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Volume 7, Issue 0 (4-2017)
Abstract
Background and objective: Health problems can have implications for mental illness or psychosomatic outcomes. The treatment of psychological problems along with physical disabilities could reduce pain. The aim of this research was to investigate the effect of acceptance and commitment group therapy on body image and social phobia in people with physical disabilities.
Methods: The study population consisted of 200 patients under the auspices of Welfare Organization in Qom-Iran. Random sampling was used to recruit 30 male participants. The participants were assigned to control and experimental groups in equal numbers. The participants participated in eight training sessions, with each session lasting for 120-minutes. The research instruments were Social Phobia Inventory (SPIN) developed by Connor and Body Image questionnaire developed by Brown, Cash, & Mikulka, (1990). Analysis of covariance was used to analyze the data.
Results: This is a pretest-posttest control group research. Results showed that the acceptance and commitment treatment led to an increase in acceptance and satisfaction of one’s own body (p<0.001), and various parts of it (p<0.001) except for weight. Acceptance and commitment therapy intervention group also had a significant effect on the subscales of fear (p<0.001), avoidance (p< 0.001), Physiology (p<0.001) and social phobia score (p<0.001).
Conclusion: Acceptance and commitment therapy has a positive impact on improving body image and decreasing social phobia among people with physical disabilities.
Volume 9, Issue 0 (3-2019)
Methods: The research design was a quasi-experimental design with pretest, and posttest with control group. In order to evaluate the effectiveness of group treatment, acceptance and commitment therapy was based on adaptation rate of 8-12 years old students with ODD. The statistical population of this study consisted of all the primary students of Tonekabon city (North of Iran) in the academic year 2017-2018. The statistical sample of this study consists of 30 students with ODD that were selected in the convenient method, were randomly assigned into two experimental and control groups. The data collection tools consisted of an adjustment inventory of elementary students and rating scale of ODD. The training session’s program was arranged in eight 45-minute sessions based on the treatment plan driven from the therapeutic sessions of solution-focused approach. The training sessions and practical exercises were applied two days a week for eight sessions with relatively familiar content in a simple language for participants. The researcher developed a step-by-step training on weekly assignments and regular exercises. We used the descriptive statistics method to answer the research hypotheses including: frequency, percentage and cumulative frequency, mean and standard deviation and in order to determine real data, we used Kolmogorov-Smirnov test and Analyze of Covariance test with SPSS-22 was used in a significant level.
Results: The descriptive statistic indicators related to the individual characteristics of participants showed that there was no significant difference between the research variables in the experimental and control groups in the pre-test. The results of Kolmogorov-Smirnov test showed that the data obtained in both the experimental, control groups in the pre-test and post-test phases had normal distribution (p>0.05), and the possibility of using parametric tests was given to the researcher. The results of covariance analysis indicated 8 sessions of acceptance and commitment therapy group treatment could increase the adaptation (p≤0.001), emotional adaptation (p≤0.001) and educational adaptation (p≤0.001) in students with ODD.
Conclusion: According to the results, 8 weeks of acceptance and commitment therapy group treatment could increase the adaptation of male students with ODD, so acceptance and commitment therapy group treatment can be used as an effective therapeutic approach to increase the adaptation of students with ODD. Based on these findings, it can be concluded that acceptance and commitment therapy has enabled students to use the components such as acceptance, dissonance, association with the present, themselves as fields, values, and the identifying the commitment to inappropriate activities and impenetrable impulsivity and making adaptive behaviors consistent with emotional and social situations.
Volume 14, Issue 0 (4-2024)
Abstract
Background & Objectives: Suicide is a devastating event for individuals, families, and society, particularly when it involves young people. The rising number of teenage suicides, which has tripled or quadrupled in recent decades, highlights the urgent need to address the underlying issues that make their lives intolerable. Teenagers may decide to commit suicide impulsively without proper foresight or after prolonged contemplation. One factor linked to suicide is irrational beliefs, which are characterized by obligations, coercion, dogmatism, and extremes, hindering mental health and the well-being of both individuals and their social environment. Positive psychology aims to strengthen individuals, enhance their productivity, and help them develop their talents. Acceptance and Commitment Therapy (ACT) teaches teenagers to cope with difficult emotions and situations through acceptance, allowing them to create space for life's events. The study's goal was to compare the effectiveness of positive psychotherapy and ACT in addressing the irrational beliefs of female students who had attempted suicide in Bafgh City in 2023.
Methods: This semi-experimental study involved pre-test and post-test phases for an experimental group (positive psychotherapy) and a comparison group (acceptance and commitment therapy), along with a control and follow-up group. The research focused on female high school students in Bafgh city who had unsuccessfully attempted suicide from 2020 to 2023. Forty-five eligible volunteers were included and randomly assigned to three groups of 15: the positive psychotherapy group, the acceptance and commitment therapy group, and the control group. The experimental groups participated in 12 sessions, each 45 minutes long, while the control group received no intervention. Sessions were held at Bagheroluloom Student Counseling Center in Bafgh city. Participants were informed about the research objectives and ethical principles were followed, including obtaining consent and ensuring confidentiality. The research utilized the Irrational Beliefs Questionnaire (Jones 1968) and a positive psychotherapy package based on the guidelines of Seligman et al. Data analysis employed descriptive statistics (percentage, frequency, mean, standard deviation) and inferential statistics (Analysis of Variance with repeated measures, covariance analysis) using SPSS version 27, with a significance level of 0.05.
Results: The results of the research with the analysis of variance of repeated measures showed that the averages of the pre-test scores with the post-test and the follow-up of irrational beliefs in the positive psychotherapy group, the acceptance and commitment-based therapy group and the control group showed a significant difference (p=0.045). Also, the comparison of the effectiveness of the trainings showed that the positive psychotherapy group was 14.4% and the acceptance and commitment-based therapy group was 15.5% effective; Therefore, it can be said that treatment based on acceptance and commitment had a greater effect on the irrational beliefs of students with unsuccessful suicide than positive psychotherapy, and its effect lasted until the follow-up stage. The results indicated the significance of the effect of time (p=0.001).
Conclusion: The research findings demonstrate that both positive psychotherapy and acceptance and commitment therapy are effective in reducing irrational beliefs among students who have attempted suicide unsuccessfully. However, acceptance and commitment therapy show a significantly higher effectiveness compared to positive psychotherapy. This suggests that acceptance and commitment therapy can be a more efficient method for addressing and reducing irrational beliefs in this group. The significant effectiveness of acceptance and commitment therapy, which persisted through the follow-up stage, highlights its potential as a reliable approach for helping students with unsuccessful suicide attempts to manage and overcome irrational beliefs. Consequently, this method can be considered a valuable addition to the strategies used by mental health professionals in supporting these students and improving their mental well-being.
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