Showing 3 results for Aggression
Fataneh Espahbodi, Bahram Mirzaian, Ghodratollah Abbasi,
Volume 9, Issue 2 (5-2022)
Abstract
Background and Objective: Adolescence is one of the most critical and sensitive stages of human development associated with the confusion of needs. Suicidal tendencies are directly related to unmet needs, feelings of despair and helplessness, conflicts in life, and unbearable stress. The present study aimed to compare the effectiveness of acceptance and commitment therapy and reality therapy in suicidal ideation, self-harm, and aggression in adolescents.
Materials and Methods: This quasi-experimental study was conducted based on a pretest-posttest multi-group design with a follow-up period. The statistical population of this study included 12th-grade female students in Sari in the academic year of 2019-2020. Out of this population, 60 subjects were selected via the purposive sampling method and assigned to three groups (n=20 in each group): acceptance and commitment, reality, and control groups. The research tool included the Bass and Perry Aggression Questionnaire (1992), Suicide Thought Questionnaire by Mohammadifar, Habibi and Besharat (2005), and Self-Harm Inventory (Sansone, Wiederman, and Sansone,1998). Data were analyzed using multivariate and univariate covariance in SPSS software (version 18).
Results: The results pointed out that acceptance and commitment therapy and reality therapy affected suicidal ideation, self-harm, and aggression in adolescents. Moreover, it was detected that acceptance and commitment therapy had a more significant effect on suicidal tendencies, self-harm, and aggression in adolescents than in reality therapy (P<0.001).
Conclusion: As evidenced by the results of this study, acceptance and commitment therapy and reality therapy can be used to reduce suicidal ideation, self-harming behaviors, and aggression in adolescents.
Reyhaneh Sigarchi, Shahnam Abolghasemi, Taher Tizdast, Mohammad Ali Rahmani,
Volume 9, Issue 3 (7-2022)
Abstract
Background: Aggressive behavior is considered one of the fundamental social problems in any society that is specifically noted due to its importance in childhood and adolescence period. The current research was performed to present the aggression model in teenagers to determine the relationship between emotional intelligence, emotional regulation, communicative skills, self-efficacy, and parents’ performance with the mediating role of avoidance insecure attachment style.
Methods: The present correlational study was conducted using structural equation modeling. The population of the research consisted of all female high school students of Tehran city, Iran, in the academic year of 2019-20. The samples were selected using a cluster random sampling method (n=384). The instruments used in this research to collect the required data included the Buss-Perry Aggression Questionnaire, Bar-on Emotional Quotient Inventory, Emotion Regulation Questionnaire, Communicative Skills Questionnaire, General Self-Efficacy Scale, Adult Attachment Scale, and Family Assessment Device. The data analysis was carried out in LISREL 8.80 software using Pearson correlation coefficient and structural equation modeling.
Results: The results showed that emotional intelligence (β=-0.42, P<0.001), emotion regulation (β=-0.39, P<0.001), communication skills (β=-0.37, P<0.001), self-efficacy (β= 0.43, P<0.001), and avoidance insecure attachment style (β=-0.45, P<0.001) had a negative and inverse effect on aggression.
Conclusion: Based on the findings of the study, emotional intelligence, emotional regulation, communicative skills, self-efficacy, and parents’ performance with the mediating role of avoidance insecure attachment style could be an appropriate model for aggression in teenagers
Farzaneh Al-Sadat Razavi, Najmeh Sedrpoushan,
Volume 10, Issue 3 (10-2023)
Abstract
Background and Objective: Adolescence is a critical period in a person's life since all the main characteristics of personality, career interests and desires, work values, and choosing a career path are formed in this period. Therefore, the present study aimed to compare the effectiveness of acceptance and commitment-based therapy (ACT) and reality therapy in aggression, psychological flexibility, and self-efficacy in career path decision-making in secondary school girls in Yazd, Iran.
Materials and Methods: In this study, we adopted a quasi-experimental pretest-posttest control group design. The research population included all second-grade high school female students in two districts of Yazd in the 2022-2023 academic year. Out of this population, three groups of 15 cases were selected by cluster sampling method and randomly assigned to two experimental groups (Therapy based on acceptance and commitment and reality therapy) and a control group. The data collection tools were Buss-Perry Aggression Questionnaire, the Hayes Psychological Flexibility Questionnaire [2000], and The Career Decision Self-Efficacy Scale (CDSES, Taylor & Betz, 1983), which were answered in two stages, pre-test and post-test. The subjects in the experimental group received acceptance and commitment-based therapy and reality therapy in a group [in the form of training and skills] for two months(one 60-minute session per week). Nonetheless, no training was provided to the control group during this period. The data were statistically analyzed in SPSS software (version 23) using multivariate and univariate analysis of covariance at a significance level of P<0.05.
Results: Paying attention to the significance level of less than 0.05 for aggression and job self-efficacy variables and high observed power and eta squared contribution greater than 0.14 for these two variables was the significant effect of our intervention on aggression and job self-efficacy variables. The Bonferroni test was used to compare the two groups and the effectiveness of these three treatments. According to the significance level of 0.013 for the acceptance and commitment treatment method and 0.003 for the reality therapy treatment method, we found a significant effect of these two treatment methods compared to the control group in the aggression variable. In the variable of psychological flexibility, there was no significant difference between the mean of the control group and the two treatment approaches in this variable. Therefore, the treatment intervention's effect was insignificant, and the only significant difference between the reality therapy approach and the control group was in occupational self-efficacy, with a significance level of 0.01 (P<0.05). This significant mean difference of 5.990 is in favor of the reality therapy approach compared to the control group.
Conclusions: As evidenced by the obtained results, the treatment based on acceptance and commitment and reality therapy was effective in aggression and self-efficacy in career path decision-making, with a significance level of less than 1%. Nonetheless, it has been effective compared to the control group. Furthermore, it was revealed that ACT and reality therapy approaches were not significantly effective in psychological flexibility
