Effectiveness of cognitive empowerment training in depression and anxiety of high school female students in Isfahan
Subject Areas : Sociological Studies of Youth
Kazem Ghojavand
1
,
Ghasem Ghojavand
2
1 - Assistant Professor of Social Work, Department of Humanities, Islamic Azad University Khominishahr Branch, Khominishahr Iran
2 - Assistant Professor of Social Work, Department of Humanities, Hekmat Razavi Institution, Mashhad, Iran.
Keywords: cognitive empowerment training, depression, anxiety, female high school students,
Abstract :
This research aimed to investigate the effectiveness of cognitive empowerment training in depression and anxiety of high school female students in Isfahan city. The research design of the current study was semi-experimental with a pre-test-post-test design with a control group. The statistical population included all female students of the third grade of secondary school in Isfahan city in the academic year of 2023, which was selected by multi-stage cluster random sampling method and 40 students were randomly selected into two experimental groups (20 people) and a control group. (20 people) were appointed. The experimental group received fourteen ninety-minute sessions with a weekly frequency of one session of cognitive empowerment training. For data analysis was used in descriptive statistics section including (mean, standard deviation) and in inferential statistics, analysis of covariance test and Kolmogorov-Smironov test was used for data normalization and SPSS version 20 software. Research tools include anxiety questionnaire, Beck (1988) and Beck depression questionnaire (1961). The findings of the research showed that there was a significant difference between students' depression and anxiety in the post-test stage (p<0.01). Therefore, it can be concluded that cognitive empowerment training has an effect in reducing the level of depression and anxiety of female students, and counselors, social workers, teachers and school coaches should use this approach for the social, personal and academic development of students.
References:
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References
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Ghamari Givi, H; N, Maghsoud; and Dehghani, Fe. (2014). Investigating the effectiveness of cognitive rehabilitation in restoring executive functions of obsessive-compulsive patients. Journal of Clinical Psychology Studies, 16(4), 101-128.
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Jin Huang, MSN R., Jiang, D., Wang, X., Liu, Y., & Fennie, K. (2002). Changing knowledge, behavior, and practice related to universal precautions among hospital nurses in China. The Journal of Continuing Education in Nursing, 33(5), 217.
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Kiani, Q. and Kakavand, A. (1993). The Effectiveness of Emotional Intelligence Training on the Academic Achievement of First-Year High School Students in Zanjan. Psychological Studies, 9(2), 154-174.
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Mesbah, N; and Abedian, A. (2014). The relationship between stress level and hopelessness in students living in dormitories. Journal of Psychology, 3(6), 11-21.
Mehdianfar, F; Kimiai, Seyed A; and Ghanbari Hashemabadi, Bahram A. (2015). Reducing depression and aggression in women with imprisoned husbands in 2013. Iranian Journal of Forensic Medicine, 3(21), 167-177.
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Ming To, S. (2016). Loneliness, the search for meaning, and the psychological well-being of economically disadvantaged Chinese adolescents living in Hong Kong: Implications for life skills development programs. Children and Youth Services Review, 71, 52- 60.
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Mobini, S. (2000). Investigating the role of attentional focus in memory bias in depressed patients. Quarterly Journal of First Year Psychological Research, No. 1 and 2.
Mohammad, M., Maryam, H., & Ali, N. (2010). The effect of psychological empowerment training on the job adjustment and vitality Apadana hospital nurses in Ahvaz. Second Biennial Congress of Industrial and Organizational Psychology 3 and 4 March 2010, Islamic Azad University, Isfahan, 38-42.
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Narimani, M; and Soleimani, E. (2013). The Effectiveness of Rehabilitation on Executive Functions (Working Memory and Attention) and Academic Achievement of Students with Mathematical Learning Disorder. Journal of Learning Disabilities, 2(3), 115-91.
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