1- Department of Psychology, Najafabad Branch, Islamic Azad University, Najafabad, Iran
2- Department of Clinical Psychology, Faculty of Humanities, Shahed University, Tehran, Iran
3- Department of Psychology, Naein Branch, Islamic Azad University, Naein, Iran
2- Department of Clinical Psychology, Faculty of Humanities, Shahed University, Tehran, Iran
3- Department of Psychology, Naein Branch, Islamic Azad University, Naein, Iran
Abstract: (348 Views)
Background & Objectives: Paying attention to the psychological health of employees can be one of the main goals of mental health professionals. In this regard, most of the employees have different job duties, long working hours, high volume and workload, lack of job security, high noise in the work environment, occupational hazards and the possibility of injury in the work environment, communication with subordinates and superiors. They face in the work environment and various job encounters at the workplace; Therefore, it is likely that they experience psychological problems as well, which leads to an increase in psychological distress and a decrease in interpersonal emotion regulation in these people. Accordingly, it is very important to use effective interventions to improve anxiety tolerance and interpersonal emotional regulation; so, the aim of the present study was to determine the effectiveness of communication skills training on Distress tolerance and interpersonal emotional regulation of employees of the Ministry of Ministry of Cooperation, Labor and Social Welfare.
Methods: This study was semi–experimental and was conducted with a pre–test–post–test design with two control and experimental groups. The statistical population of this research included all Ministry of Cooperation, Labor and Social Welfare. Among the statistical population, 30 qualified volunteers were available entered into the study and randomly assigned to two experimental and control groups (each group includes 15 people). The criteria for entering participants to the research include: being in the age range of 25 to 60 years, Not having a psychiatric illness, not participating in other treatment programs at the same time, informed consent to participate in research and education of at least a diploma. Exclusion criteria were absenteeism more than out of three sessions and non–observance of group therapy rules. In this research, ethical standards including obtaining informed consent and guaranteeing privacy and confidentiality were observed. Also, at the time of participating in the research, the participants were free to withdraw from the research at any time and provide personal information. They were assured that the information would remain confidential and this was also fully respected also, after the end of the research, communication skills training was implemented for the people in the control group. Both groups completed the Distress Tolerance Scale (Simons & Gaher, 2005) and Interpersonal Emotion Regulation Questionnaire (Hofmann, 2014). The communication skills training program was implemented in the experimental group as a 10 session’s 90–minute and every session twice a week, but the control group did not receive any treatment plan. Data analysis was carried out in two parts: descriptive statistics and inferential statistics. At the level of descriptive statistics of frequency, mean, and standard deviation and inferential statistics, analysis of covariance was used. Data analysis was done in SPSS software version 27, and the significance level of the tests was considered to be 0.05.
Result: The results showed that there was a significant difference in the variables of the Distress tolerance (tolerance, absorb, evaluation and regulation) (p<0.001) and Interpersonal Emotion Regulation (enhancing positive affect, soothing, and social modeling) (p<0.001) between the experimental and control groups in the post–test, after removing the effect of the pre–test; Also, positive psychology training was able to increase tolerance by 66%, absorb by 57%, evaluation by 63%, and hate and regulation by 49% in components of distress tolerance. Also, positive psychology training increased the enhancing positive affect by 52%, soothing by 50%, and social modeling by 44% in components of Interpersonal Emotion Regulation.
Conclusion: This research showed that teaching the communication skills training program to Ministry of Ministry of Cooperation, Labor and Social Welfare is suitable for improving the Distress tolerance and increasing the Interpersonal Emotion Regulation.
Methods: This study was semi–experimental and was conducted with a pre–test–post–test design with two control and experimental groups. The statistical population of this research included all Ministry of Cooperation, Labor and Social Welfare. Among the statistical population, 30 qualified volunteers were available entered into the study and randomly assigned to two experimental and control groups (each group includes 15 people). The criteria for entering participants to the research include: being in the age range of 25 to 60 years, Not having a psychiatric illness, not participating in other treatment programs at the same time, informed consent to participate in research and education of at least a diploma. Exclusion criteria were absenteeism more than out of three sessions and non–observance of group therapy rules. In this research, ethical standards including obtaining informed consent and guaranteeing privacy and confidentiality were observed. Also, at the time of participating in the research, the participants were free to withdraw from the research at any time and provide personal information. They were assured that the information would remain confidential and this was also fully respected also, after the end of the research, communication skills training was implemented for the people in the control group. Both groups completed the Distress Tolerance Scale (Simons & Gaher, 2005) and Interpersonal Emotion Regulation Questionnaire (Hofmann, 2014). The communication skills training program was implemented in the experimental group as a 10 session’s 90–minute and every session twice a week, but the control group did not receive any treatment plan. Data analysis was carried out in two parts: descriptive statistics and inferential statistics. At the level of descriptive statistics of frequency, mean, and standard deviation and inferential statistics, analysis of covariance was used. Data analysis was done in SPSS software version 27, and the significance level of the tests was considered to be 0.05.
Result: The results showed that there was a significant difference in the variables of the Distress tolerance (tolerance, absorb, evaluation and regulation) (p<0.001) and Interpersonal Emotion Regulation (enhancing positive affect, soothing, and social modeling) (p<0.001) between the experimental and control groups in the post–test, after removing the effect of the pre–test; Also, positive psychology training was able to increase tolerance by 66%, absorb by 57%, evaluation by 63%, and hate and regulation by 49% in components of distress tolerance. Also, positive psychology training increased the enhancing positive affect by 52%, soothing by 50%, and social modeling by 44% in components of Interpersonal Emotion Regulation.
Conclusion: This research showed that teaching the communication skills training program to Ministry of Ministry of Cooperation, Labor and Social Welfare is suitable for improving the Distress tolerance and increasing the Interpersonal Emotion Regulation.
Type of Study: Original Research Article |
Subject:
Psychology
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