Document Type : Research Paper
Authors
1
Ph.D. student in Educational Psychology, Counseling and Psychology Department, Tabriz Branch, Islamic Azad University, Tabriz, Iran
2
Assistant Professor, Department of Counseling and Psychology, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
3
Professor, Department of Psychology, Shahid Madani University of Azerbaijan, Tabriz, Iran
4
Professor, Department of Psychology, Tabriz University, Tabriz, Iran.
Abstract
Introduction: Attention deficit disorder is a problem characterized by a number of symptoms, impulsive behavior and inability to concentrate. It is necessary to reduce the problems caused by using appropriate psychological treatments. The present study is aimed to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) on psychological capital and school engagement among adolescents with attention deficit disorder.
Methods: This semi-experimental study was conducted with a pretest-posttest design and a control group. From the population of secondary school girls in the 2nd education district of Tabriz city, 40 people were selected as a sample by purposive sampling method and replaced by random method in two groups of 20 people, experimental and control. The data collection was performed using Achenbach's youth self-report scale of behavioral problems (YSR), Luthans' psychological capital questionnaire (PCQ), and the student-school involvement scale (SES-4DS). In this work, the experimental group received the ACT treatment for 9 90-minute sessions while the control group was waitlisted. The collected data were analyzed using the multivariate ANCOVA.
Findings: As indicated by the findings of the present study, the ACT intervention led to a significant difference between the two groups, the value of which was equal to 60.8% and 58.8% for the psychological capital and school engagement variables, respectively (p<0.005).
Conclusion: it can be said that the ACT intervention is an effective and notable treatment for improving the psychological capitals and school engagement among students with attention deficit disorders.
Keywords
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