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.
Descripción general del estudio
Estado
Condiciones
Intervención / Tratamiento
Descripción detallada
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.
Tipo de estudio
Inscripción (Actual)
Fase
- No aplica
Contactos y Ubicaciones
Ubicaciones de estudio
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Isfahan
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Isfahan, Isfahan, Irán, 8481914411
- Department of Psychology, Islamic Azad University, Mobarakeh Branch
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Criterios de participación
Criterio de elegibilidad
Edades elegibles para estudiar
- Adulto
Acepta Voluntarios Saludables
Descripción
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.
Plan de estudios
¿Cómo está diseñado el estudio?
Detalles de diseño
- Propósito principal: Otro
- Asignación: Aleatorizado
- Modelo Intervencionista: Asignación paralela
- Enmascaramiento: Ninguno (etiqueta abierta)
Armas e Intervenciones
Grupo de participantes/brazo |
Intervención / Tratamiento |
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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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Sin intervención: 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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¿Qué mide el estudio?
Medidas de resultado primarias
Medida de resultado |
Medida Descripción |
Periodo de tiempo |
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Cognitive Avoidance
Periodo de tiempo: 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
Periodo de tiempo: 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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Colaboradores e Investigadores
Patrocinador
Investigadores
- Silla de estudio: Maryam Kadkhodaee, PhD of Psychology, Assistant Professor of Psychology, Department of Psychology, Mo. C., Islamic Azad University, Isfahan, Iran.
Fechas de registro del estudio
Fechas importantes del estudio
Inicio del estudio (Actual)
Finalización primaria (Actual)
Finalización del estudio (Actual)
Fechas de registro del estudio
Enviado por primera vez
Primero enviado que cumplió con los criterios de control de calidad
Publicado por primera vez (Actual)
Actualizaciones de registros de estudio
Última actualización publicada (Actual)
Última actualización enviada que cumplió con los criterios de control de calidad
Última verificación
Más información
Términos relacionados con este estudio
Palabras clave
Términos MeSH relevantes adicionales
- Desordenes mentales
- Síntomas de comportamiento
- Enfermedades del Sistema Digestivo
- Enfermedades Gastrointestinales
- Estrés Psicológico
- Enfermedades Profesionales
- Trastornos de la alimentación y la alimentación
- Comportamiento
- Comportamiento social
- Autocontrol
- Síndrome de rumiación
- Estrés ocupacional
- Regulación Emocional
Otros números de identificación del estudio
- I/05/117
Plan de datos de participantes individuales (IPD)
¿Planea compartir datos de participantes individuales (IPD)?
Descripción del plan IPD
Marco de tiempo para compartir IPD
Criterios de acceso compartido de IPD
Tipo de información de apoyo para compartir IPD
- PROTOCOLO DE ESTUDIO
- CIF
- CÓDIGO_ANALÍTICO
Información sobre medicamentos y dispositivos, documentos del estudio
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