Development and Psychometric Properties of the SELFCARE Intervention Module: A New Approach for Dealing with Non-Suicidal Self-Injury (NSSI) Clients

Abstract

Objectives: This study aims to evaluate the validity and reliability of the psychoeducational module titled Structured Emotional and Learning Framework for Cognitive Adjustment and Relieving Social Anxiety (SELFCARE).
Material and Methods: The module comprises eight sessions, each lasting 120 minutes. Data were collected using three distinct questionnaires to determine both content validity and reliability. The first questionnaire assessed the overall content validity of the module, while the second focused on the validity of individual sessions and activities. The third questionnaire was designed to measure the internal consistency reliability of the module. A panel of ten certified experts in counselling, module development, Cognitive Behavioral Theory (CBT), adolescent mental health, and psychology evaluated the module's validity. Additionally, a sample of 30 homogenous Form Two students from a secondary school in Kuala Muda, Kedah, selected through purposive sampling, participated in the reliability testing. Expert review data were analyzed using percentage agreement, while the data were analyzed using Cronbach’s alpha coefficient.
Results: Findings from the expert evaluation revealed that the SELFCARE Module demonstrated excellent content validity, with 94% agreement well above the 70% benchmark for both overall content and the validity of individual sessions and activities. The reliability analysis showed a high Cronbach’s alpha value of 0.97, far exceeding the minimum acceptable threshold of 0.60. In conclusion, the results indicate that the SELFCARE Module possesses strong validity and reliability, and is ready to be implemented by full-time school counsellors to reduce emotional dysregulation, social anxiety, and cognitive distortion among students engaging in self-injurious behaviours.