|
|
|
 |
Search published articles |
 |
|
Showing 1 results for shokri
Mahnaz Shokri, Nabioolah Akbarnataj, Jamal Sadeghi, Arsalan Khanmohammadi,
Volume 11, Issue 2 (winter 2025)
Abstract
Introduction: Adolescents need to use various cognitive and emotion regulation strategies in order to face stressful situations and identifying effective therapeutic and educational interventions in this field can increase their performance and cognitive flexibility. The purpose of the present study was to Compare the effectiveness of mindfulness therapy and cognitive-behavioral game therapy on the emotional creativity of teenage girls in Amol City.
Methods: The research method was a semi-experimental pre-test-post-test type with a control group and follow-up period. The statistical population of the research is made up of all the female students of the first and seventh grades of the public schools of Amel City in the academic year of 2023. A number of 45 people were selected based on available sampling according to the criteria for entering the research and they were randomly replaced in two experimental groups and one control group, 15 people each. April's emotional creativity questionnaire (1991) was used to collect data. Summary of mindfulness training sessions taken from Kabat-Zinn (2003) in 8 60-minute sessions and summary of cognitive-behavioral game therapy sessions taken from Springer et al. (2012) in 10 30-minute sessions on experimental groups. And there was no intervention for the control group. To analyze the data, repeated measurement variance analysis was used in SPSS-23 software.
Results: The results showed that mindfulness therapy and cognitive-behavioral play therapy have an effect on the emotional creativity of female first-secondary school students in Amel City (P≤0.01). However cognitive-behavioral game therapy is more effective than mindfulness training on emotional creativity (P≤0.01).
Conclusion: According to the findings, it can be concluded that mindfulness treatments and cognitive-behavioral play therapy can be effective on the emotional creativity of adolescents due to the emphasis of both on the aspects of emotional management and control of adolescents.
|
|
