Poster #168 - Treatment Components That Lead to the Improvement of Resilience and Self-esteem in Children: a Microtrial.

• In Event: 3-003 - Poster Session 09
  In Poster Session: PS 09 Section - Prevention and Interventions

Integrative Statement

Low self-esteem, which can be conceptualized as the value that is placed on one’s self, has previously been related to peer victimization, anxiety and depression in children. Adequate social skills are a protective factor against developing low self-esteem, and have even been found to be associated with improved self-esteem and resilience over time (Alvord & Grados, 2005; Baumeister, Campbell, Kreuger, & Vohs, 2003).

Social skills training programs are a popular strategy to positively stimulate social and emotional development in children. Previous research has shown that social skills training programs generally have small to moderate, positive effects (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). In light of evidence based treatment, it is crucial that program developers and mental health professionals know which training programs work best, for whom. By examining the efficacy of distinct types of treatment components, we bridge the gap of knowledge on why certain social skills programs yield positive results.

Two dominant approaches that have been widely implemented to improve resilience and self-esteem in children are cognitive restructuring (i.e. transforming negative thoughts about oneself into positive ones) and psychophysical exercises (i.e. using physical exercises to generate experiences of success). The present study aimed to identify which treatment component (i.e., cognitive restructuring or psychophysical exercises) leads to greater improvement of resilience and self-esteem in children and (pre)adolescents.

Fourteen Dutch primary schools were matched and randomized into 1) a group receiving a program with psychophysical exercises only, 2) a group receiving a program with cognitive restructuring exercises only and 3) a no treatment control group. Both experimental conditions received a 4 session, 60-minute per session training program, provided by a certified professional. In total, 957 children from grade 4 to grade 6 completed a questionnaire based on which ten children per school were invited to participate in the training program (46 for the cognitive restructuring program, 34 for the psychophysical program and 40 in the control condition). Selected participants completed a second pre-test in the week prior to the start of the program. Post-test was completed one week after the training program ended and follow-up was completed 3 months after the program ended.

Preliminary results from one-way ANOVAs suggest that children in all conditions reported higher self-esteem, self-efficacy, social competence and overall social skills at post-test. No significant differences between the conditions were found. This means that cognitive restructuring does not lead to a greater increase in self-esteem and resilience compared to psychophysical exercises. Forthcoming multilevel regression analyses should corroborate these preliminary results and provide more insight into effective treatment components to improve resilience and self-esteem in children and (pre)adolescents.

Authors

• Brechtje de Mooij, University of Amsterdam
  Presenting Author

• Minne Fekkes, TNO Child Health
  Non-Presenting Author

• Ron Scholte, Radboud University Nijmegen
  Non-Presenting Author

• Geertjan Overbeek, University of Amsterdam
  Non-Presenting Author