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Procedia - Social and Behavioral Sciences 165 (2015) 179 – 188

CPSYC 2014

Internet Supported Cognitive Behavior Therapy to help Students

with Shy-socially Isolated Problems
Neila Ramdhania*, Jeanita Deli Widjajab, Novi Rahmawatib
a
Faculty of Psychology, Gadjah Mada University, Yogyakarta 55281 Indonesia
b
Master of Professional Psychology, Faculty of Psychology, Gadjah Mada University, Yogyakarta 55281 Indonesia

Abstract

Shy-socially isolated problem is still a dominating among teenagers. Some researchers found that cognitive distortion and
social anxiety are predictors of this, besides the lack of opportunity to practice and involve in social relationship. This article
addresses two small studies that examined two models of internet-supported brief cognitive behavior therapy (i-brief CBT)
intervention, and self-management (i-SM). The former investigated the effectiveness of i-brief CBT in reducing social anxiety in
teenagers. The later tested the i-SM in decreasing cognitive distortion. The main researched aimed to test the increase of
Satisfaction with Life (SWL) level of the subjects participating in the Internet-Supported Brief CBT and Self-Management
programs.
There were thirty-four high school students participating in the research, fifteen of whom were in the i-brief CBT and
nineteen in the i-SM. Among those in the i-brief CBT, seven belonged to its experimental group while the i-SM had eight
subjects placed in its experimental group. A quasi-experimental with a mixed design combined with a repeated measure applied
in these researches. A mixed ANOVA that used to analyze the data showed that i-brief CBT as well as i-SM were significantly
able to reduce social anxiety and cognitive distortion. In addition, both studies reported that these students were satisfied with
their lives more than before joining the programs.
© 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
© 2015 The Authors. Published by Elsevier Ltd.
(http://creativecommons.org/licenses/by-nc-nd/3.0/).
Peer-reviewunder
Peer-review underresponsibility
responsibilityofofthe
theOrganizing
OrganizingCommittee
Committeeofof CPSYC
CPSYC 2014.
2014.

Keywords: Shy-socially isolated; social-anxiety; cognitive-distortion; CBT; self-managment,;Internet; Satisfaction with life

* Corresponding author. Tel.: +62-811259326; fax: +62-274550436.

E-mail address: neila_psi@ugm.ac.id

1877-0428 © 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/3.0/).
Peer-review under responsibility of the Organizing Committee of CPSYC 2014.
doi:10.1016/j.sbspro.2014.12.620
180 Neila Ramdhani et al. / Procedia - Social and Behavioral Sciences 165 (2015) 179 – 188

1. Background

Shy-socially isolated is still a problem among high school students. Jupp and Griffiths (1990) proposed that there
are three main causes of shy-socially isolated problem, namely social anxiety, cognitive distortion and lack of skills
needed in building interpersonal relationship. Besides as the indicator of shy-isolated problem, social anxiety and
cognitive distortion also constitute problems students often experience and they are often chronic and continuous so
that they can have immense negative consequences on quality of life, for example, causing a low satisfaction with
their life. This article explains CBT-based intervention supported by Internet for reducing social anxiety and
cognitive distortion and expecting that individuals with Shy-socially isolated problem will feel more satisfied with
their life.
Social anxiety is characterized by an extreme and consistent fear when someone acts in an embarrassing way,
meet new people, supervision existence in a variety of performance and/or interactional situation (Memik,
Sismanlar, Yildiz, et.al., 2010; Yoshinaga, Ohshima, Matsuki, et.al., 2013 ; Russell & Shaw , 2009; Lundh &
Sperling, 2002). Hope, Heimberg, & Turk (2010) stated that the situation that triggers social anxiety can be
classified into four primary categories, a) formal interactions such as giving speech, lecture, conference
presentations, b) non-formal interactions such as meeting with a stranger/foreigner, attending a party; c) Interactions
that demand assertive behavior, for example, expressing disapproval, rejecting friend requests; d) being noticed by
other people, for example at work, writing, eating, etc. When fear of social situation appears, people with social
anxiety usually feel a various physical, cognitive and behavioral symptoms. The physical symptoms felt are
trembling, flushed face, sweating, stuttering and other symptoms. Cognitive aspects of social anxiety include
maladaptive thinking patterns and irrational fear. Behavioral symptoms that arise are escaping from stressful
situations or freezing in place (Muller, Koen, & Seedat, 2005).
Other predictor of shy-socially isolated is cognitive distortion, which is a way of thinking that tends to
exaggerate everything or a way of thinking that is irrational about anything. This occurs as result of cognitive
deficits that affecting the function of working memory and cognitive control. This cognitive distortion stimulates
cognitive triad (Gotlib & Hammen, 2009), negative perspective toward themselves, their world, and future. The
condition felt by shy-socially isolated individuals can make them experience disappointment with themselves,
feeling not as good as everybody around them and dissatisfaction in their lives.

1.1. Cognitive Behavioral Therapy

Cognitive Behavior Therapy (CBT) has shown very effective in helping individual with psychological problems
such as depression, social anxiety, phobias and stress-related problems (Jupp & Griffiths, 1990; Ito, Roso, Tiwari, et
al., 2008; Hope, et al., 2010). Individuals with this problem are dominated by dysfunctional thought, which is the
initial formation of automatic negative thought that spontaneously appear and have free association in the form of
words images. Most of the time, they are more aware of the emotions that arise as a result of the automatic negative
thought. Deeper level of cognition is basic beliefs or core beliefs. It starts from childhood and is learned from
personal experience, interaction with others, including parents who criticize them, observations and explicit and
implicit messages from the environment (Beck, 2011).
CBT is considered the main psychological treatment for social anxiety either in-group or individual settings
(Jupp & Griffiths, 1990; Hope, et.al., 2010). However, some psychologists giving CBT service at Public Health
Centers in the Special Region of Yogyakarta, Indonesia, have to face the fact that service given all this time takes
time too long if compared with their available practice time and the number of clients in need of the service and the
cost spent. The problem is still reinforced by limited availability of CBT therapists in several regions of Indonesia so
that this motivates the formation of alternative media delivery and administration of medication. One of low cost
alternative face-to-face therapies is the Internet with self-help approach since it allows anonymity presentation of
self that makes its users free of social rules and feels not threatened to be criticized by others (Yen, Yen, Chen, et.al,
2012). In a number of researches on Internet-Based therapy, CBT is the most used (Andersson & Titov, 2014). The
results showed that the effect of treatment via the Internet is comparable to traditional CBT delivered via face-to-
face. However, the Internet-based treatment should be seen as a complementary method and not as a substitute for
face-to-face CBT (Tillfors, Carlbring, Furmark, et al., 2008).
CBT that is delivered via the Internet certainly has limitations and advantages. The limitations include the lack
of rapport or therapeutic sharing and of individual opportunity to directly confront social situations. On the other
 Neila Ramdhani et al. / Procedia - Social and Behavioral Sciences 165 (2015) 179 – 188 181

hand, the advantages of online CBT is that it can overcome the problem of distance and time required to see a
therapist in person. In addition, it has a wider range of dissemination of information and gives individuals the
opportunity to obtain information about their condition that can open new horizons for those who are still reluctant
or embarrassed to come to the therapist. Through their researches, Cartreine, Ahern and Locke (2010) suggested
more researches, trainings, policies and industries in using Internet especially for helping individuals experiencing
anxiety and depression. Therefore, this research will then apply the Internet supported brief CBT as a method of
intervention by shortening and reducing Butler’s (2007) 12-20 sessions into 4-8 sessions. This intervention has
lower costs and less administrative time so that it is appropriate to be conducted at Public Health Centers
(Puskesmas) in Indonesia, considering the increasing number of people using psychologists’ services and the limited
time of the health centers’ operation.

1.2. Self-management Coaching

Self-management encompasses methods, skills and strategies by which individuals can effectively direct their
own activities toward the achievement of specific objectives (Yeung, Feldman, & Fava, 2009). For example, it is
done with goal setting, planning, scheduling, task tracking, self-evaluation, self-intervention and self-development.
It is designed based on an assumption that if individuals design by themselves the goal setting and the goal is
realistic and tangible, they will find that the goal belongs to them and they will be more responsible in trying to
accomplish it. Since self-management concept states that there is a strong relationship between the mind, emotions
and behavior. Accordingly, it is good to be applied for individual with cognitive distortion. Lorig and Holman
(2003) implemented this technique in helping individual with depression disorder through five steps, namely self-
monitoring, understanding the short-term and long-term consequences of an occurrence, overcoming the causes of
distortion from an occurrence, setting realistic goals and providing positive self-reinforcement.
Self-management training is well proven effective to overcome cognitive distortions of depressive disorder
(Primoz, Tavc, Avbelj, & Dernovs, 2012; Wagner, Horn, & Maercker, 2013; Yeung, Feldman, & Fava, 2009). In it,
participants gain not only knowledge regarding their psychological problems in order to increase self-awareness and
but also skills that can be used to address the cognitive distortions and prevent the return of distortion related to
psychological problem being experienced (Yeung, Feldman, & Fava, 2009). In addition, by making realistic plan
participants learn how to re-improve their cognitive functioning to prevent them from re-experiencing cognitive
distortions (Bandura, 1998; Rokke, Tomhave, & Jocic, 2000; Gensichen, Petersen, Karroum, Rauck, König, &
Gerlach, 2011; Primoz, Tavc, Avbelj, & Dernovs, 2012).
Similar to the use of brief CBT at Public Health Centers in Indonesia, the demand to provide Internet supported
self-management training is increasing especially for overcoming daily problems experienced by teenagers because
the most users of Internet are teenagers. Shy-social isolation is still a problem at school. Students tend to withdraw
themselves from social interactions. They find difficult to speak in front of public and even feel they are poor
teenagers because it is difficult for them to express their ideas to others. Often they feel not satisfied with their lives
so that these shy-socially isolated teenagers’ learning achievement is very low. It is not because they are stupid but
is caused more by teachers experiencing difficulties in finding out their real ability if they have to stay in class.
This study aimed to investigate the effectiveness of the Internet-supported brief CBT in decreasing social
anxiety, self-management in reducing cognitive distortion, and finally to test both methods of therapy delivered with
support of Internet in increasing life satisfaction. The hypothesis of the research were (1) subjects’ social anxiety is
higher before participating in the Internet-supported brief CBT is than after; (2) subjects’ cognitive distortion
decreases after participating in the Internet-supported self-management; and (3) the satisfaction with life of the
subjects of two group increases after the program of intervention delivered via Internet. The ground of thinking used
in this research was that social anxiety could be experienced by anyone if they experience cognitive distortion. Due
to the decreasing cognitive distortion, social anxiety will also decline so that they can interact and build social
relationship better and consequently positive affect that is one of indicator of life satisfaction is developed (Diener,
Emmons, Larsen, et al., 1985).
182 Neila Ramdhani et al. / Procedia - Social and Behavioral Sciences 165 (2015) 179 – 188

2. Method

2.1. Variables

Five variables were investigated in this study. They consisted of two independent variables: the Internet
supported brief CBT and the Internet supported self-management, and three dependent variables: social anxiety,
cognitive distortion, and satisfaction with life.

2.2. Subject

Thirty-four high school students who are 15-17 years old were involved in these studies. They have Internet
skills, especially in using e-learning systems of their school and they were not receiving other psychological
treatment. The subjects who participated in study 1 had to have score of Social Anxiety Scale (SAS) at the medium
or high level. Likewise, the subjects joining the study 2 had to meet the score of Cognitive Distortion Scale at the
medium or high level.

2.3. Research Design

A quasi experiment with mixed design that combined repeated measures and independent designs were applied
in these studies (Shadish, Cook, & Campbell, 2002). Measurement of social anxiety and cognitive distortion were
distributed three times: before treatment (pre-test), immediately after the treatment (post-test) and a week after the
treatment (follow-up). The Satisfaction with Life (SWL) was measured before training, a week and a month after the
treatment.

2.4. Procedures

2.4.1. Preparation of modules and professional judgments

The brief CBT modules refer to theory of behavior therapy and adopt Butler’s work (2007). The material given
was adapted to the purpose of this research, which is to ignite knowledge, awareness, thoughts change and actions in
responding a social situation. Self-management modules developed by the research team by referring to the steps of
conducting self-management coaching stated by Lorig and Holman (2003) were self-monitoring, understanding the
short-term and long-term consequences of an occurrence, overcoming the causes of distortion from an occurrence,
setting realistic goals and providing positive self-reinforcement. These modules consisted of 6 sessions that had been
discussed with five psychologists and been professionally judged by five other psychologists. The Aiken's value
method was applied to assess consistency between materials and assignments based on the objectives of each
session. The coefficient of v Aiken's module of Internet supported brief CBT was .7875 with an Aiken's V minimum
number as .75 and the maximum number as .8 while, its coefficient of Internet supported self management was
.7625 with an Aiken’s V minimum number as .65 and the maximum number as 9.

2.4.2. Measurement
Leary’s social anxiety factors (Leary, 1983) was used in constructing 16 items of Social Anxiety Scale (SAS), α
= 0.807. Cognitive distortion was measured with 29 items of Cognitive Distortion Scale (CDS) with α = .932. This
measurement was constructed based on five factors of cognitive distortion, namely self-criticism, self-blame,
helplessness, hopelessness, and preoccupation with danger. Lastly, Diener’s Satisfaction with Life scale consists of
five items (Diener et al., 1985).

3. Result

From thirty-four subjects participating in this research, 18 of them were placed in the experiment group and 16
others in the control group. In general, the subjects in the experiment group experienced decrease in the scores of
both social anxiety and cognitive distortion. Seven subjects who received i-brief CBT treatment apparently made
decrease at their level of social anxiety especially S-4, S-5 and S-7. Prior to joining the Internet supported brief CBT
 Neila Ramdhani et al. / Procedia - Social and Behavioral Sciences 165 (2015) 179 – 188 183

program, S-4 and S-7 had social anxiety at the medium level, in the end of the program, which was in the follow-up
period, both social anxiety degree dropped to the low level. Similarly, S-5 who previously experienced high level of
social anxiety made 13-point decrease to medium level. The decrease of social anxiety level was not a direct effect
of the program but it occurred during the period of follow-up (S-7).
The same change as gained by subjects participating in the i-brief CBT have also been experienced by subjects
who were joined in i-SM program. Five of eleven subjects from the experiment group experienced decrease of the
CDS scores from medium to low category. Two of them experienced the decrease in the follow-up period while the
three others made the decrease on the same category.

Table 1. Mean and Standard Deviation of Social Anxiety Scale of the i-brief CBT Group (N = 15)

Pre-test Post-test Follow-up Post-Pre Follow-Pre

Exp Cont Exp Cont Exp Cont Exp Cont Exp Cont

Mean 49.429 44.875 45.00 46.50 43.857 46.25 -4.429 1.625 -5.571 1.375

SD 6.503 4.673 4.726 6.118 5.640 4.921 5.442 6.116 4.790 3.623

t-test 1.573 -2.011 -3.194

p .14 .065 .007**

Before receiving treatment, there was difference in the average scores of the experiment group and control
group. However, this difference was not significant statistically (t =1.573; p = .14), yet they were in the same
category. To find out the effect of i-brief CBT, a mixed ANOVA was used to test the differences of both groups’
gain scores. The fact was that the decrease of social anxiety in the experiment group after joining the program was
higher than that of the control group (t = -2.011; p = .065). This result remained better to the follow-up period (t = -
3.194; p = .007).
The following analysis shows that there was an interaction between time and group. This shows that the change
in social anxiety level scores from the pre-test to post-test for both groups (experimental-control) was significantly
different. The mean value of the experimental group in the pre-test which was 49.429 decreased by 4.43 points to
45.00 in the post-test. On the other hand, the mean value of control group which was 44.875 in the pre-test increased
1.62 points to 46.50. The i-brief CBT given to the experimental group had effectively decreased social anxiety by
52.5 %.

Tabel 2. Mean and Standard Deviation of Cognitive Distortion Scale of i-SM (N = 19)

Pre-test Post-test Follow-up Post-Pre Follow-Pre

Exp Control Exp Cont Exp Cont Exp Cont Exp Cont

Mean 80.64 76.38 73.36 76.75 67.18 82.25 -7.273 .375 -13.455 5.875

SD 9.636 9.576 15.410 11.247 15.348 11.511 13.016 8.700 12.152 10.999

t-test .954 -1.439 -3.558

p .353 .168 .002**

Table 2 explains the data of group of the subjects participating in the i-SM program. After the period of
experiment took place, it was obvious that the experiment group experienced decrease in their score of cognitive
distortion as big as 7.273 however this is not statistically significant (t = -1.439; p = .169). In the periode of follow
up, it was found that this score kept decreasing, which was as big as 13.455 (t = -3.558; p= .002) if compared with
the control group that tended to increase. A mixed Anova used to see the interaction between treatment and time
showed that there was also an interaction between time measurement and treatment group. This interaction revealed
184 Neila Ramdhani et al. / Procedia - Social and Behavioral Sciences 165 (2015) 179 – 188

that cognitive distortion level significantly change before, after and one week after the treatment (F = 8.363; p =
.001).
The decrease of social anxiety and cognitive distortion levels had direct impact on the Satisfaction with Life
(SWL). Table 3 shows the comparison between the SML score of the experiment group and that of the control
group. In the beginning the mean score of SWL of the experiment group was 18.667. After both groups were
involved in the Internet-Supported Brief CBT and Self-Management programs, the SWL score of the subjects from
the experiment group increased to 19.278. In the control group the changing of score occurred from 21.125 to
21.812. If compared, the increase of SWL’ score of both the experiment group and control group as well as score
increase before and after training, this difference is statistically not significant.

Table 3. Scores of Satisfaction With Life scale before and after the treatment (N=34)

Group N Pre-test Post-test Follow-up

Mean SD Mean SD Mean SD
Experimental 18 18.667 5.698 19.722 6.007 19.278 6.754

Control 16 21.125 3.739 22.187 6.358 21.812 5.706

To find out the intervention method more appropriate to use to increase satisfaction with life, comparison
between the increase of SML Score in the experiment group participating the i-brief CBT and i-SM was done. Table
4 shows that the subjects joining i-SM experienced increase of SWL score consistently compared with those joining
i-Brief.

Table 4. Scores of SWL of i-brief CBT and i-SM who joined in experimental groups (N=18)

Group N Pre-test Post-test Follow-up

Mean SD Mean SD Mean SD
i-brief CBT 7 19.571 5.968 20 7.746 19.714 5.648
i-SM 11 18.09 5.735 18.818 6.40 19.727 6.498

If traced further in a week after the treatment, the SWL score of the subjects joining internet supported self
management was gradually increased by .728 compare to those who joined internet supported brief CBT which only
gained .429. In the period of the follow up the increasing of SWL score of i-SM kept continue. However, these
changing score of SWL were not statistically significant.

4. Discussion
This study aimed to test the effectiveness of i-brief CBT and i-Self Management in increasing satisfaction with
life. This was achieved by decreasing the level of social anxiety using i-brief CBT and decreasing the level of
cognitive distortion in the students joining i-Self Management. Statistical analysis showed that there was not a
significant difference of satisfaction with life before and after participating in the i-brief CBT and i-Self
Management. In the other hand, this research showed the decrease of social anxiety level after subjects participating
in i-brief CBT. This result was consistent with previous studies (Spence, Donovan, March, et al, 2008; Tillfors et.al,
2008; Titov, Andrews, Choi, et al., 2008). Internet as an intermediary for communication without face-to-face
interaction allows anonymity presentation of self and reduces social anxiety symptoms such as physical reactions
and fears of criticism and negative evaluation from others (Yen, et al, 2012).
Lessons and assignments for each session remain on the subject of e-learning system. A short interview with the
subject showed that they re-accessed the Internet system that was used for this intervention after the training was
completed in order to recall the material provided at each session. This is the advantage of the use of Internet media,
especially if associated with the characteristics of introvert people with social anxiety who tend to hold or delay their
 Neila Ramdhani et al. / Procedia - Social and Behavioral Sciences 165 (2015) 179 – 188 185

response until they are ready (Maldonado, 2001). Reading activities in the subject matter help realize the cognitive
distortions, this contributed to the decrease in social anxiety.
Among seven subjects, there was one (S-2) who did not experience decrease in social anxiety scores. A daily
checklist also showed rising trend. This was due to S-2’s very dense business so that she had less understanding in
the material given. The accomplishment of S-2 task was merely formality because of the limited time that she had to
apply the material each session seriously. She was still highly influenced by fear of being not accepted by her peer
friends, as presented by Memik et al. (2010) that threaten interaction between peers may reinforce a negative self-
evaluation and make teenagers try to avoid social interaction. This phenomenon was experienced by S-2 so she
spent more time alone; for example, going to library to read books. The problem experienced by S-2 at home was
that she always had argument with her mother and sister, who always said what she did, was useless and wrong. She
felt that her mother was too demanding so that the S-2 experienced frustration, which is an indicator of the risk of
high levels of social anxiety in the long run (Russell & Shaw, 2009). In general, it can be concluded that S-2 was not
gaining insight in recognizing cognitive distortions that hampered social anxiety reduction process at this stage.
The dynamic experienced by S-2 was almost the same as S-6, who dropped 1 point on the post-test
measurements but returned to initial score in the follow up period. It is influenced by S-6 capability in understanding
less so that she less understood about the lessons and task accomplishment despite being guided and assisted by a
psychologist. S-6 did not gain insight in realizing her cognitive distortions so that she could not get into the later
stages such as obtaining positive automatic thoughts, improved coping strategies and self-confidence, reduction of
avoidance behavior.
Confidence is a factor that determines the success of a subject according to Beck et al. in Clark & Beck (2010). It
is associated with the assets and resources to solve problems and deal with the threat. The condition of S-6’s body
was weak so that she got sick for a few days, reducing her chance to practice. S-6’s tendency to cover up and hold
her feelings was associated to the introverted character that does not like to express emotions (Ramdhani, 2007).
Five other subjects (S-1, S-3, S-4, S-7 and S-5) showed a decrease in scores ranging from 4 to 13 points. Factors
that indicate a decrease in the success of these points were: arriving on time, great motivation to try to change; feel
the need for training because of the social anxiety conditions they had recognized as well as the consistency of the
subject in understanding lessons seriously and practicing it. S-1, S-3, S-4, S-7 and S-5 gained an insight on cognitive
distortions including that the assessment from other people toward S-1 was not always true; knowledge obtained by
S-3 made her more courageous to face social situations; S-4 was calm and did not care about other people's
judgment; S-7 had a change of mind and enjoyed the process of staring at people and S-5 felt having a friend to
share with and understand her condition that she was accustomed to negative thinking and behaving aggressively.
This stage allowed them to enter the next therapeutic stage such as realizing the positive things so that the positive
automatic thoughts began to form and focused on coping strategies that fostered self-confidence. The formation of
self-confidence making them able to cope with a situation that was initially feared produced a decrease in avoidance
behaviour. Thus, emotional reactions, physiological, and behavioural became more positive and adaptive. This made
the social anxiety of S-1, S-3, S-4, S-7 and S-5 decrease at the time of the post-test and follow-up period.
The increase of Satisfaction with Life also happens through the decrease of cognitive distortion. The significant
decrease of cognitive distortion in experiment group strengthens the results of previous researches and shows that
knowledge about self-management and mastery of self-management skill that a subject obtains through working of
worksheet during training session can affect the decrease of cognitive distortion (Bandura, 1998; Gensichen, et al.,
2011; Lorig, Sobel, Ritter, et al., 2001; Persons, Davidson, & Tompkins, 2000; Primoz, et al, 2012; Rokke,
Tomhave, & Jocic, 2000) because filling worksheet is an activity that is controlled by psychologist and it can give
therapeuthic effect (Beck, 1995; Kazantris & L'Abate, 2005). However, the decrease of cognitive distortion score is
not strong enough to increase the Satisfaction with Life (SWL). Diener et al (1985) stated that the determinants of
SWL are closeness to ideal state, excellent condition, life satisfaction, important things, and changelessness. For
teenagers who still attend high school, the closeness to ideal state and excellent condition are affected much by their
school atmosphere and their social interaction.
In the i-Self-Management, realistic and tangible goal setting is one of ways for subjects to master the skill of
self-management (Lorig & Holman, 2003) and to improve self-efficacy (Lewinsohn & Graf, 1973; Neimeyer,
Kazantzis, Kassler, et al., 2008; Thompson & Gallagher, 1984) so that it generates positive change in the subject’s
condition after one week from receiving training (Detweiler & Whisman, 1999; Tang & DeRubeis, 1999; Tang,
Luborsky, & Andrusyna, 2002). The other factor affecting the effectivenes of i-Self-Management is the subject’s
obidience in following the whole sessions of training and their activities (Fennel & Teasdale, 1987; Kornblith,
186 Neila Ramdhani et al. / Procedia - Social and Behavioral Sciences 165 (2015) 179 – 188

Rehm, O'Hara, et al., 1983). This becomes a stage of change for subject in doing self-management as well as an
indication of subject’s preparedness and willingness to change (Fennel & Teasdale, 1987; Burns & Spangler, 2000;
Burns, Glennb, Loflandc, et al., 2005; Neimeyer, Kazantzis, Kassler, Baker, & Fletcher, 2008). Self-management
coaching also makes every subject a person who holds important role in take the self-responsibility to make a
change (Glasgow, Davis, Funnell, at al., 2003) and it does not lie within the self so that she remains experiencing
increase of cognitive distortion until one week after treatment. In terms of Satisfaction with Life, time needed for
decreasing the cognitive distortion constitute one of data showing that increasing the indicators of SWL will take
longer time and need support from other factors. For example, if teenagers feel anxious facing other persons because
of having assumption that they not qualified compared with their friends, they will need social support from people
around them which did not measure in this research.
The significant decrease of cognitive distortion in one week after the treatment compared with that soon after
treatmet shows that the application of knowledge and skill of self-management needs longer time so that through
accessing training materials that remainin the e-learning system can strengthen subjects’ motivation to keep using
the knowledge and skill of self-management in their lives in longer time. This result is inline with Bruner’s
statement that learning through finding will give longer-lasting effect and it will be seen during long-term evaluation
(Bruner, 1997). Yeung, Feldman and Fava (2010) also said that Internet-based training will have longer-lasting
effect because the subjects can access the training materials in accordance with their own needs (Taylor & Luce,
2003). Future research will be needed to support results of this finding in order to find out positive side of Internet in
helping shy students.

Acknowledgements

This research funded by Gadjah Mada University, Faculty of Psychology Research Grant no.
1598/SD/PL.03.02/VI/2013.

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