A comparative study of the effectiveness of the solution-focused brief therapy and mindfulness-based therapy to reduce educational stress in junior high school students in Tehran
Saed Hedayati Zafarghandi, Susan Emamipour, Amin Rafiepoor
روانشناسی و روانپزشکی شناخت October 31, 2022 DOI: 10.32598/shenakht.9.3.123 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Randomized controlled trial Peer reviewed |
|---|---|
| Sample size | 60 |
| Population | First-year junior high school male students in Tehran district 13, school year 2019-2020 |
| Interventions | Solution-focused brief therapy Mindfulness-based therapy |
| Duration | Three-month follow-up |
| Measures | Adolescent Educational Stress Scale (Don, Hu and Zhou, 2011) |
| Topics | Meditation |
| Keywords | Solution-focused brief therapy Mindfulness therapy Educational stress High school students |
| Key findings | Both solution-focused brief therapy and mindfulness-based therapy reduced educational stress in students, but mindfulness-based therapy was somewhat more effective (Eta2=0.357) than solution-focused brief therapy (Eta2=0.318), with P<0.05. |
Abstract
Introduction: Educational stress is a negative psychological condition; with its cognitive and emotional components, threatens students' health.
Aim: This study aimed to compare the effectiveness of the solution-focused brief therapy and mindfulness-based therapy to reduce educational stress in junior high school students.
Method: Through the framework of a clinical trial plan with pre-test and post-test and quarterly post hoc test, this study was conducted. In a purposive sampling manner, sixty students; among the first year of junior high school male students in Tehran district 13thin the school year 2019-2020, were selected and then surveyed by Don, Hu and Zhou (2011) Adolescent Educational Stress Scale and were randomly divided into 3 groups of 20: control group, solution-focused treatment group and mindfulness treatment group. Then the intervention process was run on the experimental groups and after three months the follow-up test was rerun. The data were analyzed by using SPSS-26 and the covariance analysis and mixed-design analysis of variance tests.
Results: This study brought light on the effectiveness of both treatments methods in reducing educational stress among students, but the mindfulness method (Eta2=0.357) worked better rather the brief solution-focused intervention method(Eta2=0.318) to reduce students' stress (P<0.05).
Conclusion: In regard to use mindfulness therapy primarily, therapists are highly recommended to use both the solution-focused brief intervention and mindfulness therapy to treat the adolescent students with educational stress.
Comparable studies
Other randomized controlled trials on meditation, most cited first.
| Study | Year | Design | Participants |
|---|---|---|---|
| Alterations in Brain and Immune Function Produced by Mindfulness Meditation Healthy employees in a work environment | 2003 | Randomized controlled trial | n = 41 |
| Prevention of relapse/recurrence in major depression by mindfulness-based cognitive therapy. Recovered recurrently depressed patients | 2000 | Randomized controlled trial | n = 145 |
| Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources. Working adults | 2008 | Randomized controlled trial | n = 139 |
| Short-term meditation training improves attention and self-regulation Undergraduate Chinese students | 2007 | Randomized controlled trial | n = 40 |
| Mindfulness-Based Cognitive Therapy for Depression: Replication and Exploration of Differential Relapse Prevention Effects. Recovered recurrently depressed patients | 2004 | Randomized controlled trial | n = 73 |