Volume 16, Issue 2 (Pajouhan Scientific Journal, Winter 2018)                   Pajouhan Sci J 2018, 16(2): 59-66 | Back to browse issues page

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Hossein Mardi A A, Khalatbari J. Comparison of the effectiveness of cognitive-behavioral therapy (CBT) and Acceptance and Commitment Therapy (ACT) on the Rate of Anger in High School Students in Tehran. Pajouhan Sci J 2018; 16 (2) :59-66
URL: http://psj.umsha.ac.ir/article-1-401-en.html
Comparison of the effectiveness of cognitive-behavioral therapy (CBT) and Acceptance and Commitment Therapy (ACT) on the Rate of Anger in High School Students in Tehran
Ali Asghar Hossein Mardi * 1, Javad Khalatbari2
1- PhD Student of General Psychology, Faculty of Humanities, Islamic Azad University, Tonekabon Branch, Mazandaran, Iran. , zomorod780@yahoo.com
2- PhD in Psychology, Associate Professor of Islamic Azad University, Tonekabon Branch, Department of Psychology, Mazandaran, Iran.
Abstract:   (6149 Views)
Background and Objectives: Anger, natural excitement and adaptive value, but when it comes out of control, can lead to problems at work, interpersonal relationships, and overall quality of life. The purpose of this study was to compare the effectiveness of two methods of cognitive-behavioral therapy (CBT) and Acceptance and Commitment Therapy (ACT) on anger control in male students.
Materials and Methods: In this quasi-experimental study, which was conducted as a pre-test-post-test with control group, using a multistage cluster sampling method, 45 male secondary school students of district 2 of education Tehran, who were studying in the academic year 2016-2017, were randomly divided into three groups of 15 (two experimental and one control group). The first group was subjected to 9 sessions of 60 minutes of cognitive-behavioral therapy and the second group received 9 sessions of 120 minutes of treatment based on acceptance and commitment. Data were collected by Spielberger's Anger Questionnaire. For analysis of data, covariance analysis was performed using the SPSS22.0.
Results: Cognitive-behavioral therapy and acceptance and commitment therapy in the experimental groups reduced anger (P<0.01), but no changes were observed in the control group. Also, there was no significant difference between cognitive-behavioral therapy and acceptance and commitment therapy to reduce anger (P>0.05).
Conclusions: Based on the findings, it can be concluded that cognitive-behavioral therapy and acceptance and commitment therapy reduced the students' anger. Therefore, the formulation of these therapeutic interventions can reduce students' anger and their educational problems.
 
Keywords: Anger, Cognitive-Behavioral Therapy (CBT), Acceptance and Commitment Therapy (ACT), Students.
Full-Text [PDF 743 kb]   (3394 Downloads)    
Type of Study: Research Article | Subject: Psychology and Psychiatry
Received: 2017/10/2 | Accepted: 2018/01/12 | Published: 2018/02/11
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