The effectiveness of cognitive-behavioral group counseling using self-talk techniques to improve self-adjustment in junior high school students

Abstract

Self-adjustment is an essential developmental competency that enables adolescents to cope with academic demands, emotional challenges, and social transitions. This study aimed to examine the effectiveness of cognitive-behavioral group counseling using self-talk techniques in improving self-adjustment among seventh-grade junior high school students. A quantitative approach with a pretest–posttest control-group design was employed, involving 12 students selected through purposive sampling and assigned to experimental and control groups. Data were analyzed using the Wilcoxon signed-rank test and Mann–Whitney U test. The results demonstrated a substantial increase in the experimental group's mean self-adjustment score from 45.83 to 65.33, whereas the control group showed minimal improvement from 49.33 to 49.50. The Wilcoxon test indicated a statistically significant improvement within the experimental group (Z = −2.207, approximately p = .027). These findings suggest that cognitive-behavioral group counseling incorporating self-talk techniques is a promising approach for supporting students' adjustment to academic and social demands. The study highlights the potential application of structured cognitive-behavioral interventions in school counseling, although further research is needed to confirm their comparative effectiveness and long-term outcomes.