The effect of solution –focused group counseling on academic buoyancy of high-school female students in Najaf Abad city in the academic year of 2015-2016 (1394-95s.c.)

Subject Areas : Educational

halimeh sadeghi ¹ ( Department of Counseling, Islamic Azad University, Khomeini Shahr Branch, Isfahan, Iran )
kiiumars farahbakhsh ² ( Department of Counseling, Faculty of Psychology and Educational Sciences, Allameh Tabatabaei University, Tehran, Iran )

Received: 2019-12-25 Accepted : 2020-11-11 Published : 2022-11-22

Keywords: Female Student, solution –focused counseling, high-school, Academic buoyancy,

Abstract :

The purpose of this research was to study the effect of "solution-focused" group counseling on academic buoyancy of high-school female  students. The research method was semi-experimental (two groups with pre-test and post-test). The statistical population included all high school female  students in the academic year of 2015-2016 (1394-95s.c.) in Najaf Abad City. Therefore, 34 students were chosen by using random cluster sampling and randomly assigned into 2 groups (17 control group and 17 experimental group). The experimental group participated in 6-sessions, 90 minute each of, "solution-focused" group counseling program. The assessment instruments included the "SBI"(Student Buoyancy Instrument) Questionnaire (Comerford, Batteson, & Tormey, 2015) that translated and normalized by the researcher. The data of the research were analyzed by using analyses of Covariance. The results showed that there were significant differences between the two groups in terms of academic buoyancy (p=0/032), and all of its factors (p<0.001). This results indicated that solution-focused group counseling increased academic buoyancy and all of its factors. Therefore, changing students' perspectives, focusing more on solutions and choosing useful and effective solutions provide suitable ground for increasing students’ capacity to successfully overcome setback and challenge that is typical of the ordinary course of everyday academic life.

References:

Abbasi, Kh., (2013). Investigating the relationship between self-efficacy and academic buoyancy with optimal experience in experimental second year students. Faculty of Psychology and Educational Sciences, Allameh Tabatabai University of Tehran. [Persian].

Abedi, S., (2016). The effect of counseling with Narrative therapy approach on academic buoyancy of high school students in Isfahan. Master Thesis, Faculty of Humanities, Counseling and Guidance, Islamic Azad University of Khomeini Shahr [Persian].

Adibi, M., (2014). The effectiveness of solution –focused group counseling on happiness and resilience of adolescent girls deprived of a father in Isfahan, Master Thesis, Faculty of Humanities, Counseling and Guidance, Islamic Azad University of Khomeini Shahr [Persian].

Amiri, A.; Karshekani, H. & Asghari, M., (2014). The effectiveness of solution –focused group counseling on the general health of male students single parent of high school in Torbat-e Heydarieh. Journal of Psychological Methods and Models, 4 (15), 56-37[Persian].

Amy, K.E. (2010). Buoyancy in the face of challenge and threat. The 29^th annual prairie undergraduate research conference department of psychology University of Winnipeg.

 Anet, G. (2015). The efficacy of solution – focused group counseling on the motivation and academic engagement of Students High School. Journal of Personality and Social psychology,32, 323-334.

Barande, N.; Shafiabadi, A. & Ahghari, GH. , (2010). The effectiveness of solution –focused group counseling on reducing job stress in female employees of Ghalamchi Scientific-Educational Foundation. Educational Research Journal of Islamic Azad University of Bojnourd, 7 (22), 20-1 [Persian].

Bond, C., Woods, K., Humphrey, N., Symes, W., & Green, L. (2013). Practitioner Review, The effectiveness of solution focused brief therapy with children and families, a systematic and critical evaluation of the literature from 1990–2010. Journal of Child Psychology and Psychiatry, 54(7): 707-723.

Capaaydin, Y. (2014). The Efficacy of solution focused group counseling on the self regulation academic and anxiety of complementary education High school students emotions and emotional regulation during test taking. Department of Educational Sciences Middle East Technical University Ankara, Turkey.

 Collie, R.J., Martin, A.J., Malmberg, L-E., Hall, J., & Ginns, P. (2015). Academic buoyancy, student achievement, and the linking role of control, A cross-lagged analysis of high school students. British Journal of Educational Psychology, 85, 113-130. DOI: 10.1111/bjep.12066.

 

Colmar,S. Liem, G.A D. Connor, J. & Martin, A,J. (2019), Exploring the relationships between academic buoyancy, academic self-concept, and academic performance, a study of mathematics and reading among primary school students, Educational Psychology, DOI, 10.1080/01443410.2019.1617409.

Comerford, J., Batteson, T. & Tormey, R. (2015). Academic Buoyancy In Second Level Schools, Insights From Ireland. 7th World Conference on Educational Sciences, (WCES-2015), Novotel Athens Convention Center, Athens, Greece. Procedia - Social and Behavioral Sciences, 197, 98 – 103.

Costa, H. (2012). The Efficacy of solution focused group counseling on the Procrastination and motivation and academic performance of students. Journal of Personality and Social psychology, 32, 323-334.

Dastbaz, A.; Younesi, J.; Moradi, A. & Ebrahimi, M., (2014). The Effectiveness of Solution-Based Group Counseling on adaptability and Self-Efficacy of First Year High School Male Students in Shahriar, Journal of Knowledge and Research in Applied Psychology, 15 (1), 98-90 [Persian].

Davis, T.; Osborne, C., (2005). School counseling with a solution- focused approach, translated by Adib Rad, Nastaran, Nazari, Ali Mohammad, Tehran: Publication of science [Persian].

Davoodi, Z., Etemadi, A., & Bahrami, F., (2011).The effectiveness of Short-term solution –focused approach to reduce the tendency to divorce in men and women prone to divorce, Journal of Social Welfare, 11 (43), 134-121 [Persian].

De Shazer, S. & Berg, I. (1993). A part is not a part. Working with only one of the partners present. In A. S German. Casebook of marital therapy. New York, Guilford press.

De Shazer, S. (1991). Putting  Difference to Work. New York, Norton.

Delaware, A., (2008). Statistical Methods in Educational Sciences and Psychology, Payame Noor Publications [Persian].

Eugenia, M., Weiss, E., Coll, J., Gerbauer, J., Smiley, K. & Carillo, E. (2010). The Military Genogram, A Solution-Focused Approach for Resiliency Building in Service members and their Families, The family Journal, Counseling and Therapy for Couples and Families, 18(4), 395-406.

Gingerich, W. & Peterson, L. (2012). Effectiveness of Solution- Focused Brief Therapy, A Systematic Qualitative Review of Controlled Outcome Studies, Research on Social Work Practice, 23(3), 266-283.

Goli Escardi, R .; Minasian, S .; Shahabi Majd, N .; Mohseni Kiasari, A .& Khalilian, A., (2010). The effect of course volume and test stress on anxiety intensity and physiology of research psychology on gifted high school students in Sari. Growth Magazine, 5(3), 16-19 [Persian].

Gutterman, J, (2006). The art of solution- focused counseling. Translated by Fatehizadeh, Maryam and Mirniam, Leila, Isfahan: Nahoft Publishin, [Persian].

Khandaan, f. (2016). Evaluation of the effectiveness of teaching self-regulated learning strategies and problem-solving skills on academic buoyancy and improving critical thinking in high school girls in Tonekabon. Master Thesis, Faculty of Psychology and Educational Sciences, Department of Educational Psychology, Allameh Tabatabaei University, Tehran [Persian].

Linda, J. (2013). The efficacy solution focused group counseling on the quality of life academic and Emotional Burnout of Students. journal of Behavior ,32, 323-334.

Maleki ha, M .; Abedi, M., (2015). Solution- focused school. Isfahan: Kavoshyar – Jangal Publishing, [Persian].

Martin, A. J., & Liem, G. A. D. (2010). Academic Personal Bests (PBs), engagement, and achievement, A cross-lagged panel analysis. Learning and Individual Differences, 20, 265–270.

Martin, A. J., & Marsh, H. W. (2006). Academic Resilience and its psychological and educational correlates, A construct validity approach. Psychology in the Schools, 43(6), 267-281.

Martin, A. J., & Marsh, H. W. (2008). Academic Buoyancy: Towards an understanding of students' everyday academic resilience. Journal of School Psychology, 46, 53-83.

Martin, A. J., & Marsh, H. W. (2009). Academic resilience and academic buoyancy, multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education, 35(3), 353-370. Doi, 10.1080/03054980902934639.

Martin, A. J., Colmar, S. H., Davey, L. A., & Marsh, H. W. (2010). Longitudinal modeling of academic buoyancy and motivation: do the '5Cs' hold up over time? British Journal of  Educational Psychology, 80(3), 473-496.

Martin, A. J., Ginns, P., Brackett, M. A., Malmberg, L. E., Hall, J. (2013). Academic buoyancy and psychological risk, Exploring reciprocal relationships. Learning and Individual Differences, 27, 128–133.

 Martin, A.J. (2013). Academic buoyancy and academic resilience, Exploring ‘everyday’ and ‘classic’ resilience in the face of academic adversity. School Psychology International, 34, 488-500. DOI: 10.1177/0143034312472759.

Pir. P. (2014). The Efficacy of solution focused group counseling on the procrastination and meta cognitions Strategies of students. Journal of Personality and Social psychology, 95 (1), 181-196.

Putwain, D. W., Connors, L., Symes, W., & Douglas-Osborn, E. (2012). Is academic buoyancy anything more than adaptive coping,  Anxiety, Stress and Coping, An International Journal, 25, 349–358 .

Quick. E. K. (2008). Doing what works in brief therapy. Second Edition, APA Press.  Solution focused brief therapy in schools, Oxford Press.

Salimi, A. (2015). The effectiveness of participatory learning teaching method on academic buoyancy and bullying of male students in the second year of primary school in Shahriar city. Master Thesis, Faculty of Psychology, Allameh Tabatabaei University, Tehran, [Persian].

Shahsavari, Z .; Royan, M., (2015). The effectiveness of solution –focused group counseling on reducing students' test anxiety. The First International Conference on Psychology and Educational Sciences, Shiraz, Hakim Orfi Higher Institute of Science and Technology, Shiraz, http://www.civilica.com/Paper-ICPE01-ICPE01_397.htm[Persian].

Taghipour, A., Khoshkanesh, A., &  Salehi, F., (2011). The effectiveness of solution –focused group counseling on increasing students' academic performance and self-efficacy, Journal of Job and Organizational Counseling, 6 (3), 8-62 [Persian].

Thorslund, K. W. (2007). Solution-focused group therapy for patients on long-term sick leave: A comparative outcome study. Journal of Family Psychotherapy, 18, 11–24.