Comparing the Effectiveness of Cognitive-Behavioral Group Therapy and the Integrated Narrative Solutions Therapy on the Social Anxiety of First Grade High School Male Students

Subject Areas : Psychological Models and Methods

davood ghanbari ¹ , Abul ghasem Isa Morad ² , E. Shafeabadi ³ , noorali farokhi ⁴

1 - Ph.D. Student, Counseling Department, Faculty of Human Sciences, Islamic Azad University, Research Sciences Unit, Tehran, Iran
2 - Ph.D. in Psychology, Associate Professor, Department of Psychology, Faculty of Educational Psychology, Allameh Tabatabai University, Tehran, Iran
3 - Ph.D. in Counseling, Professor of Counseling Department, Faculty of Educational Sciences and Psychology, Allameh Tabatabai University, Tehran, Iran.
4 - Ph.D. in Counseling, Professor of Counseling Department, Faculty of Educational Sciences and Psychology, Allameh Tabatabai University, Tehran, Iran.

Received: 2024-02-08 Accepted : 2024-05-24 Published : 2024-12-11

Keywords: cognitive behavioral therapy, integrated therapy of narrative solutions, social anxiety, students.,

Abstract :

Background and purpose: The present study was conducted with the aim of comparing the effectiveness of cognitive-behavioral therapy and integrated narrative solutions therapy on social anxiety of male students.

 

Methods: The research was applied in terms of purpose and semi-experimental in terms of implementation with pre-test-post-test and control group. The statistical population was the male students of the first grade secondary school in Lahijan city, who 45 people were selected from the registered people using the purposeful sampling method after screening and controlling the entry and exit criteria and were placed randomly in three groups of 15 people. The experimental groups underwent cognitive-behavioral group therapy and narrative solutions in 10 sessions, and the control group did not receive any training during this period. The measuring instrument of the research was the Lajersa Social Anxiety Scale for Adolescents   (SAS-A):. Finally, the data were analyzed using multivariate and univariate analysis of variance.

 

Findings: In addition to the significance of the multivariate and univariate analysis of variance test, the results of pairwise comparisons showed that the difference between the cognitive-behavioral group and the control group in total social anxiety and all its components is significant. Comparing the narrative solutions group with the control group, it was also found that the narrative solutions have a significant difference compared to the control group in total social anxiety and social avoidance and general sadness components, and there are no differences between them in the other two components. In the comparison of two experimental groups, it was also found that the cognitive-behavioral group had a more significant effect on general social anxiety and the fear of others negative evaluation than the narrative solutions group, and the differences were not significant in the other two components.

Conclusion: Both cognitive behavioral therapy and narrative solutions group can improve the social anxiety of first grade male students, and in the meantime, cognitive behavioral therapy has a greater and stronger effect, so this therapy can be used to improve students exposed to this anxiety.

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