Document Type : Original Article
Authors
1
PhD Student , Department of Psychology, Bi.c, Islamic Azad University, Birjand, Iran.
2
Professor, Department of Psychology, Bi.c., Islamic Azad University, Birjand, Iran.
3
Professor, Department of Psychology, Faculty of Science and Education and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran.
4
Assistant Professor, Department of Psychology, Bi.c, Islamic Azad University, Birjand, Iran.
10.32592/jsmj.24.2.207
Abstract
Background and Objectives The purpose of this study was to compare the effect of acceptance and commitment therapy, compassion therapy, and cognitive behavioral therapy on the cognitive flexibility of students with social anxiety of first-year high school students aged 13-16 years with social anxiety in Ahvaz.
Subjects and Methods This research employed a pre-test-post-test follow-up design with a control group. In the initial sampling stage, one district (comprising three girls' and three boys' schools) was selected from Ahvaz's four districts using random cluster sampling. All students in the selected district were then screened using the Leibovitz Social Anxiety Scale (Misa & Warren, 2003). Individuals scoring above the cutoff were identified as having social anxiety, and 60 of these individuals were randomly assigned to four experimental and control groups (15 participants per group). The Cognitive Flexibility Questionnaire (Dennis & Fenderwall, 2010) was used as the research instrument. The acceptance and commitment therapy, compassion therapy, and cognitive behavioral therapy groups each received 8 intervention sessions. Fifteen participants were assigned to the control group, which received no treatment and was placed on a waiting list.
Results The research findings indicated a significant difference in mean cognitive flexibility scores between the three experimental groups and the control group.
Conclusion Specifically, the results suggest that acceptance and commitment therapy, compassion therapy, and cognitive behavioral therapy can improve cognitive flexibility in students with social anxiety.
Keywords