Effectiveness of Cognitive-Behavioral Therapy on Anxiety and Self-Esteem in Children with Specific Learning Disorders

Objective: The present study aimed to investigate the effectiveness of cognitive-behavioral therapy (CBT) on anxiety and self-esteem in children with specific learning disorders (SLD).Method: This research was applied in purpose and employed a quasi-experimental design with a pretest-posttest and two-month follow-up design including a control group. The statistical population of the study consisted of ۹۶ students aged ۱۰–۱۲ years with learning disorders who had referred to the learning disorder centers of the Education Department in Tonekabon County during the first half of the ۲۰۲۵–۲۰۲۶ academic year. Among them, ۳۰ individuals were selected through simple random sampling after initial screening using the Anxiety Questionnaire by Allen et al. (۲۰۱۸) and the Eysenck Self-Esteem Questionnaire (۱۹۷۶). They were then assigned to an experimental group and a control group using the same random method. The experimental group received a ۱۲-session intervention program (each session ۴۰ minutes) based on "Facing Your Fears at School" by Smith and Reyon (۲۰۲۴), grounded in cognitive-behavioral therapy. Results: Data analysis using repeated-measures analysis of variance showed a statistically significant difference between pretest-posttest and pretest-follow-up scores in the experimental group, indicating the effectiveness of CBT in reducing anxiety and increasing self-esteem in children with specific learning disorders. Furthermore, no statistically significant difference was observed between posttest and follow-up scores, demonstrating the stability of treatment outcomes.Conclusion: cognitive behavior therapy can effectively reduce anxiety and enhance self-esteem in children with SLD, highlighting its potential as an effective intervention for changing mood disorders and traits in SLD children.

کلیدواژه ها:

anxiety ، Self-esteem ، cognitive-behavioral therapy ، specific learning disorders