The Effectiveness of Dialectical Behavior Therapy on Rumination and Cognitive Avoidance in Teachers
This randomized controlled trial evaluated the effectiveness of Dialectical Behavior Therapy (DBT) skills training in reducing rumination and cognitive avoidance among middle-school teachers in Isfahan, Iran. Teachers often experience occupational stress that may contribute to maladaptive cognitive and emotional responses. DBT is a skills-based psychological intervention that aims to improve emotional regulation, mindfulness, distress tolerance, and interpersonal effectiveness.
Thirty-four eligible teachers were randomly assigned to either a DBT intervention group or a control group. Participants in the intervention group attended ten group sessions, while the control group received no intervention during the study period. Levels of rumination and cognitive avoidance were assessed at baseline, post-intervention, and two-month follow-up using standardized questionnaires.
The study aimed to determine whether DBT skills training could reduce maladaptive cognitive processes and promote psychological well-being among teachers.
Studienübersicht
Status
Bedingungen
Intervention / Behandlung
Detaillierte Beschreibung
Teachers are exposed to chronic occupational stress that may contribute to maladaptive cognitive processes, including rumination and cognitive avoidance. Dialectical Behavior Therapy (DBT), originally developed for emotion dysregulation, has increasingly been applied as a transdiagnostic and skills-based intervention in non-clinical populations. DBT emphasizes mindfulness, distress tolerance, emotion regulation, and interpersonal effectiveness skills that may enhance adaptive coping and psychological resilience.
This randomized controlled trial was conducted to examine the effects of a DBT skills training program among middle-school teachers in Isfahan, Iran. Participants assigned to the intervention group attended ten structured group sessions delivered in a face-to-face format. The program was based on Linehan's DBT skills training model and focused on developing practical strategies for emotional and cognitive self-regulation. Participants in the control group did not receive the intervention during the study period.
The study was designed to evaluate whether a structured DBT-based psychoeducational program could improve cognitive and emotional functioning and contribute to the growing evidence supporting the use of DBT in educational and non-clinical settings.
Studientyp
Einschreibung (Tatsächlich)
Phase
- Unzutreffend
Kontakte und Standorte
Studienorte
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Isfahan
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Isfahan, Isfahan, Iran, 8481914411
- Department of Psychology, Islamic Azad University, Mobarakeh Branch
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Teilnahmekriterien
Zulassungskriterien
Studienberechtigtes Alter
- Erwachsene
Akzeptiert gesunde Freiwillige
Beschreibung
Inclusion Criteria:
- Female middle-school teachers from districts 4 and 5 of Isfahan, Iran.
- Age between 35 and 52 years.
- Willingness to participate and provide written informed consent.
- Ability to attend the intervention sessions and complete study assessments.
Exclusion Criteria:
- Absence from more than two intervention sessions.
- Withdrawal of consent at any stage of the study.
- Failure to complete post-intervention or follow-up assessments.
Studienplan
Wie ist die Studie aufgebaut?
Designdetails
- Hauptzweck: Sonstiges
- Zuteilung: Zufällig
- Interventionsmodell: Parallele Zuordnung
- Maskierung: Keine (Offenes Etikett)
Waffen und Interventionen
Teilnehmergruppe / Arm |
Intervention / Behandlung |
|---|---|
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Experimental: Dialectical Behavior Therapy Skills Training
Participants received ten face-to-face group sessions of Dialectical Behavior Therapy (DBT) skills training.
The intervention included mindfulness, emotion regulation, distress tolerance, and interpersonal effectiveness skills.
Assessments were conducted at baseline, post-intervention, and two-month follow-up.
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Participants assigned to the experimental group received a manualized Dialectical Behavior Therapy (DBT) skills training program delivered in a face-to-face group format.
The intervention consisted of ten sessions conducted over a five-week period.
The program was based on Linehan's DBT model and included training in mindfulness, emotion regulation, distress tolerance, and interpersonal effectiveness skills.
Sessions involved psychoeducation, group discussion, and practical exercises designed to improve cognitive and emotional self-regulation.
Participants in the control group received no intervention during the study period.
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Kein Eingriff: No-Intervention Control
Participants assigned to the control group received no intervention during the study period and completed assessments at baseline, post-intervention, and two-month follow-up.
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Was misst die Studie?
Primäre Ergebnismessungen
Ergebnis Maßnahme |
Maßnahmenbeschreibung |
Zeitfenster |
|---|---|---|
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Cognitive Avoidance
Zeitfenster: Baseline, post-intervention (5 weeks), and 2-month follow-up.
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Change in cognitive avoidance scores measured using the Cognitive Avoidance Questionnaire.
Total scores range from 25 to 125, with higher scores indicating greater cognitive avoidance and worse outcomes.
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Baseline, post-intervention (5 weeks), and 2-month follow-up.
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Rumination
Zeitfenster: Baseline, post-intervention (5 weeks), and 2-month follow-up.
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Change in rumination scores measured using the Ruminative Response Scale.
Total scores range from 22 to 88, with higher scores indicating greater rumination and worse outcomes.
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Baseline, post-intervention (5 weeks), and 2-month follow-up.
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Mitarbeiter und Ermittler
Ermittler
- Studienstuhl: Maryam Kadkhodaee, PhD of Psychology, Assistant Professor of Psychology, Department of Psychology, Mo. C., Islamic Azad University, Isfahan, Iran.
Studienaufzeichnungsdaten
Haupttermine studieren
Studienbeginn (Tatsächlich)
Primärer Abschluss (Tatsächlich)
Studienabschluss (Tatsächlich)
Studienanmeldedaten
Zuerst eingereicht
Zuerst eingereicht, das die QC-Kriterien erfüllt hat
Zuerst gepostet (Tatsächlich)
Studienaufzeichnungsaktualisierungen
Letztes Update gepostet (Tatsächlich)
Letztes eingereichtes Update, das die QC-Kriterien erfüllt
Zuletzt verifiziert
Mehr Informationen
Begriffe im Zusammenhang mit dieser Studie
Schlüsselwörter
Zusätzliche relevante MeSH-Bedingungen
Andere Studien-ID-Nummern
- I/05/117
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