Effectiveness of Cognitive-Behavioral Assertiveness Group Therapy in Anxious Children

Comparison of the Effectiveness of Assertiveness-Based Group Cognitive Behavioral Therapy Versus No Intervention on Peer Relationship Quality, Emotion Regulation, and Coping Styles in Anxious Girls

Status

Recruiting

Phases

Unknown

Study type

Interventional

Source

IRCT

Registry ID

IRCT20251227068467N1

Enrollment

Registered

2026-01-04

Start date

2026-01-21

Completion date

Unknown

Last updated

2026-02-02

For informational purposes only — not medical advice. Sourced from public registries and may not reflect the latest updates. Terms

Conditions

Childhood Anxiety. ?????? ?????? ?????? ?? ?????? ????? ? ??? ?? ?? ?????? ????? ????? ?????? ?? ??????

Interventions

Intervention 1: Intervention group: Participants in the intervention group receive a group-based assertiveness training program with a cognitive behavioral approach inspired by the Gambrill and Richey

Eligibility

Sex/Gender

Female

Age

9 Years to 13 Years

Inclusion criteria

Inclusion criteria: Girls in the second year of elementary school Scoring above the cutoff point on an anxiety questionnaire Written informed consent from parents Ability to participate in group therapy sessions No severe comorbid psychiatric disorders

Exclusion criteria

Exclusion criteria: Concurrent psychological treatments Presence of severe diagnosed psychiatric disorders Inability to communicate verbally Lack of willingness of the child or parents to participate

Design outcomes

Primary

Measure	Time frame
Severity of generalized anxiety in children participating in the study. Timepoint: Before the intervention, at the end of the last treatment session, and three-month follow-up after the end of the intervention. Method of measurement: Using the Spence Children’s Anxiety Scale for generalized anxiety.	—

Secondary

Measure	Time frame
Peer relationship quality in children participating in the study. Timepoint: Before the intervention, at the end of the last treatment session, and three-month follow-up after the end of the intervention. Method of measurement: Hudson Peer Relationship Quality Questionnaire.;Cognitive emotion regulation strategies in children participating in the study. Timepoint: Before the intervention, at the end of the last treatment session, and three-month follow-up after the end of the intervention. Method of measurement: Garnefski Cognitive Emotion Regulation Questionnaire for Children (CERQ).;Coping strategies in children participating in the study. Timepoint: Before the intervention, at the end of the last treatment session, and three-month follow-up after the end of the intervention. Method of measurement: Ayers and Sandler Children Coping Strategies Questionnaire (CCSC-R).	—

Measure

Time frame

Peer relationship quality in children participating in the study. Timepoint: Before the intervention, at the end of the last treatment session, and three-month follow-up after the end of the intervention. Method of measurement: Hudson Peer Relationship Quality Questionnaire.;Cognitive emotion regulation strategies in children participating in the study. Timepoint: Before the intervention, at the end of the last treatment session, and three-month follow-up after the end of the intervention. Method of measurement: Garnefski Cognitive Emotion Regulation Questionnaire for Children (CERQ).;Coping strategies in children participating in the study. Timepoint: Before the intervention, at the end of the last treatment session, and three-month follow-up after the end of the intervention. Method of measurement: Ayers and Sandler Children Coping Strategies Questionnaire (CCSC-R).

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Countries

Iran (Islamic Republic of)

Contacts

Public ContactFatemeh Shams kiya

Islamic Azad University

fatemeh.shamskiaa@gmail.com+98 44 3623 2541

Outcome results

None listed

Source: IRCT (via WHO ICTRP) · Data processed: Feb 7, 2026