Evaluation of Compassion-Based Therapy on Personal and Social Adjustment, Emotion Regulation, and Academic Delay in Students with Secondary School Coping Disorder in Ramhormoz City
Subject Areas : Educationalzohreh jalali 1 , parviz askary 2 * , Alireza Heidarie 3 , behnam makvandi 4
1 - Ph.D. Candidate, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
2 - Associate Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
3 - Associate Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
4 - Associate Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
Keywords: Compassion-Focused Therapy, Oppositional Defiant Disorder, Emotion Regulation, Academic Procrastination, Social Adjustment ,
Abstract :
The aim of this study was to investigate the effect of compassion-based therapy on individual and social adjustment, difficulty in regulating emotion, and academic procrastination in students with secondary defiant disobedience. This was an experimental study with a pretest and posttest design with a control group. The statistical population of the study included all high school girls in Ramhormoz city in the academic year of 97-98. These subjects were selected by multi-stage cluster random sampling from girls' high schools in Ramhormoz city and the required number of samples for each group is about 20 subjects with coping disorder (Hommersen, Murray, Ohana). & Johnston, 2006), and compassion-based therapy as an independent variable and individual and social adjustment variables (Klark et al., 1953), difficulty in emotion regulation (Gratz & Roemer, 2014) and academic procrastination (Solomon & Rothbloom, 1984) were considered as dependent variables. Subjects were treated with compassion based on Gilbert (2014) in eight 90-minute sessions. Univariate analysis of variance was used to analyze the data. The results showed that compassion-based therapy has an effect on the variables of individual and social adjustment, difficulty in regulating emotion and academic procrastination in girls with coping disobedience disorder (P <0.001) and the results indicate the effectiveness of compassion-based treatment. (P <0/05).
Amstadter, A. (2008). Emotion regulation and anxiety disorders. Anxiety Disorders, 2(5), 211-221.
Azizi, A., Mirzaei, A., & Shams, J. (2010). Correlation between Distress Tolerance and Emotional Regulation with Students Smoking Dependence. Hakim Health Sys Res, 13(1), 11-18. [Persian].
Abdi, A., & Mohammadi, D. (2000). A study of psychometric characteristics of SNAP-IV rating scale (parent form) in elementary school students in Isfahan, The Journal of Cognitive and Behavioral Science, 1(1), 15-31. [Persian].
Drabick, D. A., Gadow, K. D., Loney, J. Sourcespecific. (2007). oppositional defiant disorder: comorbidity and risk factors in referred elementary schoolboys. Journal of the American Academy of Child and Adolescent Psychiatry, 46(2), 92-101.
Downson, R. (2015). The effect of self-compassion on the resilience and emotion regulation of marital woman. Journal of Personality assessment, 63 (2), 262 -274.
Diminof, L. (2013). The efficacy of self-compassion on the adversity quotient, Emotion Regulation of marital woman. Journal Anxiety Disorder, 11(5), 279-315.
Dashtbozorgi, Z. (2018). Effectiveness of self- compassion therapy on loneliness and emotion regulation of damaged women from marital infidelity. Knowledge & Research in Applied Psychology, 18(4), 72-79. [Persian].
Desafiante, V. A. (2015). Development and Validation of the Social and Emotional Competencies Evaluation Questionnaire. Journal of Educational and Developmental Psychology, 5(2), 139- 147
Fong, R. W., & Cai, Y. (2019). Perfectionism, self-compassion and test-related hope in Chinese primary school students. The Asia-Pacific Education Researcher, 28(4), 293-302.
Fulk, B.M., Brigham, F.J., & Lohman, D. A. (2018). Motivation and self-regulation: A comparison of students with learning and behavior problems. Remedial and Special Education, 19(5), 300–309.
Fletcher, K., Yang, Y., Johnson, S. L., Berk, M., Perich, T., Cotton, S. & Murray, G. (2019). Buffering against maladaptive procrastination in bipolar disorder: The role of self-compassion. Journal of affective disorders, 250(3), 132-139.
Gilbert, P. (2015). Self-disgust, self-hatred, and compassion-focused therapy. The revolting self: Perspectives on the psychological, social, and clinical implications of self-directed disgust,5(5), 223-242.
Gilbert, P. (2014). The origins and nature of compassion focused therapy. British Journal of Clinical Psychology, 53(1), 6-41.
Ghasem zadeh, M., motamedi, A., & sohrabi, F. (2019). The effectiveness of Compassion Focused Therapy on improving social adjustment and Forgiveness in divorced women. Women study, 10(27), 117-139. [Persian].
Gooding, H., Stedmon, J., & Crix, D. (2019). All these things don’t take the pain away but they do help you to accept it’: making the case for compassion-focused therapy in the management of persistent pain. British Journal of Pain, 22(5), 13-34.
Gratz, K. L., & Roemer, E. (2014). Multidimensional Assessment of Emotion Regulation and Dysregulation: Development, Factor Structure, and Initial Validation of the Difficulties in Emotion Regulation Scale. Journal of Psychopathology and Behavioral Assessment, 3(3), 22-51.
Hommersen, P., Murray, C., Ohan, J., & Johnston, C. (2006). Oppositional Defiant Disorder Rating Scale: Preliminary Evidence of Reliability and Validity. Journal of Emotional and Behavioral Disorders, 11(5), 13-23.
Ironz, A., ladd, J. L. (2017). Middle school student perceptions of school climate: examining protective functions on subsequent adjustment problems. Journal of School Psychology, 45(4), 293–309.
Joukar, B., & Delavar pour, M. (2007). The relationship between educational procrastination and progress goals. The Quarterly Journal of New Thoughts on Education,3(3), 61-80. [Persian].
Kring, A. J. S., Davison, G., & Neale, J. (2014). Abnormal Psychology. Washington: John Wiley &Sons.
Khalatbari, J., & Azizzadeh, F. (2013). The effect of teaching life skills and coping with stress on the mental health of female students. Knowledge and research in applied psychology, 12(2), 27-12.
Klark, J., Weissberg, R.P., Dymnicki, A. B., & Taylor, R. B. (1953). The Impact of Enhancing Students’ Social and Emotional Learning: A meta-analysis of school-based universal interventions collaborative for academic, social, and emotional learning (CASEL). Journal of Child Development, 82(7), 1, 405–432.
Kashkooly, G. h. (2010). The investigation of the epidemiology of conduct disorder in primary students in Booshehr city. Psychological Institution, 31(4), 32-39 [Persian].
Leaviss, J., & Uttley, L. (2015). Psychotherapeutic benefits of compassion-focused therapy: An early systematic review. Psychological medicine, 45(5), 927-945.
Marshall, E. J., & Brockman, R. N. (2016). The relationships between psychological flexibility, self-compassion, and emotional well-being. Journal of Cognitive Psychotherapy, 30(1), 60-72.
Mansouri, L. & Ghadampour, E. (2018). The Effectiveness of Compassion Focused Therapy on Increasing Optimism and Self-compassion in Female Students with Generalized Anxiety Disorder. Quarterly Journal of Psychological Studies, 14(3), 59-74. [Persian].
Mousavi, A. (2009). Reduction of neuroinflammation in Epilepsy by using induced pluripotent stem (ips) cells-derived astrocytes. Shefaye Khatam, 2(2): 56-64.
Neff, K. D. (2003). Self-compassion: An alternative conceptualization of a healthy attitude toward oneself, Self and Identity. Journal of Emotional and Behavioral Disorders, 23(5), 92-94.
Rezaei, F., Fakhraee, A., Farmand, A., Niloufari, A., Hashemi, A., & Shamloo, F. (1393). Diagnostic and Statistical Manual of Mental Disorders, First Edition. Tehran: Arjmand Publications.
Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: frequency and cognitive behavioral correlates. Journal of Counseling Psychology, 31(5), 503–509.
Seidi, A. (2014). The effectiveness of compassionate therapy on student procrastination. Master Thesis, University of Kurdistan. [Persian].
Soury nejad, M., Farhadi, M., & Kordnoughabi, R. (2016). The Explanation of Academic Procrastination Behavior of Students Based on Personality Traits and Parenting Styles. Quarterly Journal of Family and Research, 12(4), 7-26. [Persian].
Saadati, N., Rostami, M., & Darbani, S. A. (2017). Comparing the effectiveness of Acceptance and Commitment Therapy (ACT) and Compassion Focused Therapy (CFT) on improving self-esteem and post-divorce adaptation in women. Journal of family psychology, 3 (2), 45-58. [Persian].
Vitiello, A. J., & Williford, K. M. (2016). Parent Involvement as a predictor of teacher child relationship quality in third grade. Journal of Early Education & Development, 2(6), 845- 864.
Warren, S., Smeets, C., & Neff, K. (2016). The putative neurodegenerative links between depression and Alzheimer’s disease. Prog Neurobiol, 91(4), 362-75.