The Effectiveness of Trainings based on Neuro-Linguistic programming and Cognitive Behavioral Approach on Students’ Anxiety, Depression and Stress | ||
| Journal of Pediatric Perspectives | ||
| مقاله 15، دوره 9، شماره 11، بهمن 2021، صفحه 14856-14866 اصل مقاله (629.88 K) | ||
| شناسه دیجیتال (DOI): 10.22038/ijp.2021.57871.4539 | ||
| نویسندگان | ||
| Hadi Anjomshoaa1؛ Reza Snagui Moharer* 2؛ Mahmoud Shirazi3 | ||
| 1PhD Student of Educational Psychology, Islamic Azad University, Zahedan Branch, Zahedan, Iran. | ||
| 2Assistant Professor, Department of Psychology, Islamic Azad University, Zahedan Branch, Zahedan, Iran. | ||
| 3Associate Professor, Department of Psychology, University of Sistan and Baluchestan, Sistan and Baluchestan, Iran. | ||
| چکیده | ||
| Introduction: The aim of this study was to evaluate the effectiveness of teaching neuro-verbal planning strategies and cognitive-behavioral approach on reducing students' anxiety, depression, and stress. Method: This quasi-experimental study is a pre-test-post-test with a control group and the study population includes all adolescent girls and boys 15 to 18 who were studying in the secondary schools of Kerman in the academic year of 1999-2010. And were randomly replaced in three groups of 15 people. Experimental group 1 underwent strategic training of neuro-verbal planning for 18 minutes in each session for 18 minutes and experimental group 2 underwent aphthous-behavioral therapy in 6 sessions once a week for 60 minutes. They did not receive any special training or treatment. The instruments used in this study included the Depression, Anxiety, Stress Scale (DASS-21). Results: Findings showed that teaching neuro-verbal programming strategies as well as cognitive-behavioral therapy on reducing depression (=2 = 0.883, P <0.05), anxiety (=2 = 0.846, P <0.05) and stress (=2 = 0.863, P <0.05) had a significant effect on students. On the other hand, the effect of teaching neuro-verbal planning strategies and cognitive-behavioral approach on reducing students' depression, anxiety and stress was not significantly different (p> 0.05). Conclusion: Based on the results, it can be said that teaching neuro-verbal planning strategies and cognitive-behavioral approach reduces depression, anxiety and stress in adolescents. And the effect of teaching neuro-verbal planning strategies and cognitive-behavioral approach on reducing depression, anxiety and stress in adolescents has been the same. | ||
| کلیدواژهها | ||
| Comparison؛ neuro-verbal programming؛ cognitive-behavioral therapy؛ anxiety؛ depression؛ stress | ||
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