Volume 22, Issue 1 (4-2024)
RBS 2024, 22(1): 150-158 |
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1- PhD. student in Psychology, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
2- Associate Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran. ,p_ehtesham85@yahoo.com
3- Assistant Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
4- Associate Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
2- Associate Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran. ,
3- Assistant Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
4- Associate Professor, Department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
Abstract: (212 Views)
Aim and Background: Suicide is a complex social consequence and it is an increasing problem among female students, and many skills and interventions have been provided to prevent suicide. Therefore, the present study was conducted with the aim of determining the effectiveness of holographic treatment on social curiosity and academic vitality of female students attempting suicide.
Methods and Materials: The current research was a semi-experimental type with a pre-test and a post-test with a control group. The statistical population included all female students of Isfahan secondary school in 1402 who had a history of suicide in the last two years. Among them, 30 people were selected by the available sampling method and were replaced randomly and by lottery in two experimental and control groups (15 people in the experimental group and 15 people in the control group). The experimental group received holographic therapy (9 sessions) and one session every week for 90 minutes, and the control group did not receive any intervention during this period. The research questionnaires included the social curiosity questionnaire of Todd et al. (2018) and the academic vitality scale of Martin and Marsh (2006). For data analysis, univariate covariance analysis was used with SPSS version 25 software.
Findings: The results showed that holographic therapy was effective in increasing social curiosity and academic vitality in the post-test phase (p<0. 001).
Conclusion: The findings of the present study can be used in the selection and design of the most appropriate therapeutic approach to reduce suicidal thoughts of female students with psychological distress.
Methods and Materials: The current research was a semi-experimental type with a pre-test and a post-test with a control group. The statistical population included all female students of Isfahan secondary school in 1402 who had a history of suicide in the last two years. Among them, 30 people were selected by the available sampling method and were replaced randomly and by lottery in two experimental and control groups (15 people in the experimental group and 15 people in the control group). The experimental group received holographic therapy (9 sessions) and one session every week for 90 minutes, and the control group did not receive any intervention during this period. The research questionnaires included the social curiosity questionnaire of Todd et al. (2018) and the academic vitality scale of Martin and Marsh (2006). For data analysis, univariate covariance analysis was used with SPSS version 25 software.
Findings: The results showed that holographic therapy was effective in increasing social curiosity and academic vitality in the post-test phase (p<0. 001).
Conclusion: The findings of the present study can be used in the selection and design of the most appropriate therapeutic approach to reduce suicidal thoughts of female students with psychological distress.
Keywords: holographic therapy, social curiosity, academic vitality, female students attempting suicide.
Type of Study: Research |
Subject:
Special
Received: 2023/11/27 | Accepted: 2024/07/13 | Published: 2024/04/29
Received: 2023/11/27 | Accepted: 2024/07/13 | Published: 2024/04/29
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