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The Effectiveness of Dialectical Behavior Therapy on Rumination and Cognitive Avoidance in Teachers

12. juni 2026 oppdatert av: Sepideh Navidmanesh, Islamic Azad University, Sanandaj

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.

Studieoversikt

Status

Fullført

Forhold

Intervensjon / Behandling

Detaljert beskrivelse

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.

Studietype

Intervensjonell

Registrering (Faktiske)

34

Fase

  • Ikke aktuelt

Kontakter og plasseringer

Denne delen inneholder kontaktinformasjon for de som utfører studien, og informasjon om hvor denne studien blir utført.

Studiesteder

  • Iran
    • Isfahan
      • Isfahan, Isfahan, Iran, 8481914411
        • Department of Psychology, Islamic Azad University, Mobarakeh Branch

Deltakelseskriterier

Forskere ser etter personer som passer til en bestemt beskrivelse, kalt kvalifikasjonskriterier. Noen eksempler på disse kriteriene er en persons generelle helsetilstand eller tidligere behandlinger.

Kvalifikasjonskriterier

Alder som er kvalifisert for studier

  • Voksen

Tar imot friske frivillige

Ja

Beskrivelse

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.

Studieplan

Denne delen gir detaljer om studieplanen, inkludert hvordan studien er utformet og hva studien måler.

Hvordan er studiet utformet?

Designdetaljer

  • Primært formål: Annen
  • Tildeling: Randomisert
  • Intervensjonsmodell: Parallell tildeling
  • Masking: Ingen (Open Label)

Våpen og intervensjoner

Deltakergruppe / Arm
Intervensjon / Behandling
Eksperimentell: 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.
Atferdsmessig: Dialectical Behavior Therapy Skills Training
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.
Ingen inngripen: 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.

Hva måler studien?

Primære resultatmål

Resultatmål
Tiltaksbeskrivelse
Tidsramme
Cognitive Avoidance
Tidsramme: Baseline, post-intervention (5 weeks), and 2-month follow-up.
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.
Baseline, post-intervention (5 weeks), and 2-month follow-up.
Rumination
Tidsramme: Baseline, post-intervention (5 weeks), and 2-month follow-up.
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.
Baseline, post-intervention (5 weeks), and 2-month follow-up.

Samarbeidspartnere og etterforskere

Det er her du vil finne personer og organisasjoner som er involvert i denne studien.

Sponsor

Islamic Azad University, Sanandaj

Etterforskere

  • Studiestol: Maryam Kadkhodaee, PhD of Psychology, Assistant Professor of Psychology, Department of Psychology, Mo. C., Islamic Azad University, Isfahan, Iran.

Studierekorddatoer

Disse datoene sporer fremdriften for innsending av studieposter og sammendragsresultater til ClinicalTrials.gov. Studieposter og rapporterte resultater gjennomgås av National Library of Medicine (NLM) for å sikre at de oppfyller spesifikke kvalitetskontrollstandarder før de legges ut på det offentlige nettstedet.

Studer hoveddatoer

Studiestart (Faktiske)

15. september 2024

Primær fullføring (Faktiske)

15. september 2024

Studiet fullført (Faktiske)

18. desember 2024

Datoer for studieregistrering

Først innsendt

9. juni 2026

Først innsendt som oppfylte QC-kriteriene

12. juni 2026

Først lagt ut (Faktiske)

16. juni 2026

Oppdateringer av studieposter

Sist oppdatering lagt ut (Faktiske)

16. juni 2026

Siste oppdatering sendt inn som oppfylte QC-kriteriene

12. juni 2026

Sist bekreftet

1. juni 2026

Mer informasjon

Begreper knyttet til denne studien

Nøkkelord

Ytterligere relevante MeSH-vilkår

Andre studie-ID-numre

  • I/05/117

Plan for individuelle deltakerdata (IPD)

Planlegger du å dele individuelle deltakerdata (IPD)?

JA

IPD-planbeskrivelse

Individual participant data that underlie the results reported in this article, after de-identification, will be made available to qualified researchers upon reasonable request. Supporting documents, including the study protocol and data dictionary, will also be available. Data will be available beginning six months after publication and ending five years after publication. Requests should be directed to the corresponding author. Access will be granted following review of the proposed use of the data and execution of a data access agreement.

IPD-delingstidsramme

De-identified individual participant data and supporting documents will be available beginning 6 months after publication and ending 5 years after publication.

Tilgangskriterier for IPD-deling

Qualified researchers with a methodologically sound proposal will be able to access de-identified individual participant data, the study protocol, informed consent form, and analytic code. Requests should be directed to the corresponding author. Data access will be granted following review of the proposed use and execution of an appropriate data access agreement.

IPD-deling Støtteinformasjonstype

  • STUDY_PROTOCOL
  • ICF
  • ANALYTIC_CODE

Legemiddel- og utstyrsinformasjon, studiedokumenter

Studerer et amerikansk FDA-regulert medikamentprodukt

Nei

Studerer et amerikansk FDA-regulert enhetsprodukt

Nei

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