Comparing the Effectiveness of Cognitive-Behavioral Therapy and Therapy based on Acceptance and Commitment on Psychological Problems and Psychological Well-Being in Students with Behavioral Disorders

Abstract

The present study was conducted with the aim of comparing the effectiveness of cognitive-behavioral therapy and therapy based on acceptance and commitment on psychological problems and psychological well-being in students with behavioral disorders. This research was conducted in a semi-experimental way with a pre-test-post-test design with control and follow-up groups. The statistical population included all 12th grade male students of Rasht District 2 in the academic year of 2021-2022 in the number of 452 people, out of which 45 people were selected as a sample using the purposeful sampling method and randomly placed in three groups of 15 people (15 people in the cognitive behavioral therapy group, 15 people in the treatment group based on acceptance and commitment and 15 people in the control group). To collect the required data, anxiety, depression and stress questionnaires of Lavibond (1995) and psychological well-being of Keyes and Margiamo (2003) were used. The data were analyzed using statistical methods of analysis of covariance and Benferroni's post hoc test at a significance level of 0.05 and through Spss22 software. The results showed that cognitive behavioral therapy and therapy based on acceptance and commitment were effective in reducing psychological problems and increasing psychological well-being of students with behavioral disorders (P<0.001). These results were removed in the follow-up phase. Also, there was no difference between cognitive-behavioral therapy and therapy based on acceptance and commitment (P<0.001). According to the research findings, it is concluded that cognitive-behavioral interventions and its third generation can be used to reduce psychological problems and psychological well-being of students with behavioral disorders as evidence-based interventions.