The Efficacy of Teaching Dialectical Behavior Therapy Skills on Anxiety and Depression Symptoms in Students

Document Type : Research Paper

Authors

1 PhD Student, Department of Educational Psychology, Educational Science and psychology Faculty, University of Shiraz, Shiraz, Iran

2 Department of Educational Psychology, Educational Science and psychology Faculty, University of Shiraz. Shiraz, Iran

Abstract

The purpose of this study was to examine the effect of Dialectical Behavior Therapy skills on anxiety and depression symptoms in university students. The research method was an experimental method of data collection and was applied purposively. The statistical population of the study consisted of all male high school students in the city of Kavar during the 2019-20 academic year, and 30 students with moderate to high scores for anxiety and depression were selected. The sampling procedure was multistage cluster randomization. An adolescent dialectical behavior therapy skills protocol was used to deliver the interventions. In addition, the Hospital Anxiety and Depression Scale (HADS) was used for data collection. The validity of the instrument was examined using confirmatory factor analysis (AMOS software version 24), the reliability of the instrument was examined using Cronbach’s alpha (SPSS software version 24), and the significance of the training performed was examined using MANCOVA (SPSS software version 24). The results of the MANCOVA statistical analysis showed that teaching dialectical behavior therapy skills had a significant effect on reducing students' anxiety. However, it had no significant effect on reducing students’ depression. In general, it can be concluded that dialectical behavioral therapy techniques can be used to reduce students' anxiety, but teaching these techniques to reduce students’ depression requires further consideration.

Keywords

References

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Journal of Applied Psychological Research
Volume 13, Issue 1
2022
Pages 287-304

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History

  • Receive Date: 08 October 2020
  • Revise Date: 17 February 2021
  • Accept Date: 12 April 2021
  • First Publish Date: 02 May 2022
  • Publish Date: 22 May 2022

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