Middle Eastern Journal of Disability Studies

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Salehi S N, Eftekhar Saadi Z, Hafezi F, Borna M. Effects of Emotion Regulation Skills Training on Self-Efficacy, Resilience, and Hope in Female Students with Nonclinical Depression. MEJDS 2021; 11 :96-96
URL: http://jdisabilstud.org/article-1-2255-en.html

Background & Objectives: Depression causes disabilities respecting self–efficacy, resilience, and hope. Self–Efficacy indicates evaluating one’s ability to organize and perform a series of regular activities to achieve goals. Resilience helps individuals to return to the state before confronting stressful events. Hope reduces negative emotions and cognitions and improves adaptation, health, and positive beliefs in life. A potentially effective approach to improve depression–induced complications is Emotion Regulation Skills Training (ERST) that includes fostering conscious and unconscious strategies to maintain, decrease, or increase emotional awareness and the ability to regulate and moderate internal and external pressures. Thus, the present research aimed to determine the effects of ERST on self–efficacy, resilience, and hope in female students with nonclinical depression.
Methods: This was a quasi–experimental study with pretest–posttest and a control group design. The research population included all female high school students with nonclinical depression in Ahvaz City, Iran, in the academic year of 2019–2020. To conduct the research, 30 individuals were selected by the purposive sampling method and randomly placed into two groups (n=15/group). The inclusion criteria of the study included presenting nonclinical depression (obtaining a score of 14–28 in Beck Depression Inventory–II; BDI, Beck et al., 1996), living with both parents, no substance dependence, and use of psychiatric drugs, including antianxiety and antidepressants, no receipt of psychological services in the last 3 months, and no history of receiving ERST. The exclusion criteria of the study included absence from >1 session, and canceling further cooperation. The experimental group underwent group–based ERST per Gross’s model for eight 90–minutes weekly sessions. The ERST content was designed by Borjali et al. (2015) based on the 5–stage Gross model, including, initiation, position, attention, evaluation, and response to events. The control group received no intervention. The necessary data were collected using a demographic information form, including educational background, parental education and occupation status, the BDI, Self–Efficacy Scale (Sherer et al., 1982), Connor–Davidson Resilience Scale (Connor & Davidson, 2003), and Life Expectancy Questionnaire (Snyder et al., 1991). The collected data were analyzed by descriptive statistics (frequency, percentage, mean, & standard deviation) and inferential statistics, including Chi–squared test and univariate Analysis of Covariance (ANCOVA) in SPSS at the significance level of 0.05.
Results: The obtained results suggested significant differences between the experimental and control groups in the posttest stage concerning self–efficacy (p<0.001), resilience (p<0.001), and life expectancy (p<0.001). Based on the Eta squared values, 80.4% of the changes in self–efficacy, 94.2% of the changes in resilience, and 83.3% of the changes in life expectancy in the examined female students with nonclinical depression were due to the provided ERST.
Conclusion: Based on the current research findings, ERST effectively increased self–efficacy, resilience, and hope in female students with nonclinical depression. Therefore, counselors and psychologists can use this method to improve psychological characteristics in this population.