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.
研究概览
详细说明
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.
研究类型
注册 (实际的)
阶段
- 不适用
联系人和位置
学习地点
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Isfahan
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Isfahan、Isfahan、伊朗、8481914411
- Department of Psychology, Islamic Azad University, Mobarakeh Branch
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参与标准
资格标准
适合学习的年龄
- 成人
接受健康志愿者
描述
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.
学习计划
研究是如何设计的？
设计细节
- 主要用途：其他
- 分配：随机化
- 介入模型：并行分配
- 屏蔽：无（打开标签）
武器和干预
参与者组/臂 |
干预/治疗 |
|---|---|
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实验性的：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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无干预：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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研究衡量的是什么？
主要结果指标
结果测量 |
措施说明 |
大体时间 |
|---|---|---|
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Cognitive Avoidance
大体时间：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
大体时间：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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合作者和调查者
调查人员
- 学习椅：Maryam Kadkhodaee, PhD of Psychology、Assistant Professor of Psychology, Department of Psychology, Mo. C., Islamic Azad University, Isfahan, Iran.
研究记录日期
研究主要日期
学习开始 (实际的)
初级完成 (实际的)
研究完成 (实际的)
研究注册日期
首次提交
首先提交符合 QC 标准的
首次发布 (实际的)
研究记录更新
最后更新发布 (实际的)
上次提交的符合 QC 标准的更新
最后验证
更多信息
与本研究相关的术语
其他研究编号
- I/05/117
计划个人参与者数据 (IPD)
计划共享个人参与者数据 (IPD)？
IPD 计划说明
IPD 共享时间框架
IPD 共享访问标准
IPD 共享支持信息类型
- 研究方案
- 国际碳纤维联合会
- 分析代码
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