Volume 9, Issue 3 (Shenakht Journal of Psychology and Psychiatry 2022)
Shenakht Journal of Psychology and Psychiatry 2022, 9(3): 123-135 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Hedayati Zafarghandi S, Emamipour S, Rafiepoor A. A comparative study of the effectiveness of the solution-focused brief therapy and mindfulness-based therapy to reduce educational stress in junior high school students in Tehran. Shenakht Journal of Psychology and Psychiatry 2022; 9 (3) :123-135
URL: http://shenakht.muk.ac.ir/article-1-1342-en.html
URL: http://shenakht.muk.ac.ir/article-1-1342-en.html
1- PhD Student, Department of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran
2- Associate Professor, Department of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran ,Emamipursd@yahoo.com
3- Assistant Professor, Department of Psychology, Payame Noor University, Tehran, Iran
2- Associate Professor, Department of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran ,
3- Assistant Professor, Department of Psychology, Payame Noor University, Tehran, Iran
Abstract: (2093 Views)
Introduction: Educational stress is a negative psychological condition; with its cognitive and emotional components, threatens students' health.
Aim: This study aimed to compare the effectiveness of the solution-focused brief therapy and mindfulness-based therapy to reduce educational stress in junior high school students.
Method: Through the framework of a clinical trial plan with pre-test and post-test and quarterly post hoc test, this study was conducted. In a purposive sampling manner, sixty students; among the first year of junior high school male students in Tehran district 13thin the school year 2019-2020, were selected and then surveyed by Don, Hu and Zhou (2011) Adolescent Educational Stress Scale and were randomly divided into 3 groups of 20: control group, solution-focused treatment group and mindfulness treatment group. Then the intervention process was run on the experimental groups and after three months the follow-up test was rerun. The data were analyzed by using SPSS-26 and the covariance analysis and mixed-design analysis of variance tests.
Results: This study brought light on the effectiveness of both treatments methods in reducing educational stress among students, but the mindfulness method (Eta2=0.357) worked better rather the brief solution-focused intervention method(Eta2=0.318) to reduce students' stress (P<0.05).
Conclusion: In regard to use mindfulness therapy primarily, therapists are highly recommended to use both the solution-focused brief intervention and mindfulness therapy to treat the adolescent students with educational stress.
Aim: This study aimed to compare the effectiveness of the solution-focused brief therapy and mindfulness-based therapy to reduce educational stress in junior high school students.
Method: Through the framework of a clinical trial plan with pre-test and post-test and quarterly post hoc test, this study was conducted. In a purposive sampling manner, sixty students; among the first year of junior high school male students in Tehran district 13thin the school year 2019-2020, were selected and then surveyed by Don, Hu and Zhou (2011) Adolescent Educational Stress Scale and were randomly divided into 3 groups of 20: control group, solution-focused treatment group and mindfulness treatment group. Then the intervention process was run on the experimental groups and after three months the follow-up test was rerun. The data were analyzed by using SPSS-26 and the covariance analysis and mixed-design analysis of variance tests.
Results: This study brought light on the effectiveness of both treatments methods in reducing educational stress among students, but the mindfulness method (Eta2=0.357) worked better rather the brief solution-focused intervention method(Eta2=0.318) to reduce students' stress (P<0.05).
Conclusion: In regard to use mindfulness therapy primarily, therapists are highly recommended to use both the solution-focused brief intervention and mindfulness therapy to treat the adolescent students with educational stress.
Keywords: Solution-focused brief therapy, Mindfulness therapy, Educational stress, High school students
Type of Study: Research |
Subject:
Special
Received: 2022/02/18 | Accepted: 2022/06/21 | Published: 2022/07/25
Received: 2022/02/18 | Accepted: 2022/06/21 | Published: 2022/07/25
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
