Volume 4, Issue 1 (March 2022)                   Iranian Evolutionary and Educational Psychology 2022, 4(1): 25-35 | Back to browse issues page

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1- PhD Student, Department of Psychology, Arsanjan Branch, Islamic Azad University, Arsanjan, Iran
2- Assistant Professor, Department of Psychology, Arsanjan Branch, Islamic Azad University, Arsanjan, Iran , hchinaveh1@gmail.com
3- Shiraz University of Medical Sciences, Shiraz, Iran
Abstract:   (1394 Views)
The aim of this study was exploring the effectiveness of compassion-based acceptance and commitment group therapy on adjustment and happiness in patients with major depression disorder. The research method was quasi-experimental with pre-test-post-test, with control group and follow-up. The sample was selected randomly from patients with major depression disorder in Jam city, Pardis and Naft towns, and randomly assigned into experimental and control groups. Compassion-based Acceptance and Commitment Group Therapy was performed for the experimental group, but the control groups did not receive any specific intervention. The research instruments included Sohrabi and Samani (2011) adjustment questionnaire and Argil (2001) happiness scale. The results of analysis of covariance (ANCOVA) with repeated measures showed that intervention increased adjustment in the experimental group, so that intervention in the second stage increased the adjustment compared to the first stage, this is while there was not difference between second and third stages. So it can be said that the treatment in patients with major depression disorder was more effective in the post test. Also, the intervention increased happiness in the experimental group, so that intervention in the posttest increased the happiness compared to the pretest, this is while there was not difference between posttest and follow up. So it can be said that the treatment in patients with major depression disorder was more effective in the post test.
Full-Text [PDF 464 kb]   (460 Downloads)    
Type of Study: Original | Subject: Educational Psychology
Received: 2021/11/10 | Accepted: 2022/01/19 | Published: 2022/03/1

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