Research code: ۱۵۹۳۴۸۸۲۶۷۸۹۹۵۹۴۱۰۰۳۰۱۶۲۸۹۳۳۴۹
Ethics code: IR.IAU.TON.REC.1403.125
1- Ph. D Student, Department of Educational sciences and Counseling, To.C., Islamic Azad University, Tonekabon, Iran.
2- Associate Professor, Department of Educational sciences and Counseling, University of Guilan, Rasht, Iran.
3- Associate Professor, Department of Counseling, To.C., Islamic Azad University, Tonekabon, Iran.
2- Associate Professor, Department of Educational sciences and Counseling, University of Guilan, Rasht, Iran.
3- Associate Professor, Department of Counseling, To.C., Islamic Azad University, Tonekabon, Iran.
Abstract: (25 Views)
Introduction: One of the anxiety disorders that is most common in adolescence and is considered one of the most important and debilitating anxiety disorders during school is social anxiety. This research aimed to comparing the effectiveness of mindfulness-based stress reduction (MBSR) and positive psychotherapy on mental wellbeing of secondary high school male students with social anxiety disorder.
Methods: The present research method was the type of quasi-experimental study with pre-test, post-test and a control group design with two-month follow-up period. The population of this research included all secondary high school male students of Lahijan City in 2024, that among them 52 qualified volunteers were included in the study through purposive sampling; and randomly assigned to two experimental groups and a control group. Research questionnaire was the Adolescents’ Subjective Well-being in School Scale (Tian & et al, 2014). The concurrent validity of the "Adolescents’ Subjective Well-Being in School Scale and components of school satisfaction and affect at school" were confirmed with 799 secondary level students in the China examining its correlation with the Adolescent Students' Basic Psychological Needs at School Scale, with coefficients of 0.57, 0.54 and 0.27. Also, Reliability was reported by internal consistency method calculating Cronbach's alpha coefficient with the above sample for the entire scale and its components, respectively 0.76, 0.70 and 0.74. In order to perform therapeutic interventions, MBSR and positive psychotherapy were implemented for the experimental groups in 8 sessions and at the same time, the control group did not undergo any type of psychotherapy intervention. The research data before and after the intervention and two months later for follow-up were analyzed using repeated measures analysis of variance and Bonferroni post hoc test ran in the SPSS26 software (p>0.05).
Results: At first, the demographic data of the participants was examined. No significant difference was observed between the groups in terms of age (P= 0.664), education Grade (P= 0.964), and supervisor status (P= 0.999). The findings showed that in the pre-test design, there wasn't any difference in the score of subjective well-being, between the MBSR, positive psychotherapy, and the control groups (p>0.05). Therefore, three groups were similar. In the post-test design, the significant difference was found in the subjective well-being score between MBSR and the control group; and between positive psychotherapy and the control group (p<0.001). Also, the time effect (P<0.001, F=308.08), the group effect (P<0.001, F=69.96), and the interaction effect of time and group (P<0.001, F=79.911) were significant in the subjective well-being score. This finding implies that both intervention groups outperformed the control group in increasing subjective well-being of secondary high school male students with social anxiety disorder. Also, there was no significant difference between the effectiveness of MBSR and positive psychotherapy on subjective well-being of secondary high school male students with social anxiety disorder; which shows the same effectiveness of both interventions. Finally, at the follow-up stage, all changes were still stable in the groups.
Conclusion: The results of the present study showed that both MBSR and positive psychotherapy had an effective role on the subjective well-being of secondary high school male students with social anxiety disorder, and none of them is superior to the other. Therefore, the research results can guide schools, educators, and policymakers in creating supportive environments that promote students' mental health. Also, it is suggested that family therapists use the above methods as practical and effective treatment methods to improve subjective well-being in order to prevent or resolve the secondary high school male students with social anxiety disorder.
Methods: The present research method was the type of quasi-experimental study with pre-test, post-test and a control group design with two-month follow-up period. The population of this research included all secondary high school male students of Lahijan City in 2024, that among them 52 qualified volunteers were included in the study through purposive sampling; and randomly assigned to two experimental groups and a control group. Research questionnaire was the Adolescents’ Subjective Well-being in School Scale (Tian & et al, 2014). The concurrent validity of the "Adolescents’ Subjective Well-Being in School Scale and components of school satisfaction and affect at school" were confirmed with 799 secondary level students in the China examining its correlation with the Adolescent Students' Basic Psychological Needs at School Scale, with coefficients of 0.57, 0.54 and 0.27. Also, Reliability was reported by internal consistency method calculating Cronbach's alpha coefficient with the above sample for the entire scale and its components, respectively 0.76, 0.70 and 0.74. In order to perform therapeutic interventions, MBSR and positive psychotherapy were implemented for the experimental groups in 8 sessions and at the same time, the control group did not undergo any type of psychotherapy intervention. The research data before and after the intervention and two months later for follow-up were analyzed using repeated measures analysis of variance and Bonferroni post hoc test ran in the SPSS26 software (p>0.05).
Results: At first, the demographic data of the participants was examined. No significant difference was observed between the groups in terms of age (P= 0.664), education Grade (P= 0.964), and supervisor status (P= 0.999). The findings showed that in the pre-test design, there wasn't any difference in the score of subjective well-being, between the MBSR, positive psychotherapy, and the control groups (p>0.05). Therefore, three groups were similar. In the post-test design, the significant difference was found in the subjective well-being score between MBSR and the control group; and between positive psychotherapy and the control group (p<0.001). Also, the time effect (P<0.001, F=308.08), the group effect (P<0.001, F=69.96), and the interaction effect of time and group (P<0.001, F=79.911) were significant in the subjective well-being score. This finding implies that both intervention groups outperformed the control group in increasing subjective well-being of secondary high school male students with social anxiety disorder. Also, there was no significant difference between the effectiveness of MBSR and positive psychotherapy on subjective well-being of secondary high school male students with social anxiety disorder; which shows the same effectiveness of both interventions. Finally, at the follow-up stage, all changes were still stable in the groups.
Conclusion: The results of the present study showed that both MBSR and positive psychotherapy had an effective role on the subjective well-being of secondary high school male students with social anxiety disorder, and none of them is superior to the other. Therefore, the research results can guide schools, educators, and policymakers in creating supportive environments that promote students' mental health. Also, it is suggested that family therapists use the above methods as practical and effective treatment methods to improve subjective well-being in order to prevent or resolve the secondary high school male students with social anxiety disorder.
Keywords: Mindfulness-based Stress Reduction, Positive Psychotherapy, Subjective Well-being, Students, Social Anxiety Disorder
Type of Study: Original Research Article |
Subject:
Psychology
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