Atefe Azimi, Abdollah Omidi, Elham Shafiei, Arash Nademi,
Volume 20, Issue 10 (1-2018)
Abstract
- Abstract
- Background: Students face a lot of emotional problems and psychological stress that affect their individual and social adaptation as well as their quality of life. Therefore, examining treatment models for these problems is very important. One of these models, the Fractal Diagnostic Treatment Model, is based on emotional regulation skills for a wide range of emotional disorders that can be used properly. The purpose of this study was to investigate the effectiveness of integrated diagnostic therapy on individual and social adaptations and emotional adjustment.
- Materials and Methods: A total of 70 female students were selected and assigned into two diagnostic groups (35 patients) and control (35 people). The experimental group received 12 sessions of diagnostic diagnosis weekly. Data were gathered in this study by Social Compliance Scale and Graz's Regulatory Emotion Questionnaire. Data were analyzed using descriptive statistics and multivariate covariance analysis (MANCOVA).
- Results: The results showed that transdiagnostic treatment focused on the dimensions of emotional regulation, including: refusal of emotional responses (F = 120.69, p < 0.01), impulse control problems (F = 14.57, p < 0.01), lack of emotional awareness (F =104.82, p< 0.01), lack of emotional resolution (F=42.64, p< 0.01), participation problems (F = 41.00, p<0.01), and limitations in achieving emotional regulation (F = 85.33, p<0. 01) is effective. Also, the results showed that exacerbation-based fetal diagnostic therapy was effective on individual adaptations (F = 146.76, p < 0.01) and social (F = 85.02, p<0.01).
- Conclusion: Regarding the effect of Fract-Intervention therapy based on emotional adjustment on personal and social adaptation and student's emotional adjustment dimensions, these results are applicable to clinical practitioners, counselors and practitioners in academic counseling centers.
Fatemeh Shariati, Majid Pourfaraj,
Volume 28, Issue 6 (1-2026)
Abstract
Introduction: Adolescence is a stressful stage that can affect the mental health and social adjustment of adolescents. The purpose of this study is to compare the effectiveness of cognitive behavioral therapy and acceptance and commitment therapy on distress tolerance and social adjustment in adolescents with social anxiety.
Methods: This was a quasi-experimental study with a pre-test-post-test design and a control group. The statistical population consisted of male high school students with social anxiety in district one of Babol city, who were studying in the 2022-2023 academic year. From this population, 45 individuals who met the study's entry criteria were selected via purposive sampling and were randomly assigned to three groups (15 in the first experimental group, 15 in the second experimental group, and 15 in the control group). Data were collected using the Bell Social Adjustment Inventory (1961) and the Simmons & Gaher Distress Tolerance Scale (2005). The data were analyzed using multivariate analysis of covariance (MANCOVA) (P < 0.05).
Results: The findings showed that cognitive behavioral therapy and acceptance and commitment therapy caused a significant increase in distress tolerance and social adjustment of adolescents with social anxiety (P < 0.001), and there was no significant difference between the effectiveness of these treatments on distress tolerance and social adjustment.
Conclusions: The results showed that the effectiveness of cognitive behavioral therapy and therapy based on acceptance and commitment therapy on distress tolerance is not different. Therefore, these two treatment methods can be recommended to improve distress tolerance and social adaptation in adolescents with social anxiety.
