Volume 12 - Articles-1401                   MEJDS (2022) 12: 268 | Back to browse issues page

XML Persian Abstract Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Lotfi F, Karami Z, Ahmadzade M, Salasi B. The Effectiveness of Self-encouraging Education on Psychological Hardiness and Social Development in Students with General Anxiety Disorder. MEJDS 2022; 12 :268-268
URL: http://jdisabilstud.org/article-1-1591-en.html
The Effectiveness of Self-encouraging Education on Psychological Hardiness and Social Development in Students with General Anxiety Disorder
Fariba Lotfi *1 , Zahra Karami2 , Motahareh Ahmadzade3 , Bita Salasi4
1- PhD Student in Psychology, Department of General Psychology, Islamic Azad University, Ardebil, Iran
2- MA, Department of General Psychology, Islamic Azad University, Tehran West, Tehran, Iran
3- MA Student in School Counseling, Counseling Group, Payame Noor University, Qazvin, Iran
4- MSc, Department of Clinical Psychology, Islamic Azad University, Tehran, Iran
Abstract:   (3156 Views)

Abstract
Background & Objectives: The main characteristic of General Anxiety Disorder (GAD) is anxiety and worry about several events. About 25% of individuals referring to anxiety disorder treatment clinics and almost 12% of patients referring to psychiatric clinics suffer from GAD. It is a risk factor for various psychiatric disorders, especially depression and alcohol abuse; the diagnosis and treatment of such faulty loops are associated with a significant preoccupation. GAD is among the most prevalent anxiety disorders in the general population and clinical groups. Considering the importance of GAD, this study aimed to determine the effects of self–encouraging education on psychological hardiness and social development in students with GAD.
Methods: This study was quasi–experimental with a pretest–posttest design and a control group. The statistical population included all 13– to 15–year–old girls in the ninth district of Tehran City, Iran, in the academic year of 2018–2019. Thirty girls diagnosed with GAD (by a specialist and according to the diagnostic criteria for GAD based on the Diagnostic and Statistical Manual of Mental Disorders–V) with a score higher than the cutoff score in the GAD–7 scale who have met the inclusion criteria of the study were selected, as the study participants. They were then randomly assigned to two experimental groups (n=15) and a control group (n=15). The inclusion criteria were having GAD, being 13 to 15 years old, and receiving no other medical and psychological treatments. Also, the exclusion criteria included the presence of organic and mental disorders or psychotic disorders, not regularly participating in educational classes, not doing homework, and not completing questionnaires. To collect the required data, before and after the training, they completed the Psychological Hardiness Questionnaire (Kiamarsy et al., 1998) and Social Development Scale (Keramati, 2003). Then, eight 60–minute sessions of educational intervention were held for the experimental group; however, the controls received no training. The obtained data were analyzed in SPSS 22 by the multivariate analysis of covariance (MANCOVA) at a significance level of 0.01.
Results: The results showed that in the posttest, the mean scores of the variables of psychological hardiness (competition, control, and commitment) (p<0.001) and social development (p<0.001) of the experimental group increased significantly compared to the control group.
Conclusion: Based on the research results, self–encouraging training effectively improves the psychological hardiness and social development of students with GAD.

Keywords: Self–encouraging, Psychological hardiness, Social development, General anxiety disorder
Full-Text [PDF 624 kb]   (269 Downloads)    
Type of Study: Original Research Article | Subject: Psychology
References
1. American Psychatric Association. Diagnostic and statistical manual of mental disorders: DSM-5. 5th ed. Washington: American Psychiatric Publishing; 2013.
2. Shahriari H, Zare H, Aliakbari Dehkordi M, Sarami Foroushani GR. effectiveness of cognitive-behavioral interventions in the treatment of generalized anxiety disorder: a systematic review and meta-analysis. J Rafsanjan Uni Med Sci. 2018;17(5):461–78. [Persian] [Article]
3. Jabalameli S, Neshat Doost HT, Bagher Kajbaf M, Molavi H. Effectiveness of Islamic psychotherapy on quality of life (QOL) and anxiety in persons with general anxiety disorder (GAD). Journal of Psychological Achievements. 2014;21(2):1–18. [Persian] [Article]
4. Durham RC. Treatment of generalized anxiety disorder. Psychiatry. 2007;6(5):183–7. [DOI]
5. Pourakbari F, Khajevand Khoshli A, Asadi J. Relationship of psychological hardiness and quality of life with death anxiety in nurses. Journal of Research Development in Nursing & Midwifery. 2014;11(2):53–9. [Persian] [Article]
6. Asghari Ebrahimabad M, Mamizade M. An investigation into the role of psychological flexibility and hardiness in explaining soldiers' psychological well-Being. Research in Clinical Psychology and Counseling. 2018;8(1):37–51. [Persian] [DOI]
7. Woodard CR. Hardiness and the concept of courage. Consulting Psychology Journal: Practice and Research. 2004;56(3):173–85. [DOI]
8. Damirchi ES, Mohammadi N. The effectiveness of spirituality group therapy on happiness and hardiness in elderly women. Journal of Research on Religion & Health. 2018;4(2):42–53. [Persian] [Article]
9. Ghasemi M, Aslankhani M, Farokhi A. The relationship between mental toughness and competitive anxiety in elite water polo players. Journal of Sport Psychology. 2014;(10):889–96. [Persian] [Article]
10. Neysi A, Shehni Yeylagh M, Frashbandi A. A study of simple and multiple relationships of self-esteem, general anxiety, perceived social support and psychological hardiness with social anxiety in first grade female high school students in Abadan. Journal of Education and Psychology. 2005;12(3):137–52. [Persian]
11. Plagerson S, Patel L, Hochfeld T, Ulriksen MS. Social policy in South Africa: navigating the route to social development. World Development. 2019;113:1–9. [DOI]
12. Gimenez G, Martín-Oro Á, Sanaú J. The effect of districts' social development on student performance. Studies in Educational Evaluation. 2018;58:80–96. [DOI]
13. Paasche TF. 'The softer side of security': the role of social development in Cape Town's policing network. Geoforum. 2013;45:259–65. [DOI]
14. Khabazian N, Askary P. The effectiveness of social skills training through concept map as teachinng_learning strategy on social anxiety of high school second girl of the city of Ahvaz. Journal of Social Psychology. 2017;5(43):13–23. [Persian] [Article]
15. Mahvash Vernosfadrani A, Parhoon K, Ebrahimi M, Mahaki, Mahaki F. The effectiveness of social skills training on social phobia in students with hearing impairment. Journal of Research in Behavioural Sciences. 2015;13(4):549–54. [Persian] [Article]
16. Ghadampour E, Yousefvand M, Alavi Z. The effectiveness of the therapy on the passion and tenacity school education at secondary school students of Khorramabad second academic year 96-1395. Rooyesh-e-Ravanshenasi. 2018;7(9):123–38. [Persian] [Article]
17. Abdi S, Sharifi T, Ghazanfari A, Soulati K. Effectiveness of positivist psychotherapy on irrational beliefs and psychological hardiness in gifted students. Journal ofAnalitical-Cognitive Psycholoy. 2018;9(35):9–20. [Persian] [Article]
18. Moghtaderi N, Refahi Z. The effectiveness of life values training (happiness, peace, respect, responsibility, cooperation, tolerance) to childs on their social growth and them parents self- efficacy. Research in Curriculum Planning. 2011;8(30):39–47. [Persian] [Article]
19. Karimi Zive M. Barrasi asarbakhshi amoozesh maharthaye ertebati bar roshd ejtemaie daneshamoozan pesar sal aval motevasete nahie 5 amoozesh va parvaresh shahr Tehran dar sal tahsili 92–93 [The effectiveness of communication skills training on social development and social acceptance of high school students in district 5 of Tehran in 2013–2014] [Thesis for M.Sc in Educational Psychology]. [Tehran, Iran]: Allameh Tabataba'i University; 2013. [Persian]
20. Carlson J, Sperry L. Adlerian Therapy. In:Bevilacqua LJ, Dattilio FM. Relationship Dysfunction: A Practitioner's Guide to Comparative Treatments. Springer Publishing Company; 2006. pp:102–15.
21. Karkhane M, Movallali G, Ali Mohammadi M, Salrhy Z. Effectiveness of encouragement training in alleviating depression among mothers of children with hearing impairment. Asian Journal of Social Sciences and Management Studies. 2015;2(2):53–7. [Article]
22. Mehmannavazan A, Aghayousefi A, Dehestani M. The effectiveness of training the Shoenaker's self-encouragement based on the Adler's theory on cognitive emotion regulation strategies among the women-headed households. Shenakht Journal of Psychology & Psychiatry. 2015;2(3):1–15. [Persian] [Article]
23. Zare H, Mehmannavazan A. The effectiveness of encouragement training on promotion of general self-efficacy and resiliency of female-headed households. Woman and Family Studies. 2015;3(1):37–57. [Persian] [DOI]
24. Afkhami Aqda A, Rahmati A, Fazilat-Pour M. Effectiveness of training self-encauragement on the resiliency and optimism the mothers of children with mental retardation. Tolooebehdasht. 2016;15(2):159–74. [Persian] [Article]
25. Ghadampour E, Mansouri L, Khaliligeshnigani Z, Amraei F. The effect of Shoenaker's self encouragement training on loneliness felling and psychological well being. Counseling Culture and Psycotherapy. 2018;9(35):147–70. [Persian] [DOI]
26. Aliakbaridehkordi M, Alipour A, Mehmannavazan A. The effectiveness of self-encouragement training on social and psychological well-being of addict woman under therapy in community-based treatment center. Social Psychology Research. 2016;6(23):51–6. [Persian]
27. Carlson C, Clemmer F, Jennings T,Thompson C, Page LJ. Organizational Development 101: Lessons from Star Wars. Journal of Individual Psychology. 2007;63, 425–39.
28. Gall MD, Gall JP, Borg WR. Educational research: an introduction. Boston: Pearson/Allyn & Bacon; 1996.
29. Spitzer RL, Williams JB, Gibbon M, First MB. The Structured Clinical Interview for DSM-III-R (SCID). I: history, rationale, and description. Arch Gen Psychiatry. 1992;49(8):624–9. [DOI]
30. Naeinian MR, Shaeiri MR, Sharif M, Hadian M. To study reliability and validity for a brief measure for assessing Generalized Anxiety Disorder (GAD-7). Scientific Journal of Clinical Psychology & Personality. 2011;2(4):41–50. [Persian] [Article]
31. Kiamarsy A, Najarian B, Mehrabizade Honarmand M. Sakht va etebaryabi meghyasi baraye sanjesh sarsakhti ravanshenakhti [Construction and validation of a scale to measure psychological hardiness]. Journal of Educational Sciences and Psychology. 1998;5(3–4):271–84. [Persian]
32. Keramati MR. Motale tasir yadgiri mosharekati bar roshd maharathaye ejtemaie va pishraft tahsili riyazi danesh amoozan paye 5 ebtedaie shahr Mashhad dar sal tahsili 1381–1382 [The study of the effect of participatory learning on the development of social skills and mathematical academic achievement in students of the fifth grade elementary school in Mashhad 2002–2003] [Ph.D. dissertion]. [Tehran, Iran]: Tarbiat Moalem University; 2003. [Persian]
33. Soltani A, Hosseininasab SD. The effects of cooperative learning on development of social skills among students. The Journal of New Thoughts on Education. 2011;7(3):1. [Persian] [DOI]
34. Schoenaker T. Mut tut gut: Ich weiß bin okay: Das encouraging-training. Horizonte Verlag GmbH; 1991.
35. Caspaner L, Milla A, Prins L. Work relations that enhance the weil-being of organizations and individuals. J Individ Psychol. 2010;62:81-4.
36. Ferguson ED, Page LJ. editors. Work relations that enhance the well-being of organizations and individuals. J Individ Psychol. 2006;62(1):80–4.
37. Borjali PD, Bagiyan MJ, Bakhti M, Abbasi PD. The encouragement training based on adlerian approach and the social and emotional well-being of boarding school students. Quarterly Journal of Family and Research. 2014;10(4):83–100. [Persian] [Article]
38. Watts R, Garza Y. Using children's drawings to facilitate the acting as if procedure. J Individ Psychol. 2008;64:113–8.
Add your comments about this article : Your username or Email:
CAPTCHA
Send email to the article author

Rights and permissions
Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

© 2025 CC BY-NC 4.0 | Middle Eastern Journal of Disability Studies

Designed & Developed by : Yektaweb