Comparing the Effectiveness of Solution-Focused Approach and Cognitive-Behavioral Approach on Self-control in Female Adolescents Studying in the High School Second Course

Rostamzadeh , Sakineh; Babakhani , Vahideh; Pouyamanesh , Jaffar; Alijani , Fatemeh

Volume 15 - Articles-1404 MEJDS (2025) 15: 94 | Back to browse issues page

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Rostamzadeh S, Babakhani V, Pouyamanesh J, Alijani F. Comparing the Effectiveness of Solution-Focused Approach and Cognitive-Behavioral Approach on Self-control in Female Adolescents Studying in the High School Second Course. MEJDS 2025; 15 (0) :94-94
URL: http://jdisabilstud.org/article-1-3601-en.html

Comparing the Effectiveness of Solution-Focused Approach and Cognitive-Behavioral Approach on Self-control in Female Adolescents Studying in the High School Second Course

Sakineh Rostamzadeh¹

, Vahideh Babakhani ^*²

, Jaffar Pouyamanesh³

, Fatemeh Alijani²

1- PhD Candidate, Department of Counselling, Ab.C., Islamic Azad University, Abhar, Iran
2- Assistant Professor, Department of Counselling, Ab.C., Islamic Azad University, Abhar, Iran
3- Assistant Professor, Department of Psychology, Ab.C., Islamic Azad University, Abhar, Iran

Abstract: (369 Views)

Abstract
Background & Objectives: Adolescence is a key developmental stage for every individual. Intense physical, psychological, and social changes accompany this stage. At this stage, interpersonal relationships are considered both protective and risk factors for adolescent psychological and behavioral development. Researchers believe that most behavioral maladjustment is manifested during this period, and vulnerability and specific characteristics put the adolescent age group at greater risk. In recent years, attention to adolescent girls' self–control as an essential factor in their personality development and academic performance has been emphasized. Self–control in adolescent girls helps them establish more positive relationships with their peers and parents. Solution–oriented education and a cognitive–behavioral approach can effectively improve this aspect. However, the existing research gap is evident due to the lack of studies that have directly examined the effects of solution–focused and cognitive–behavioral approaches on self–control in adolescent girls. Therefore, the present study aimed to compare the effectiveness of solution–focused and cognitive–behavioral approaches on self–control among female adolescents enrolled in the high school second course.
Methods: The present study was a quasi–experimental study with a pretest–posttest design and a 3–month follow–up, including a control group. The statistical population included all female students in the second course of high schools in Tehran City, Iran, in the academic year 2024. From girls' schools, 45 eligible volunteer students were included in the study and divided into one control group (15 students) and two experimental groups: solution–oriented approach and cognitive–behavioral approach (15 students in each group). The inclusion criteria included the ability to attend training sessions; no mental illness or history of hospitalization in a psychiatric ward; volunteering; willingness to participate in the project; no serious physical problems; no concurrent participation in other treatment programs; and no receipt of individual counseling or medication. The exclusion criteria included inability to attend training sessions, expressed reluctance, absence from two sessions, and simultaneous participation in other treatment programs, individual counseling, or medication therapy. In this study, the following points were observed to comply with ethical standards. Participants in the study were given general explanations of the study's objectives and assured of the confidentiality of session content. Participants also had the right to withdraw at any time during the study.
The Self–Control Questionnaire (Tangney et al., 2004) was used to collect data. The experimental groups underwent eight 90–minute sessions of Grant's (2011) solution–oriented approach and eight 90–minute sessions of Hazlett–Stevens' (2008) cognitive–behavioral approach. Descriptive statistics, including mean, standard deviation, frequency, and percentage, were used to analyze the data. For inferential statistics, repeated measures analysis of variance and Bonferroni and Tukey post hoc tests were used. Data analysis was performed at the 0.05 significance level using SPSS version 26.
Results: The results showed that the effects of time (p<0.001), group (p<0.001), and time and group (p<0.001) on the self–control variable were significant. The effect of solution–oriented and cognitive–behavioral training approaches on self–control in adolescent girls was significant at posttest and follow–up (p<0.05). In addition, no significant difference was observed between the two experimental groups in self–control, indicating equal impact of the two treatment approaches on self–control (p>0.05). Also, the effects of both treatment approaches were stable over a 3–month period (p=0.059).
Conclusion: The results of this study indicate the effectiveness of solution–oriented and cognitive–behavioral training approaches in increasing self–control in adolescent girls. Therefore, solution–focused and cognitive–behavioral approaches can be considered a preventive program for students with psychological problems or as an intervention program to reduce harm in children and adolescents, especially by therapists and counselors.

Keywords: Solution–oriented approach, Cognitive–behavioral approach, Self–control, Adolescents

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Type of Study: Original Research Article | Subject: Counseling

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