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The Effectiveness of Cognitive-Behavioral Stress Management Training on Psychological Well-being and School Satisfaction on Teenage Girls

By F Ghadiri Bahram Abadi and F Michaeli Manee

Abstract

Background & aim: Adolescence is an important period of human development. Adolescents have to cope with various common stressors. Therefore, adolescence often has been thought of as a peak time of stress. Stress is one of the aspects of a students’ daily life. Stress can lead to physical and psychological complications. The aim of this study was to investigate the effectiveness of cognitive-behavioral stress management training on school psychological well-being and school satisfaction on teenage girls in Urmia, Iran. Methods: The present quasi experimental pretest-posttest plan with 2 groups was selected to conduct this study and well-being and life satisfaction (school satisfaction component) questionnaires were used to collect data. The population of this study was adolescent girls aged 15-14 years in the 2010-2011 academic years. Thirty female students were selected through random sampling technique. They were placed in 2 groups of 15 subjects ( 1 control group and 1 experimental group). After the Pre-test, the participants in experimental group were given cognitive-behavioral techniques training for 1/5 hours in 10 session. The control group did not received any training in all these session. After these sessions, the groups were evaluated once again. Results: analysis of t-test showed that post-test well-being and school satisfaction of 2 groups showed a meaningful difference. Difference between pre-test and post-test score in experimental group and control group in psychological well-being was significant (p= 0/01). It could be claimed that results were product of operation (99% level of confidence). Also, the difference between pre-test and post-test score in experimental group and control group in psychological well-being was significant (p= 0/95). It could be claimed that results were product of operation (95% level of confidence). Conclusion: training of cognitive-behavioral stress management techniques increased well-being and school satisfaction in experimental group in comparison with control group. Cognitive-behavioral stress management training could be used as an independent manner and/or with other therapies to increase school satisfaction and psychological well-being

Topics: Teenage, Stress management, School satisfaction., Medicine (General), R5-920
Publisher: Yasuj University Of Medical Sciences
Year: 2015
OAI identifier: oai:doaj.org/article:e90b690aaa624354bc37ce646409ceb2
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