Volume 30, Issue 5 (8-2023)
RJMS 2023, 30(5): 325-336 |
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Research code: 01
Ethics code: IR.IAU.SARI.REC.1401.178
Clinical trials code: 01
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Sahebi F A, Mahdian H, Ghasemi Motlagh M. Comparison of the Effectiveness of Emotional Schema Therapy and Cognitive Behavioral Therapy on Social Phobia at the End of the Treatment and Follow-Up Period in First-Secondary Female Students. RJMS 2023; 30 (5) :325-336
URL: http://rjms.iums.ac.ir/article-1-8789-en.html
URL: http://rjms.iums.ac.ir/article-1-8789-en.html
Assistant Professor, Department of Psychology, Bojnord Branch, Islamic Azad University, Bojnord, Iran , amidmo@gmail.com
Abstract: (110 Views)
Background & Aims: Students in different grades are considered a sensitive group regarding psychological issues, and everything they experience in this course will affect their adult personality and future. Children and teenagers spend a lot of time as students in schools and many factors affecting their mental health come back to the school and its conditions. At the same time, family issues will be effective in the mental health of students. The present study was conducted to Comparison of the Effectiveness of Emotional Schema Therapy and Cognitive Behavioral Therapy on Social Phobia at the End of the Treatment and Follow-Up Period in First-Secondary Female Students.
Methods: The current research was a semi-experimental design of pre-test-post-test type with a control group with follow-up. The statistical population of this research includes all female students of the first secondary school in Behshahr city who were studying in schools in 2023-2024. According to the inquiry from the first secondary school unit of the Education Department of Behshahr city, there were 2320 people studying at this stage. The present study sample included 45 people (15 people for each group; that is, 15 people in experimental group 1, 15 people in experimental group 2, and 15 people in the control group). In this research, the available sampling method was used, and using the cluster sampling method, a number of 45 people were selected, these people were not at an optimal level in terms of their condition and level of social anxiety, so they were screened and again randomly divided into three groups and 15 experimental people (two groups) and waiting for treatment were assigned to each group. In this research, standard tools were used, the questionnaires included the emotion regulation questionnaire by Garnofsky and Graj (2006), and the social anxiety questionnaire by Kanor and his colleagues (2000), and both groups were examined with research questionnaires before and after the intervention.
Results: The findings showed that two methods of emotional schema therapy and cognitive behavioral therapy had a significant effect on social phobia. Also, there was a difference between the social phobia scores in the three stages of pre-test, post-test and follow-up regardless of the group. Table 3 shows the results of multivariate tests (four tests of Pillay's effect, Wilks's lambda, Hotelling's effect, and the largest Z root). For the significance and non-significance of each test, you can pay attention to the Sig value, which is significant at the 0.05 level if it is less than 0.05. The squared values of Eta related to the dependent variable (social phobia) in the three groups are 0.632, this indicates an above average effect. Also, the results of the Vickers lambda test are significant for the mentioned variable, and the significance of the dependent variable (social phobia) indicates that the participants in the three groups are different from each other, and the averages of the groups are significantly affected by the independent variable. . (p=0.0001, F=32.561). As a result, the amount of social phobia of the participants in the three groups is different and the averages of the groups are significantly influenced by the independent variable. Table 4, the client's kurtosis test tests this null hypothesis. In this test, if the significance level is less than 0.05, the hypothesis H0 is rejected and the hypothesis H1 is confirmed. If the hypothesis H0 is rejected, the curvature of the variance-covariance matrix of the dependent variable cannot be accepted, and the other three tests Greenhouse Geisser, Haven-Felt or the lower limit should be used, which correct the degrees of freedom. In this variable, the curvature of the variance-covariance matrix was not accepted at the error level of 0.05 (Sig.= 0.047). So it is necessary to use three other tests. Table 5 shows the tests of within-subjects effects. Because in the previous part, the sphericity of the variance-covariance matrix was not accepted through the client's sphericity test, in this part we used the assumed sphericity rows to test the significance and non-significance of each effect. But if the curve of the variance-covariance matrix is not accepted, we must use the other three rows (Geisser Greenhouse, Haven-Flat and lower limit tests). As can be seen, the only interaction effect of the number of tests * group (Time * Group) is significant at the error level of 0.05.
Conclusion: According to the findings, among the methods of emotional schema therapy and cognitive behavioral therapy, cognitive behavioral therapy was more effective in improving social phobia. In general, these results indicate the importance of choosing the appropriate treatment approach based on the type of psychological problem and individual needs. Because each of these approaches can provide better results in certain fields. Understanding the effect of cognitive-behavioral therapy on social anxiety in students requires a deep analysis of how this therapeutic approach works and how it affects social anxiety. Cognitive-behavioral therapy is specifically designed to help people who suffer from anxiety disorders, including social phobia, and uses a combination of cognitive and behavioral techniques to manage and reduce symptoms. Social phobia, or social anxiety, is a mental disorder characterized by intense fear and anxiety in social and performance situations. Emotional schema therapy as a new treatment approach in psychology has been very effective, especially for dealing with emotional and psychological problems, including social phobia in students. This therapeutic approach, unlike more traditional methods that focus more on changing superficial thoughts and behaviors, examines and changes deeper emotional schemas that are rooted in early experiences and the formation of a person's personality. Social phobia or social anxiety is one of the common mental disorders that is characterized by severe fear and anxiety in social and functional situations. This disorder can significantly affect students' academic performance, social interactions, and quality of life. Students suffering from social phobia usually have irrational fears of being negatively evaluated, criticized, or rejected by others. These fears can lead to social isolation, reduced self-confidence, and serious problems in education and social activities.
Methods: The current research was a semi-experimental design of pre-test-post-test type with a control group with follow-up. The statistical population of this research includes all female students of the first secondary school in Behshahr city who were studying in schools in 2023-2024. According to the inquiry from the first secondary school unit of the Education Department of Behshahr city, there were 2320 people studying at this stage. The present study sample included 45 people (15 people for each group; that is, 15 people in experimental group 1, 15 people in experimental group 2, and 15 people in the control group). In this research, the available sampling method was used, and using the cluster sampling method, a number of 45 people were selected, these people were not at an optimal level in terms of their condition and level of social anxiety, so they were screened and again randomly divided into three groups and 15 experimental people (two groups) and waiting for treatment were assigned to each group. In this research, standard tools were used, the questionnaires included the emotion regulation questionnaire by Garnofsky and Graj (2006), and the social anxiety questionnaire by Kanor and his colleagues (2000), and both groups were examined with research questionnaires before and after the intervention.
Results: The findings showed that two methods of emotional schema therapy and cognitive behavioral therapy had a significant effect on social phobia. Also, there was a difference between the social phobia scores in the three stages of pre-test, post-test and follow-up regardless of the group. Table 3 shows the results of multivariate tests (four tests of Pillay's effect, Wilks's lambda, Hotelling's effect, and the largest Z root). For the significance and non-significance of each test, you can pay attention to the Sig value, which is significant at the 0.05 level if it is less than 0.05. The squared values of Eta related to the dependent variable (social phobia) in the three groups are 0.632, this indicates an above average effect. Also, the results of the Vickers lambda test are significant for the mentioned variable, and the significance of the dependent variable (social phobia) indicates that the participants in the three groups are different from each other, and the averages of the groups are significantly affected by the independent variable. . (p=0.0001, F=32.561). As a result, the amount of social phobia of the participants in the three groups is different and the averages of the groups are significantly influenced by the independent variable. Table 4, the client's kurtosis test tests this null hypothesis. In this test, if the significance level is less than 0.05, the hypothesis H0 is rejected and the hypothesis H1 is confirmed. If the hypothesis H0 is rejected, the curvature of the variance-covariance matrix of the dependent variable cannot be accepted, and the other three tests Greenhouse Geisser, Haven-Felt or the lower limit should be used, which correct the degrees of freedom. In this variable, the curvature of the variance-covariance matrix was not accepted at the error level of 0.05 (Sig.= 0.047). So it is necessary to use three other tests. Table 5 shows the tests of within-subjects effects. Because in the previous part, the sphericity of the variance-covariance matrix was not accepted through the client's sphericity test, in this part we used the assumed sphericity rows to test the significance and non-significance of each effect. But if the curve of the variance-covariance matrix is not accepted, we must use the other three rows (Geisser Greenhouse, Haven-Flat and lower limit tests). As can be seen, the only interaction effect of the number of tests * group (Time * Group) is significant at the error level of 0.05.
Conclusion: According to the findings, among the methods of emotional schema therapy and cognitive behavioral therapy, cognitive behavioral therapy was more effective in improving social phobia. In general, these results indicate the importance of choosing the appropriate treatment approach based on the type of psychological problem and individual needs. Because each of these approaches can provide better results in certain fields. Understanding the effect of cognitive-behavioral therapy on social anxiety in students requires a deep analysis of how this therapeutic approach works and how it affects social anxiety. Cognitive-behavioral therapy is specifically designed to help people who suffer from anxiety disorders, including social phobia, and uses a combination of cognitive and behavioral techniques to manage and reduce symptoms. Social phobia, or social anxiety, is a mental disorder characterized by intense fear and anxiety in social and performance situations. Emotional schema therapy as a new treatment approach in psychology has been very effective, especially for dealing with emotional and psychological problems, including social phobia in students. This therapeutic approach, unlike more traditional methods that focus more on changing superficial thoughts and behaviors, examines and changes deeper emotional schemas that are rooted in early experiences and the formation of a person's personality. Social phobia or social anxiety is one of the common mental disorders that is characterized by severe fear and anxiety in social and functional situations. This disorder can significantly affect students' academic performance, social interactions, and quality of life. Students suffering from social phobia usually have irrational fears of being negatively evaluated, criticized, or rejected by others. These fears can lead to social isolation, reduced self-confidence, and serious problems in education and social activities.
Type of Study: Research |
Subject:
Clinical Psychiatry
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