Volume 13, Issue 2 (Shenakht Journal of Psychology and Psychiatry 2026)
Shenakht Journal of Psychology and Psychiatry 2026, 13(2): 134-142 |
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karami F, weisani M. The Effect of Group Training Based on Schema Therapy Concepts on Identity Development of Female Adolescents in Kermanshah City. Shenakht Journal of Psychology and Psychiatry 2026; 13 (2) : 1
URL: http://shenakht.muk.ac.ir/article-1-2664-en.html
URL: http://shenakht.muk.ac.ir/article-1-2664-en.html
1- MSc., Department of Psychology, Hamedan Branch, Islamic Azad University, Hamedan, Iran , karami.faeze.77@gmail.com
2- Assistant Professor, Department of Psychology and Counsellig, Farhangian University, Tehran, Iran
2- Assistant Professor, Department of Psychology and Counsellig, Farhangian University, Tehran, Iran
Abstract: (9 Views)
Background and Aim: The formation of a healthy identity during adolescence is crucial for an individual's future psychological and social adaptation, and the inability to achieve a coherent identity can lead to role confusion, decision-making difficulties, and increased vulnerability to psychological problems. This study aimed to investigate the effect of group training based on schema therapy concepts on identity development of female adolescents in Kermanshah, Iran.
Materials and Methods: This quasi-experimental study utilized a pretest/posttest design with a control group and a one-month follow-up. The study population included all female first-year high school students in Kermanshah in the academic year 2023-24. In total, 60 people were selected from eligible volunteers based on available sampling and were randomly assigned to the experimental group (n=30) and the control group (n=30). The measurement tool was the Ahmadi Identity Crisis Questionnaire (1997). The experimental group received a 10-session educational protocol based on schema therapy, while the control group did not receive any intervention. Statistical data analysis was performed using the analysis of variance with repeated measures method through SPSS statistical software (version 25).
Results: The results of data analysis showed a significant effect of the educational protocol based on schema therapy on improving the identification of adolescent female students in junior high school after the intervention. Moreover, these positive effects remained stable during the follow-up period (P< 0.001).
Conclusion: The results of the study showed that the educational protocol based on schema therapy is effective in improving the identification of adolescent female students in junior high school. Therefore, this finding can be the basis for designing preventive interventions at schools.
Materials and Methods: This quasi-experimental study utilized a pretest/posttest design with a control group and a one-month follow-up. The study population included all female first-year high school students in Kermanshah in the academic year 2023-24. In total, 60 people were selected from eligible volunteers based on available sampling and were randomly assigned to the experimental group (n=30) and the control group (n=30). The measurement tool was the Ahmadi Identity Crisis Questionnaire (1997). The experimental group received a 10-session educational protocol based on schema therapy, while the control group did not receive any intervention. Statistical data analysis was performed using the analysis of variance with repeated measures method through SPSS statistical software (version 25).
Results: The results of data analysis showed a significant effect of the educational protocol based on schema therapy on improving the identification of adolescent female students in junior high school after the intervention. Moreover, these positive effects remained stable during the follow-up period (P< 0.001).
Conclusion: The results of the study showed that the educational protocol based on schema therapy is effective in improving the identification of adolescent female students in junior high school. Therefore, this finding can be the basis for designing preventive interventions at schools.
Article number: 1
Type of Study: Research |
Subject:
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Received: 2025/09/17 | Accepted: 2025/10/12 | Published: 2026/09/20
Received: 2025/09/17 | Accepted: 2025/10/12 | Published: 2026/09/20
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