Comparison of the Effectiveness of Positive Thinking Skills Training and Acceptance / Commitment Therapy on Self- Disability of Shy Female Students

Document Type : Original Article

Authors

1 PhD student, Dept of Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran.

2 Assistant Prof, Dept of Psychology, Sarab Branch, Islamic Azad University, Sarab, Iran.

3 Assistant Prof, Dept of psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran.

Abstract

Introduction: The aim of this study was to compare the effectiveness of positive thinking skills training and acceptance / commitment therapy on self- disability of shy girl students.
Materials and Methods: The statistical population of this quasi-experimental research included all the female high school students in Tabriz in the academic year 2020-2021; as many as 45 shy students were randomly selected by using a multistage cluster purposive sampling technique, and the samples were then randomly assigned into two groups i.e. experimental and control (15 people in each group). Groups completed the Jones & Rudwalt (1982) Self-Disability Questionnaire as the pre-test and post-test. Positive Thinking and acceptance / commitment therapy skills training (eight sessions, two sessions per week for 4 weeks) was conducted in the experimental groups. The results were analyzed using multivariate and univariate analysis of covariance.
Results: Both positive thinking skills training and acceptance and commitment therapy had significant effects on the self- disability (p < 0.001); in comparison to to positive thinking skills, acceptance / commitment therapy had a greater effect on reducing self- disability (p < 0.001).
Conclusion:  Given the superiority of the effectiveness of acceptance / commitment therapy to reducing self- disability of shy female students, it is recommended the use this  technique.

Keywords

References

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