1- PhD Candidate, Department of Counselling, Ab.C., Islamic Azad University, Abhar, Iran
2- Assistant Professor, Department of Counselling, Ab.C., Islamic Azad University, Abhar, Iran
3- Assistant Professor, Department of Psychology, Ab.C., Islamic Azad University, Abhar, Iran
2- Assistant Professor, Department of Counselling, Ab.C., Islamic Azad University, Abhar, Iran
3- Assistant Professor, Department of Psychology, Ab.C., Islamic Azad University, Abhar, Iran
Abstract: (20 Views)
Background and Purpose: Adolescence is a key developmental stage for every individual that is accompanied by intense physical, psychological, and social changes. It is a developmental stage that spans the age range of 10 to 19 years, in which adolescents gain experience on their path to becoming independent and responsible adults. At this stage, interpersonal relationships are considered a protective factor or a risk factor for adolescent psychological and behavioral development. Researchers believe that the most behavioral maladjustment is manifested during this period, and vulnerability and specific characteristics put the adolescent age group at greater risk. In recent years, attention to the self-control of adolescent girls as essential factors in their personality development and academic performance has been emphasized by research. Self-control in adolescent girls helps adolescents establish more positive relationships with their peers and parents. Solution-oriented education and cognitive-behavioral approach can play an effective role in improving this aspect. However, the existing research gap is evident due to the lack of studies that have directly examined the effects of solution-focused and cognitive-behavioral approaches on self-control in adolescent girls. Therefore, the present study aimed to compare the effectiveness of solution-focused and cognitive-behavioral approaches on self-control in adolescent girls.
Methods: The present study was a semi-experimental pre-test-post-test study with a control group and a 3-month follow-up. The statistical population included all female students in the second year of high school in Tehran in the academic year 2024. From girls' schools, 45 eligible volunteer students were included in the study and were divided into two experimental groups: solution-oriented approach and cognitive-behavioral approach (15 students in each group) and a control group (15 students). Inclusion criteria included: ability to attend training sessions, no mental illness or history of hospitalization in a psychiatric ward, volunteering, willingness and written consent to participate in the project, no serious physical problems, no concurrent participation in other treatment programs, and no receipt of individual counseling or medication. Exclusion criteria included: inability to attend training sessions and expressed reluctance, absence for two sessions, simultaneous participation in other treatment programs, and no receipt of individual counseling or medication. In this study, the following points were observed to comply with ethical standards: participants in the study were given general explanations about the objectives of the study and were assured of the confidentiality of the content of the sessions; participants also had the right to withdraw at all stages of the study. A self-control questionnaire (Tanji et al., 2004) was used to collect data. The experimental groups underwent 8 90-minute sessions of Grant's (2011) solution-oriented approach and 8 90-minute sessions of Hazlett-Stevens' (2008) cognitive-behavioral approach. For data analysis, repeated-measures analysis of variance test was used in SPSS.26 software. The significance level of the tests was considered to be 0.05.
Results: The findings showed that solution-oriented approach and cognitive-behavioral approach training led to increased self-control in adolescent girls (p<0.01); the results also showed that no significant difference was observed between the self-control of both experimental groups, indicating that these two treatments had the same effect on self-control, and the results of this effect were stable over a 3-month period (p<0.01).
Conclusion: In general, the results of this study indicate the effectiveness of solution-oriented approach and cognitive-behavioral approach training on self-control in adolescent girls; therefore, solution-oriented approach and cognitive-behavioral approach are efficient approaches and effective interventions to increase self-control. The results showed that there is a significant difference between self-control in adolescent girls in the experimental and control groups after the interventions; therefore, the use of solution-oriented training and cognitive-behavioral approach can increase self-control in adolescent girls.
Methods: The present study was a semi-experimental pre-test-post-test study with a control group and a 3-month follow-up. The statistical population included all female students in the second year of high school in Tehran in the academic year 2024. From girls' schools, 45 eligible volunteer students were included in the study and were divided into two experimental groups: solution-oriented approach and cognitive-behavioral approach (15 students in each group) and a control group (15 students). Inclusion criteria included: ability to attend training sessions, no mental illness or history of hospitalization in a psychiatric ward, volunteering, willingness and written consent to participate in the project, no serious physical problems, no concurrent participation in other treatment programs, and no receipt of individual counseling or medication. Exclusion criteria included: inability to attend training sessions and expressed reluctance, absence for two sessions, simultaneous participation in other treatment programs, and no receipt of individual counseling or medication. In this study, the following points were observed to comply with ethical standards: participants in the study were given general explanations about the objectives of the study and were assured of the confidentiality of the content of the sessions; participants also had the right to withdraw at all stages of the study. A self-control questionnaire (Tanji et al., 2004) was used to collect data. The experimental groups underwent 8 90-minute sessions of Grant's (2011) solution-oriented approach and 8 90-minute sessions of Hazlett-Stevens' (2008) cognitive-behavioral approach. For data analysis, repeated-measures analysis of variance test was used in SPSS.26 software. The significance level of the tests was considered to be 0.05.
Results: The findings showed that solution-oriented approach and cognitive-behavioral approach training led to increased self-control in adolescent girls (p<0.01); the results also showed that no significant difference was observed between the self-control of both experimental groups, indicating that these two treatments had the same effect on self-control, and the results of this effect were stable over a 3-month period (p<0.01).
Conclusion: In general, the results of this study indicate the effectiveness of solution-oriented approach and cognitive-behavioral approach training on self-control in adolescent girls; therefore, solution-oriented approach and cognitive-behavioral approach are efficient approaches and effective interventions to increase self-control. The results showed that there is a significant difference between self-control in adolescent girls in the experimental and control groups after the interventions; therefore, the use of solution-oriented training and cognitive-behavioral approach can increase self-control in adolescent girls.
Type of Study: Original Research Article |
Subject:
Counseling
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