mansoureh Hajhosseini; abed mahdavi; Maryam Mohammadi
Abstract
Objective: The aim of this study was to identify the effect of group education based on schema therapy on psychological well-being and differentiation of female students. Method: The study was carried out in a quasi-experimental design with pretest-posttest and control group. The statistical population ...
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Objective: The aim of this study was to identify the effect of group education based on schema therapy on psychological well-being and differentiation of female students. Method: The study was carried out in a quasi-experimental design with pretest-posttest and control group. The statistical population of the study included all female students from 18 to 21 years of residence in Chamran dormitory of Tehran in 2018 which were selected from among them, 30 were randomly available and replaced by accident in two groups of experimental and control.In order to collect data, we used psychological well-being questionnaire (PWBS) and differentiation Skron and Smith Questionnaire (2003) and measured in accordance with the plan, the subjects in two stages before and after the implementation of group education.The treatment program was performed for 11 sessions of 90-minute group training for experimental groups but the control group did not receive any training. Data were analyzed using multivariate analysis of variance and the findings indicated that schema therapy significantly increased psychological well-being and six components i.e. self-acceptance, positive relationship with others, autonomy, mastery of the environment, the goal of life and personal development.The program also led to a significant difference in the testable group compared to the control group in self-differentiation. Results: The result was confirmed by the effectiveness of schema therapy in modifying maladaptive schemas and enabling young students to help maintain independence and regulate their emotion and behavior. Conclusion: This program has also been effective in improving the dominance of individuals on their own schemas in improvement of their psychological well-being and can be used as a fruitful model in the students ' psychological counseling.
Fahimeh Ghaedi; Elham Shabankareh; Majid Moghadam Barzegar
Volume 5, Issue 1 , August 2016, , Pages 35-51
Abstract
Introduction: The present study aimed to predict the mediating role of learned helplessness in the relationship between Differentiation of Self and Repetitive Negative Thinking. Method: To do this, 335 (164 males, 176 females) students were selected from Azad University of Lar using multistage cluster ...
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Introduction: The present study aimed to predict the mediating role of learned helplessness in the relationship between Differentiation of Self and Repetitive Negative Thinking. Method: To do this, 335 (164 males, 176 females) students were selected from Azad University of Lar using multistage cluster sampling method. The participants completed the Differentiation of Self Questionnaire (Drake, 2011), the Learned Helplessness Questionnaire (Quinless & Nelson, 1988), and the Repetitive Negative Thinking Questionnaire (Ehring, 2010). Results: The results of simultaneous multiple regression analysis based on Baron and Kenny (1989) steps indicated that Emotional Reactivity, Fusion with others, and Emotional Cut Off positively predicted Repetitive Negative Thinking and I-Position negatively predicted Repetitive Negative Thinking. In addition, Fusion with others and Emotional Cut Off predicted Learned Helplessness positively and I -Position predicted Learned Helplessness negatively. The Learned Helplessness mediated the relations between the Differentiation of Self and Repetitive Negative Thinking. Conclusion: In conclusion, Emotional Reactivity predicted Repetitive Negative Thinking positively and I-Position by mediating Learned Helplessness predicted it negatively.
