The Effectiveness of Forgiveness Therapy on Metacognition and Self-Restraint among Female Adolescents with Disruptive Mood Dysregulation Disorder

Author(s):

Masoumeh Sedaghat , Hossein Sheybani , Seyed Mosa Tabatabaee , Mahboobe Taher

Message:
Article Type:
Research/Original Article (دارای رتبه معتبر)
Abstract:
Background and Aim

The aim of this study was to evaluate the effectiveness of forgiveness therapy on state metacognition and self-restraint of female adolescents with disruptive mood dysregulation disorder (DMDD).

Materials and Methods

The research method was semi-experimental withpretest-posttest and a control group. The statistical population of this study were all students with symptoms of disruptive mood dysregulation disorderin the first and second grades of high school in the age range of 14-17 years in schools of Baharestan,Tehran. 35 subjects were selected by convenience sampling method based on the inclusion criteria and randomly assigned to the experimental and control groups. The research instruments included Emotional ResponseScale, Self-Restraint Questionnaire, and State Metacognition Questionnaire. The subjects of the experimental group received 15 sessions of forgiveness therapy while the control group did not receive any intervention. Data were analyzed by multivariate covariance analysis.

Results

The results of dataanalysis showed that the experimental group compared with the control group in the variables of state metacognition and self-restraint and their components had a significant increase (P<0.05).

Conclusion

According to the findings of the study, forgiveness therapy can be used to increase self-restraint and state metacognition in students withdisruptive mood dysregulation disorder

Keywords:

Disruptive mood dysregulation disorder , Forgiveness therapy , Self-restraint , State metacognition

Language:
English
Published:
International Journal of Applied Behavioral Sciences, Volume:9 Issue: 2, Spring 2022
Pages:
32 to 42
https://magiran.com/p2510729  
سامانه نویسندگان
  • Sheybani، Hossein
    Corresponding Author (2)
    Sheybani, Hossein
    Assistant Professor Assistant professor, Department of psychology, payame noor University, Tehran, Iran, Payame Noor University, تهران, Iran
  • Tabatabaee، Seyed Mosa
    Author (3)
    Tabatabaee, Seyed Mosa
    Assistant Professor Department of cognitive sciences, Faculty of psychology and educational sciences, Semnan University, سمنان, Iran
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