journal of Clinical
Child & Adolescent Psychology, 41(5), pp.621–639, 2012. [46] S. A. Elliot and J. S. Brown, “What are we doing to waiting list
https://doi.org/10.1080/15374416.2012.706517. controls?” Behavioral Research Therapy, 40(9), pp. 1047-1052, 2001.
PMID: 12296489.
[26] A. R. Challen, S. J. Machin, & J. E. Gillham, “The UK resilience
programme: A school-based universal nonrandomized pragmatic [47] R. Berg, G. Landreth, & K. Fall, “Group counseling, concept and
controlled trial.” Journal of Consulting and Clinical Psychology, procedures (4th ed).” New York: Routledge, 2006.
82(1), 75–89, 2014, https://doi.org/10.1037/a0034854 [48] J. D. Brown, “Statistics Corner. Questions and answers about
[27] S. M. Brunwasser, J.E. Gillham, & E. S. Kim, “A meta-analytic language testing statistics: Sample size and power.” Shiken: JALT
review of the Penn resiliency program’s effect on depressive Testing & Evaluation SIG Newsletter, 11(1), pp.31-35, 2007, from
symptoms HHS public access.” Journal Consultation Clinical http://jalt.org/test/bro_25.htm.
Psychology, 77(6), 1042–1054, 2009, [49] E. Gillham, K. Reivich, D. Terres, T. Chaplin, A. Shatte, B. Samuels,
https://doi.org/10.1037/a0017671 ,... M. Seligman, “School-based prevention of depressive symptoms:
[28] P. S. Y. Lau and S-C. Fung, “School guidance and counseling in an A randomized controlled study of the effectiveness and specificity of
international context : A Reaction Paper.” Asian Journal of the Penn Resiliency Program.” Journal of Consulting and Clinical
Counseling, 15(2), pp.207–228, 2008. Psychology. 75(1), pp. 9-19, 2007.
[50] L. Peng, M. Li, X. Zuo, Y. Miao, L. Chen, Y. Yu, … T. Wang,
[29] N. C. Gysbers and P. Henderson, “Comprehensive guidance and
“Application of the Pennsylvania resilience training program on
counseling programs: A rich history and a bright future.” Professional
medical students.” Personality and Individual Differences, 61(62), pp.
School Counseling, 4(4), pp.246–256, 2001.
47–51, 2004, https://doi.org/10.1016/j.paid.2014.01.006.
[30] N. C. Gysbers and P. Henderson, “Developing and managing your
[51] N. W. Burton, K. L. Pakenham, & W. J. Brown, “Feasibility and
school guidance program.” Alexandria, VA: American Counseling
effectiveness of psychosocial resilience training: A pilot study of the
Association, 2012.
READY program.” Psychology, Health & Medicine, 15(3), pp.266–
277, 2010, https://doi.org/10.1080/13548501003758710.

107
 Advances in Social Science, Education and Humanities Research, volume 134

[52] P. M. Barrett and K. M. Pahl, “School-based intervention: Examining

a universal approach to anxiety management.” Australian Journal of
Guidance and Counseling, 16(1), pp.55–75, 2006.
[53] Y. Matsumoto and E. Shimizu, “The FRIENDS cognitive behavioral
program in Japanese schools: An examination of the treatment
effects.” School Psychology International, 37(4), pp. 397-409, 2016,
https://doi.org/10.1177/0143034316649639.
[54] R. Ruttledge, E. Devitt, G. Greene, M. Mullany, E. Charles, E.,
Frehill, J. & Moriarty, M. 2016. “A randomised controlled trial of the
FRIENDS for Life emotional resilience programme delivered by
teachers in Irish primary schools.” Educational & Child Psychology,
33(2). Pp.69-89, 2016.
[55] C. A. Padesky and K. Mooney, “Strengths-based cognitive-behavioral
therapy: A four-step model to build resilience” Special Issue Article.”
Clin Psychol Psychother, 19, pp. 283–290. Doi. 10.1002/cpp.1795,
2012.
[56] F. Bannink, “Are you ready for positive cognitive behavioral therapy?
The Journal of Happiness & Well-Being,” 1(2), pp.61-69, 2013.
[57] C. Chaves, I. Lopez-Gomez, G. Hervas, & C. Vazquez, “A
comparative study on the efficacy of a positive psychology
intervention and a cognitive behavioral therapy for clinical
depression.” Cognitive Therapy Research, (April), 2016,
https://doi.org/10.1007/s10608-016-9778-9.
[58] N. Asgharipoor, A. A. Farid, H. Arshadi, & A. Sahebi, “A
comparative study on the effectiveness of positive psychotherapy and
group cognitive-behavioral therapy for the patients suffering from a
major depressive disorder.” Iranian Journal of Psychiatry and
Behavioral Sciences, 6(2), pp.33–41, 2012, PMCID: PMC3940016.
[59] M. Bernard and K. Walton, “The effect of You Can Do It! Education
in six schools on student perceptions of wellbeing, teaching, learning
and relationships.” Journal of Student Wellbeing, 5, pp.22–37, 2011.
[60] S. Marques, S. Lopez, & K. Pais-Ribeiro, “Building hope for the
future: A program to foster strengths in middle-school students.”
Journal of Happiness Studies, 12, pp.139–152, 2011.
[61] M. Seligman, R. Ernst, J. Gillham, K. Reivich, & M. Linkin, “Positive
education: Positive psychology and classroom interventions.” Oxford
Review of Education, 35, pp.293–311, 2009.
[62] W. Madden, S. Green, & T. Grant, “A pilot study evaluating
strengths-based coaching for primary school students: Enhancing
engagement and hope.” International Coaching Psychology Review, 6,
pp.71–83, 2010.

108