Effectiveness of a Family-Based Problem-Solving Program on Children's Self-Esteem During the Coronavirus Pandemic

Abstract

Problem-solving skills are designed to modify behavior, facilitate the selection of appropriate behaviors, and replace them in challenging situations individuals face. This study aimed to investigate the impact of family-based problem-solving training on the self-esteem of children during the Coronavirus pandemic among school students. The study employed a quasi-experimental design with a pre-test, post-test, and follow-up framework, including a control group. A total of 100 students were selected using a random sampling method and randomly assigned to two groups: experimental (n = 50) and control (n = 50). Parents and students participated in ten two-hour training sessions over three months using the family-based problem-solving program. Data were collected through the Coopersmith Self-Esteem Inventory based on parental evaluations. The data were analyzed using multivariate covariance analysis (MANCOVA) via SPSS software, version 25. The data analysis revealed that the family-based problem-solving program had a significant positive effect on the components of self-esteem (P < 0.001). These results were maintained during the follow-up phase (P < 0.001). Family-based problem-solving training impacts parental and child behavior by identifying goals, modeling, guiding mothers in accordance with the program, and utilizing techniques that prepare children to face challenges. It teaches children that they can employ diverse approaches to solving problems, which, in turn, enhances their self-confidence, creativity, and intrinsic motivation.