The effect of group cognitive behavior therapy on aggression, social adjustment, and and peer interaction in male elementary school students

Background and aims: Aggression and maladjustment in children can disrupt their development. Cognitive behavioral therapy (CBT) helps address these issues by modifying maladaptive thoughts and behaviors. This study aimed to evaluate the effects of group CBT on aggression, social adjustment, and peer interaction among elementary school boys. Methods: The study employed a semi-experimental design with pre-test and post-test measures and a control group. Thirty male students of 5th and 6th -grade from elementary schools in Fasa city, Iran were selected through convenience sampling and randomly assigned to either the experimental group (n=15) or the control group (n=15). Both groups completed questionnaires before the intervention. The experimental group then participated in 13 weekly CBT sessions, each lasting 60 minutes, while the control group received no intervention. After the intervention period, both groups completed the questionnaires again. Data were collected using Bell’s Emotional Adjustment Questionnaire, Hudson’s Peer Interaction Questionnaire, and Bass and Perry’s Aggression Questionnaire. Data analysis was performed using univariate analysis of covariance. Results: CBT had a significant effect on social adjustment (p<0.001), aggression (p<0.001), and peer relationships (p<0.001) in the experimental group at the post-test stage. Conclusion: The findings suggest that group CBT is effective in reducing aggressive behaviors, improving social adjustment, and enhancing communication skills with peers among boys in elementary school.