Effectiveness of group reality therapy on coherent self-awareness and self-management and impaired performance of secondary school students

The purpose of the present study was to determine the effectiveness of group reality therapy on the cohesive self-knowledge and self-management and impaired performance of secondary school students. This research was a semi-experimental research with a pre-test-post-test design and a control group with a follow-up period of one month. The statistical population of the research was all secondary school female students in Nazar Abad city in the academic year 2021-2022, from which 30 people were selected using the purposeful sampling method. This number was randomly replaced between the reality therapy group and the control group. Data were collected using Jeffrey Young's early maladaptive schemas questionnaire (YSQ-SF) (1998) and Ghorbani et al. are Coherent Self-Knowledge Questionnaire (ISK) (2008). The intervention of the reality therapy group was held in 10 sessions of 90 minutes once a week. Data were analyzed using analysis of variance with repeated measurements. The results showed the difference between the pre-test and post-test phase of self-knowledge of coherence (p<0.05, d=-8.63) and follow-up pre-test (p<0.05, d=-3.71) and the difference Between the pre-test and post-test stages of self-management and dysfunctional performance (p<0.05, d=9.89) and follow-up pre-test (p<0.05, d=12.8), it is significant that It gives the effect of research intervention in these variables. It is concluded that by using group reality therapy, it is possible to help to increase self-awareness and adjust the self-centeredness and dysfunctional performance of high school students.