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Volume 24, Issue 152 (10-2025)
Journal of Psychological Science 2025, 24(152): 19-42 |
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Atash Afroz A, Jahani S, Shehni Yailagh M, Behrouzi N. (2025). Comparison of the effect of emotion regulation training (ERT) and compassion-oriented treatment (CFT) on emotional regulation and social self-empowerment among high school male students with high-risk behaviors. Journal of Psychological Science. 24(152), 19-42. doi:10.61186/jps.24.152.19
URL: http://psychologicalscience.ir/article-1-2491-en.html
URL: http://psychologicalscience.ir/article-1-2491-en.html
Associate Professor , Department of Psychology, Faculty of Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran , a.atashafrouz@gmail.com
Abstract: (1334 Views)
Background: High-risk behaviors in adolescents can cause serious and sometimes irreversible damage. Therefore, the use of evidence-based psychological interventions for these adolescents is an inevitable necessity.
Aims: The purpose of this study was to compare the effect of emotion regulation training and compassion-based intervention on emotional regulation and social self-empowerment in male students with high-risk behaviors.
Methods: The method of the present study was quasi-experimental and a pretest-posttest design with a control group was used. The statistical population included all male high school students with high-risk behaviors in Behbahan in the academic year 2022-2023. The sample consisted of 45 male high school students in Behbahan City who were selected according to the inclusion criteria of the study by convenience sampling method and randomly assigned to experimental and control groups. In the pre-test stage, all three groups answered the research questionnaires of the High-Risk Behaviors Scale (US Centers for Disease Control and Prevention, 1995), the Problems in Emotion Regulation Scale (Gratz & Roemer, 2004), and the Social Self-Empowerment Questionnaire (Fellner et al., 1990). Then, the subjects of each experimental group received emotion regulation training and compassion-based therapy in 8 sessions of 90 minutes (one session per week) as a group, while the subjects in the control group were on the waiting list and did not receive any intervention during the study. After the interventions, all subjects completed the research questionnaires as a post-test. Data were analyzed using SPSS.24 software using univariate analysis of covariance.
Results: The results of univariate analysis of covariance showed that emotion regulation training and compassion-based therapy had a significant effect on students' emotional regulation and social self-empowerment (P< 0.05). The results of Bonferroni's post hoc tests showed that emotion regulation training had a greater effect on improving emotional regulation and social self-empowerment of students with high-risk behaviors compared to compassion-based therapy (P< 0.05).
Conclusion: According to the findings, it can be concluded that teaching emotional regulation and self-compassion skills can improve students' emotional regulation and self-empowerment. Therefore, it is suggested that educational custodians use emotional regulation and self-compassion training as evidence-based interventions to improve the behavioral, cognitive, and emotional skills of these individuals by conducting screening tests for high-risk behaviors and adapting the interventions.
Aims: The purpose of this study was to compare the effect of emotion regulation training and compassion-based intervention on emotional regulation and social self-empowerment in male students with high-risk behaviors.
Methods: The method of the present study was quasi-experimental and a pretest-posttest design with a control group was used. The statistical population included all male high school students with high-risk behaviors in Behbahan in the academic year 2022-2023. The sample consisted of 45 male high school students in Behbahan City who were selected according to the inclusion criteria of the study by convenience sampling method and randomly assigned to experimental and control groups. In the pre-test stage, all three groups answered the research questionnaires of the High-Risk Behaviors Scale (US Centers for Disease Control and Prevention, 1995), the Problems in Emotion Regulation Scale (Gratz & Roemer, 2004), and the Social Self-Empowerment Questionnaire (Fellner et al., 1990). Then, the subjects of each experimental group received emotion regulation training and compassion-based therapy in 8 sessions of 90 minutes (one session per week) as a group, while the subjects in the control group were on the waiting list and did not receive any intervention during the study. After the interventions, all subjects completed the research questionnaires as a post-test. Data were analyzed using SPSS.24 software using univariate analysis of covariance.
Results: The results of univariate analysis of covariance showed that emotion regulation training and compassion-based therapy had a significant effect on students' emotional regulation and social self-empowerment (P< 0.05). The results of Bonferroni's post hoc tests showed that emotion regulation training had a greater effect on improving emotional regulation and social self-empowerment of students with high-risk behaviors compared to compassion-based therapy (P< 0.05).
Conclusion: According to the findings, it can be concluded that teaching emotional regulation and self-compassion skills can improve students' emotional regulation and self-empowerment. Therefore, it is suggested that educational custodians use emotional regulation and self-compassion training as evidence-based interventions to improve the behavioral, cognitive, and emotional skills of these individuals by conducting screening tests for high-risk behaviors and adapting the interventions.
Keywords: high-risk behaviors, emotional regulation, social self-empowerment, emotion regulation training, compassion-oriented treatment.
Type of Study: Research |
Subject:
Special
Received: 2024/06/6 | Accepted: 2025/03/21 | Published: 2025/11/6
Received: 2024/06/6 | Accepted: 2025/03/21 | Published: 2025/11/6
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