anxiety

Bu araştırmanın amacı, Kabul ve Kararlılık Terapisi temelli psikoeğitim grubunun lise öğrencilerinin sınav kaygısı üzerine etkisini incelemektir. Grup sürecine, sınav kaygısı yüksek olan altı lise son sınıf öğrencisi katılmıştır ve katılımcıların tamamı kız öğrencidir. Katılımcıların belirlenmesinde çok aşamalı örneklem (multi-stage sampling) yöntemi kullanılmıştır. Psikoeğitim grubu, Kabul ve Kararlılık Terapisinin temel yapı taşı olan psikolojik esneklik/katılık kavramının altı temel sürecini içerecek şekilde tasarlanmış, her hafta 90 dk olmak üzere toplam altı hafta sürmüştür. Psikoeğitimin öncesinde ve sonrasında katılımcılarla yarı yapılandırılmış görüşmeler yapılmıştır. Elde edilen verilere içerik analizi yapılmış ve KKT temelli psikoeğitim grubunda yer alan katılımcıların psikolojik katılık ve sınav kaygısına yaklaşımlarının değiştiği görülmüştür. Grup sürecinin sonucunda katılımcılar ayrıca, sınav kaygısı problemi tanımlarının ve sınav kaygısı düzeylerinin farklılaştığını ifade etmişlerdir. Bu sonuçlar bağlamında tartışma ve öneriler ortaya konmuştur.

Abstract

The purpose of this study was to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) based psycho-educational group on test anxiety of high school students. The participants were six senior high school students with high level of test anxiety and all of the participants were female. They were selected by multi-stage sampling method. Psycho-educational group was designed to include six processes of psychological flexibility/inflexibility, that is the core concept of ACT; and it lasted six weeks by 90 minutes per week. Participants were interviewed before and after the psychoeducation group. The content analysis was applied and the findings of ACT-based psychoeducation program revealed that participants’ test anxiety and psychological inflexibility level as well as how they handle the problem have changed as a result of this psycho-educational group process. The participants also stated that their definition of test anxiety problem have changed after the group process. Implications and suggestions for future research and practice were discussed.

This study examined the roles of psychological inflexibility, rumination, perfectionism cognitions, cognitive defusion, and self-forgiveness in predicting cognitive test anxiety among a sample of 715 university students (351 females, 364 males). The Cognitive Test Anxiety Scale-Revised, Acceptance and Action Questionnaire-II, Ruminative Response Scale, Perfectionism Cognitions Inventory, Drexel Defusion Scale, State Self-Forgiveness Scale, and Demographic Information Form were used as data collection instruments. The results of Hierarchical Multiple Regression Analysis revealed that psychological inflexibility, rumination, perfectionism cognitions, and cognitive defusion were significant predictors of cognitive test anxiety, whereas self-forgiveness made no significant contribution to the model. The hypothesized model overall accounted for 31% of the variance in cognitive test anxiety scores, with psychological inflexibility explaining 23% of the variance in the first model, and the remaining variables accounting for an additional 8% of the variance. The strongest contribution to cognitive test anxiety was psychological inflexibility, followed by cognitive defusion, rumination and perfectionism cognitions. While psychological inflexibility, rumination, and perfectionism cognitions were found to correlate with cognitive test anxiety positively, cognitive defusion was negatively associated with cognitive test anxiety.

Background: Mental health is an important aspect of students' health as the future of the country, and they are exposed to many stressors due to their age and social status. This research was conducted with the aim to compare the effectiveness of schema therapy and acceptance and commitment therapy (ACT) on depression and anxiety.

Methods: The present quasi-experimental study was performed with a pretest-posttest design and an experimental and a control group. The statistical population consisted of all students of Hormozgan University of Medical Sciences, Bandar Abbas, Iran, who enrolled in the 2014-2015 academic year. For this purpose, 48 students were selected through purposive sampling and were divided into two groups (experimental and control). Both ACT and schema therapy were performed in 12 weekly sessions. The data collection tools consisted of the Beck Depression Inventory II (BDI-II) and Beck Anxiety Inventory (BAI). The questionnaires were completed in the pretest and posttest stages. The data analysis was carried out using multivariate analysis of covariance (MANCOVA) in SPSS software.

Results: The results of MANCOVA showed that there is a significant difference between the effectiveness of schema therapy and ACT on depression and anxiety. Schema therapy was more effective in treating depression compared to ACT in the students (P < 0.001). Nevertheless, ACT was more effective in reducing students' anxiety than schema therapy (P < 0.001).

Conclusion: It can be concluded that schema therapy was more effective in treating depression, but ACT was more effective in reducing anxiety in students

The home is the first and the oldest training ground where the child is mentored by parents, siblings and members of the extended family in which they exhibit different forms of behaviour which he observes and imitates. The home provides the initial training for the child and the parents act as models for their children since the process of socialization depends on both parents playing complementary roles in bringing up the child. Adolescents from father absent households manifest a number of internalizing and externalizing problem behaviour, including anxiety, interpersonal difficulties and low self-esteem. Thus, this study investigated the effects of Acceptance-Commitment Therapy (ACT) and Social Skills Training (SST) on anxiety of adolescent students from father-absent families. A pre-test, post-test control group quasi-experimental research design was used for the study. The population of the study comprised all Senior Secondary two (SS11) students in Lagos state. Simple random sampling was used to select a sample size of 157 Senior Secondary one and two students comprising of eighty two (82) males and seventy five (75) females. The instruments used to obtain relevant data for the study were Kessler Psychological Distress Scale (K10), Father Absence Questionnaire (FAQ) and the depression, anxiety and stress scale (DASS). Two research hypotheses were generated to guide the study. The pre-test and post test scores were analysed using Analysis of Covariance (ANCOVA) at 0.05 level of significance. The study revealed that Acceptance Commitment Therapy and Social Skills Training significantly reduced anxiety among adolescents from father-absent families. It was also revealed that gender did not have any significant impact on self-esteem of the participants in the experimental groups. In the light of the study`s results, the researchers presented a number of recommendations and proposals the most important of which are: