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Department Counseling, University of Mohaghegh Ardabili, Ardabil, Iran , rezaeisharif@uma.ac.ir
Abstract: (40 Views)
Background: Self-injurious behaviors is often used as a maladaptive strategy by students to cope with psychological distress. Therefore, strengthening and improving the coping skills of students with self-injurious behavior is essential. Despite the use of numerous therapeutic methods to improve the adjustment of students with self-injurious behavior, there is a research gap regarding the efficacy of dialectical behavior therapy on the adjustment of this group of students in iran.
Aims: The aim of this study was to investigate the efficacy of dialectical behavior therapy (DBT) on the adjustment of high school students with self-injurious behavior.
Methods: The method of this study was a quasi-experimental design with a pretest-posttest design with a control group and a 28-day follow-up. The statistical population of the study included all High School Students in Parsabad in the academic year 2023-2024. Among them, 40 eligible students were selected purposefully after screening with a Self-Harm Inventory and, after matching, were randomly assigned to two experimental and control groups (20 students in each group). Research data were also collected using Self-Harm Inventory (Sansone et al., 1998) and Adjustment Inventory for School Students (Sinha & Singh, 1993). Also, the experimental group underwent group therapy based on dialectical behavior therapy (McKay et al., 2019) during 8, 90-minute sessions (two sessions per week) for one month. The research data were also analyzed using the method of variance analysis with repeated measurements in SPSS-28 software.
Results: The results showed that dialectical behavior therapy was effective on the adjustment of students with self-injurious behavior (P<0.01). Also, the results showed that the effect of this type of treatment was stable in the follow-up phase (P<0.01).
Conclusion: According to the findings of the present study, it can be concluded that dialectical behavior therapy is an effective treatment method to improve the adjustment of high school students with self-injurious behavior. Therefore, it is suggested that school psychologists use this therapeutic method to improve and strengthen adjustment in students with self-injurious behavior.
Aims: The aim of this study was to investigate the efficacy of dialectical behavior therapy (DBT) on the adjustment of high school students with self-injurious behavior.
Methods: The method of this study was a quasi-experimental design with a pretest-posttest design with a control group and a 28-day follow-up. The statistical population of the study included all High School Students in Parsabad in the academic year 2023-2024. Among them, 40 eligible students were selected purposefully after screening with a Self-Harm Inventory and, after matching, were randomly assigned to two experimental and control groups (20 students in each group). Research data were also collected using Self-Harm Inventory (Sansone et al., 1998) and Adjustment Inventory for School Students (Sinha & Singh, 1993). Also, the experimental group underwent group therapy based on dialectical behavior therapy (McKay et al., 2019) during 8, 90-minute sessions (two sessions per week) for one month. The research data were also analyzed using the method of variance analysis with repeated measurements in SPSS-28 software.
Results: The results showed that dialectical behavior therapy was effective on the adjustment of students with self-injurious behavior (P<0.01). Also, the results showed that the effect of this type of treatment was stable in the follow-up phase (P<0.01).
Conclusion: According to the findings of the present study, it can be concluded that dialectical behavior therapy is an effective treatment method to improve the adjustment of high school students with self-injurious behavior. Therefore, it is suggested that school psychologists use this therapeutic method to improve and strengthen adjustment in students with self-injurious behavior.
Type of Study: Research |
Subject:
Special
Received: 2025/09/13 | Accepted: 2025/11/16 | Published: 2026/03/21
Received: 2025/09/13 | Accepted: 2025/11/16 | Published: 2026/03/21
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This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) License. |
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)