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bapiri O A, kalantary M, neshat doost H T, oreyzi H R. (2020). Developing a meaningful model in life and comparing the effectiveness of model-based education with frankel's meaningful concepts on frustration and suicidal thoughts in second-year high school girls. Journal of Psychological Science. 19(94), 1243-1256.
URL: http://psychologicalscience.ir/article-1-770-en.html

Background: Numerous studies have examined the effectiveness of Frankel's semantic therapy on frustration and suicidal thoughts. But there is a research gap in developing a model of meaning in life and comparing the effectiveness of model-based education with Frankel's meaningful concepts of frustration and suicidal thoughts in second-year high school girls. Aims: To formulate a model of meaning in life and to compare the effectiveness of model-based education with the meaningful concepts of Frankel on frustration and suicidal thoughts of female high school students. Method: The present study was correlational and quasi-experimental. The statistical population was 356 students of the twelfth grade of the second high school for girls in Ilam in 2018. Thirty people were randomly selected as a multi-stage cluster method and randomly assigned to two experimental and control groups (15 individuals). The research tools are: Questionnaires on the meaning of life of Esther, Fraser, Oishi and Kaller (2006), Sherr's general self-efficacy (1982), Brzonski's identity styles (1989), Social Value Scale (Mohaghegh Saz, 2018), Scale Beck's Suicidal Thoughts (1961), Beck's Disappointment Scale (1986) and training sessions based on the model developed and the meaningful concepts of Frankel's theory (researcher, 2018). Data analysis was performed by structural equation method and analysis of covariance and t-test. Results: Both teaching methods had a significant effect on reducing adolescent frustration and suicidal thoughts (P< 0/001). There was no significant difference between the two methods in terms of the effect of reducing frustration and suicidal thoughts. Conclusions: Students who participated in the training sessions and benefited from the integrated compilation model had a lower rate of suicidal ideation and frustration