경계선지능 청소년을 위한 인지행동치료 프로그램이 우울, 불안, 문제해결기술 및 사회성 기술에 미치는 영향 = Effects of a Cognitive Behavioral Therapy Program for Adolescents with Borderline Intellectual Functioning on Depression, Anxiety, Problem-Solving Skills, and Social Skills

다국어 초록 (Multilingual Abstract)

The purpose of this study was to examine the changes in depression, anxiety, problem-solving skills, and social skills following the implementation of a cognitive behavioral therapy (CBT) program designed for adolescents with borderline intellectual functioning (BIF). To this end, a CBT program was developed based on a review of the characteristics of BIF and relevant prior research, incorporating cognitive restructuring, behavioral activation and relaxation training, problem-solving training, and social skills training as its core components. The participants consisted of six adolescents with BIF (three males and three females) enrolled in middle and high schools in Gyeonggi Province, South Korea. The program was conducted twice per week, with each session lasting 50 minutes, for a total of 16 sessions. To evaluate the program's effectiveness, pre- and post-tests were administered using the Beck Depression Inventory (BDI), Beck Anxiety Inventory (BAI), Social Problem-Solving Inventory (SPSI), and Social Skills Rating System (SSRS). The collected data were analyzed using SPSS 21.0. In addition, session-by-session activity worksheets and audio recordings were gathered and subjected to content analysis. The findings were as follows: First, participants’ depression decreased significantly following the program, and maladaptive cognitions associated with depression shifted toward more adaptive thinking patterns. Second, anxiety levels decreased significantly after the program, with anxiety-related maladaptive cognitions likewise giving way to more adaptive thoughts. Third, among the subscales of problem-solving skills and social skills, assertiveness showed significant improvement following the program, and maladaptive behaviors related to problem-solving and assertiveness transitioned to more adaptive behavioral patterns. These results suggest that the cognitive-behavioral therapy (CBT) program can be utilized as an effective intervention for adolescents with borderline intellectual functioning.