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Jabarzadeh Chaharbarod M, beyrami M. The Effectiveness of Emotional Process Regulation Training on the Psychological Well-Being of Students with Behavioral-Emotional Disorders. MEJDS 2024; 14 :143-143
URL: http://jdisabilstud.org/article-1-3219-en.html
The Effectiveness of Emotional Process Regulation Training on the Psychological Well-Being of Students with Behavioral-Emotional Disorders
Mahmaood Jabarzadeh Chaharbarod1 , Mansoor Beyrami *2
1- Postdoctoral Student in Educational Psychology, Department of Psychology, Ardabil Branch, Islamic Azad University, Ardabil, Iran
2- Professor of Psychology, University of Tabriz, Tabriz, Iran
Abstract:   (649 Views)

Abstract
Background & Objectives: Nowadays, behavioral and emotional disorders are among the most common problems of adolescence and the most important concerns of educational systems and families because the increasing spread of these disorders has negatively affected the personal and social life of adolescents and has reduced peace and sense of security. There is increasing evidence that a problem primarily related to these disorders is low psychological well–being, and this problem is the basis of many behavioral–emotional disorders, which has made it necessary to provide appropriate interventions. Any defects in the regulation of emotions can make a person vulnerable to mental disorders such as depression and anxiety. One of these emotion–focused treatment methods is emotional process regulation training. Research about the effectiveness of this program in various fields has been promising. However, the above program has not been used for the psychological well–being of students with behavioral–emotional disorders. Therefore, the present study was conducted to determine the effectiveness of emotional process discipline–seeking training on the psychological well–being of students with behavioral–emotional disorders.
Methods: This research was quasi–experimental with a pretest–posttest design and a control group. The statistical population included all female secondary school students of the second term in Tabriz City, Iran, with emotional–behavioral disorders in the academic year 2022–2023. Among them, a sample size of 30 students was chosen using the available sampling method after meeting the inclusion and exclusion criteria. They were assigned to two groups of 15 people. The process of selection was as follows. Out of the eight schools that announced their cooperation, a screening test was conducted in collaboration with a group of psychologists specializing in behavioral–emotional disorders, and students with definite symptoms of emotional–behavioral disorders were diagnosed. It should be noted that these measures were taken after obtaining permission from the Education Department to conduct the research, considering ethical considerations, and completing a voluntary consent form from parents to participate in the research process. The subjects in both groups were girls and in the twelfth grade. The exclusion criteria included not consenting to participate in the research process, receiving a similar psychological intervention simultaneously, and missing more than three training sessions. The tools used in this research for two groups in the pretest and posttest were the Achenbach System of Empirically Based Assessment (ASEBA) (Achenbach & Rescorla, 2000) and the Psychological Well–Being Scale (Ryff & Keyes, 1995). Gross (2015) training program for emotion process regulation was implemented during ten 90–minute sessions only for the experimental group. Data analysis was performed in SPSS software version 26 at two levels of descriptive (mean and standard deviation) and inferential statistics (univariate analysis of covariance). The significance level in statistical tests was considered to be 0.05.
Results: The results showed that the effect of emotional process regulation training on improving the psychological well–being of the experimental group was significant after removing the pretest effect (p=0.013). The effect size showed that 20.7% of psychological well–being changes in the posttest phase were explained by receiving training.
Conclusion: This research showed that emotional process regulation training effectively improves psychological well–being in students with behavioral–emotional disorders. Therefore, the use of this program in schools and specialized clinics is recommended.

Keywords: Behavioral–emotional disorders, Psychological well–being, Emotional process regulation training
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Type of Study: Original Research Article | Subject: Psychology
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