Document Type : Original Article
Authors
1
Department of Psychology, Faculty of human science, Saveh Branch, Islamic Azad University, Saveh, Iran
2
Department of Addiction, School of Behavioral Sciences and Mental Health (Tehran Institute of Psychiatry), Iran University of Medical Sciences, Tehran, Iran.
3
Department of Psychology, Faculty of Human sciences, Saveh Branch, Islamic Azad University, Saveh, Iran
10.22098/jrp.2024.15214.1241
Abstract
The aim of the current study was to assess the effectiveness of group-based emotion regulation training on reducing deliberate self-harm (DSH) and improving social functioning among male adolescents of the correction and rehabilitation center in Tehran province in the year 2023. The method of current research was a semi-experimental with pre-test, post-test and follow-up with a control group design. The sample consisted of 30 residents selected purposively based on entry and exit criteria, and randomly assigned to experimental and control groups (each group including 15 individuals). The pre-test before the intervention and the post-test after the intervention were taken from both groups and follow-up was done after two months. The statistical method was analysis of variance with repeated measures and Bonferroni's post hoc test and was analyzed with SPSS-26 program. The results indicated that emotion regulation training intervention significantly differed in reducing DSH compared to the control group (p-value= 0.01, F = 6.94). In the comparison of times, this difference was obtained at a significance level of less than 0.05. (p-value< 0.001, F = 18.05). However, despite the relative increase of emotion regulation training did not show a significant difference in the improvement of social functioning (p-value= 0.07, F = 3.52). In the comparison of times, this significant difference was not achieved (p-value = 0.27 0.05, F = 1.25). Therefore, emotion regulation training program can serve as an effective method in reducing DSH, but it did not play a determinant role in improving social functioning.
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