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.
調査の概要
詳細な説明
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.
研究の種類
入学 (実際)
段階
- 適用できない
連絡先と場所
研究場所
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Isfahan
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Isfahan、Isfahan、イラン、8481914411
- Department of Psychology, Islamic Azad University, Mobarakeh Branch
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参加基準
適格基準
就学可能な年齢
- 大人
健康ボランティアの受け入れ
説明
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.
研究計画
研究はどのように設計されていますか？
デザインの詳細
- 主な目的：他の
- 割り当て：ランダム化
- 介入モデル：並列代入
- マスキング：なし（オープンラベル）
武器と介入
参加者グループ / アーム |
介入・治療 |
|---|---|
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実験的：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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介入なし：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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この研究は何を測定していますか？
主要な結果の測定
結果測定 |
メジャーの説明 |
時間枠 |
|---|---|---|
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Cognitive Avoidance
時間枠：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
時間枠：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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協力者と研究者
捜査官
- スタディチェア：Maryam Kadkhodaee, PhD of Psychology、Assistant Professor of Psychology, Department of Psychology, Mo. C., Islamic Azad University, Isfahan, Iran.
研究記録日
主要日程の研究
研究開始 (実際)
一次修了 (実際)
研究の完了 (実際)
試験登録日
最初に提出
QC基準を満たした最初の提出物
最初の投稿 (実際)
学習記録の更新
投稿された最後の更新 (実際)
QC基準を満たした最後の更新が送信されました
最終確認日
詳しくは
本研究に関する用語
キーワード
その他の研究ID番号
- I/05/117
個々の参加者データ (IPD) の計画
個々の参加者データ (IPD) を共有する予定はありますか?
IPD プランの説明
IPD 共有時間枠
IPD 共有アクセス基準
IPD 共有サポート情報タイプ
- STUDY_PROTOCOL
- ICF
- ANALYTIC_CODE
医薬品およびデバイス情報、研究文書
米国FDA規制医薬品の研究
米国FDA規制機器製品の研究
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