خلاصة:
Aim:The aim of this study was to compare the effectiveness of schema-therapy and reality-therapy on psychological flexibility and emotional self-regulation of preschool teachers in Shahrekord.Method: The statistical population was all preschool teachers in Shahrekord, from which 45 people were selected by available sampling and randomly assigned to 2 experimental groups and 1 control group (15 people each). The research measurement tools included questionnaires of psychological resilience (Bond et al., 2011) and emotional self-regulation (March, 1983) which were completed in three stages: pre-test, post-test and 3-month follow-up. Data were analyzed using repeated measures analysis of variance. Results:The results showed that only schema therapy had a stable effect on adjusting the mean scores of psychological flexibility (PConclusion:It was concluded that two methods of group schema therapy in the first place and group reality therapy in the second degree can be used to improve the psychological flexibility and emotional self-regulation of preschool teachers.
ملخص الجهاز:
Research Article Comparing the Effectiveness of Schema Therapy and Reality Therapy on Psychological Flexibility and Emotional Self-Regulation of Preschool Teachers Ali Nassiri 1, Tayebeh Sharifi 2*, Ahmad Ghazanfari 2 and Maryam Charami 3 1.
com Abstract Objective: The objective of this research was to compare the effectiveness of schema therapy and reality therapy on the psychological flexibility and emotional self-regulation of preschool teachers in Shahrekord city.
In various studies, the effect of this treatment on improving emotional self-regulation (Fisher, Smoot, and Delfabro, 2016; Dadmo, Panzer, Capanslo, Carmelita, and Grochi, 2018; Morvaridi, Shamloo, Mashhadi, and Leigh, 2019), improving psychological flexibility and resilience (Mohammadi, Taleb, Rezaei Shojaei, and Emami Roudi, 1399; Saif Hosseini, Asadi, Thanagou, and Khajavand Khoshli, 1398; Baaveq, Cox, Young, and Kelly, 2019), enhancing social well-being and perception of social trust in students (Safarinia and Azizi, 1398), improving psychological capital (Nasiri, Sharifi, Ghazanfari, and Charami, 1400), reducing maladaptive beliefs and increasing quality of life (Khasho, Van Alfen, Heijnen-Cole, Ayونس, Arntz, and Widler, 2019) has been confirmed.
(1400), the effectiveness of the two methods of schema therapy and reality therapy on improving psychological capital and its components, Alirezaei, Fathiaqadam, Qamari, and Bazazian (1399a and b) on reducing tension and emotion regulation, and Hosseinzadeh, Ghorban Shiroudi, Khalatbari, and Rahmani (1399) on improving behavioral flexibility and reducing distress, have been reported to an equal extent.
In any case, the present research was conducted with the aim of comparing the effectiveness of schema therapy and reality therapy on the psychological flexibility and emotional self-regulation of preschool teachers in Shahrekord.
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