Effectiveness of cognitive-behavioral training in mental health in high school students

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International Journal of Advanced Biotechnology and Research (IJBR) ISSN 0976-2612, Online ISSN 2278–599X,

Vol-7, Special Issue-Number4-June, 2016, pp830-833 http://www.bipublication.com

Research Article

Effectiveness of cognitive-behavioral training in mental health in

high school students

Rahim Goal Garmekhani and TahminehNiazi

1_{lecturer Center for Applied Science Foundation martyr and}

Veterans Affairs Kermanshah Province. M.A. counseling. Iran

2

English teacher, in Kermanshah City. Iran

ABSTRACT:

In the behavioral sciences generally and in psychology and specifically a special attention to the importance of mental health in successes there in different spheres life of people. The present study aimed investigates the effectiveness of training cognitive-behavioral on mental health high school students the city Kermanshah.Therefore, through applying a semi-experimental method with control group design a sample of 36 individuals was selected through multi-cluster sampling from Among of all high school students in Kermanshah. The sample was assigned into the experimental and control groups (experimental group=18, control group=18). The experimental group underwent the cognitive behavioral training. Post test was administered subsequent to the intervention on both groups. The covariance analysis was used to analyze the data. The results of the research indicated that there exists significant difference between the mental healthof individuals in the experimental groups and their counterparts in the control groups in terms of mental health. Overall, it can be concluded that cognitive-behavioral training on improving mental health of students

Keywords: Cognitive-behavioral, mental health, students, Kermanshah

INTRODUCTION

This point should be considered in the definition of mental health hat every human who can cope with deep problems, Must be compromise with yourself and others and the inevitable internal conflicts have not desperation and his rejection by society is not a person has of mental health (Narimani et al, 2008). Mental health is one of the important issues that are affecting the growth and development of the family and society. World Health Organization (2004) mental health as a state of well-being in which the person recognizes their abilities They have effectively used and useful to their communities defined. In general, mental of Health and mental health by prevention of the disease mental illness, factors affecting its incidence Early detection of, the prevention of mental disorders due return and creating a healthy environment in human relations is correct

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Effectiveness of cognitive-behavioral training in mental health in high school students

Rahim Goal Garmekhani, et al. 831

patient’s attitude toward life events and their related stress. The therapist helps the patients to review and reassess the idealistic criteria and the coping styles with events, make lower degrees of criticism toward themselves and find new solutions for their problems. Moreover, in this method, the patients’ beliefs and outlooks about pain control are discussed. Learning stress control strategies enhances their effective coping with pain and implements more effective strategies in dealing with problematic conditions. They also attempt to have lower feelings of inability which improves the negative mood (Penzien, 2005). Harvey and Rapce (1995) have reported that cognitive-behavioral intervention is effective in decrease of anxiety. Holroyd &Penzien (1994) lists the goals of cognitive-behavioral therapies as following: 1) identifying stressful conditions that cause or aggravate headaches and implementing effective strategies to deal with the stress, 2) effective coping with pains and distresses associated with headache 3) decreasing the psychological consequences of headache such as depression and disability. Many studies have indicated that knowledge of such skills boosts the self-confidence, improves the social skills, cements the interpersonal relationships, increases positive social behaviors, and enhances the satisfaction with the family system and adjustment with family (Lavasani, 2004).Despite the existence of a wide range of cognitive-behavioral coping skills, the opportunity of learning and acquiring these skills for all the individuals and through the educational sessions seems crucially important. These skills enhance the ability in demonstrating healthy behavior, positive interpersonal relationships and mental health (specifically for the staff of the companies). The individual retains the necessary psychosocial abilities through learning cognitive-behavioral coping skills and develops feelings of efficacy and capability. Which regard to the aforementioned,the present study aimed investigate the effectiveness of training

cognitive-behavioral on mental health high school students the city Kermanshah.

METHOD AND MATERIALS

This research is applied in terms of goal and used semi-experimental method with pre-test, post-test and control group design.The statistical population includes of all students Kermanshah city ofwhich between themsampling methodclusteredmultistage 2 schools were selected as the sample.Sample size included 36 students whorandomly in two experimental and control groups hadassigned (18 in experimental group and 18 in control group).After during 4 weeks, members of the group experimental groupreceiving 8 sessions of 2 hours training cognitive behavioral.

Research Tools

General Health Questionnaire GHQ- 28:

The questionnaire comprising of four subscalesthat ineach of themare located seven questions,the titles of subscale This questionnaire Include:Physical symptoms, anxiety symptoms and sleep disorder, social interaction, symptoms of depression.Goldberg & Hillier (1979, Quoted from,Alaei, Parvaneh and Shahindokht pozesh,2010).Correlation between the data earned through of implementing two general health questionnaire and checklist mental symptoms (SCL-90) On the 244 Person Participants, As much 0/78 Have reported.atashpour (2008) reliability coefficient total This questionnaire with the Cronbach Alpha method 0/92, And reliability of the subscales of Physical symptoms, anxiety symptoms and sleep disorder, social interaction,

symptoms of depression,

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familiarity with the nature of the schemas (core beliefs, schemas, dysfunctional attitudes). Fifth Session: association of schemas and automatic thoughts and familiarity with different types of beliefs. Sixth session: enlisting the main beliefs, cognitive maps, and variability of beliefs. Seventh session: consistency and usefulness of beliefs, familiarity with the logical analysis of beliefs, knowledge of ways to change negative beliefs.

Eighth session: reviewing the already learned skills, skills training and maintenance.

RESULTS AND FINDINGS

Table 1 indicates the descriptive indices including number, mean and standard deviation for both the experimental and control groups in pre-test and post- test.

Table 1: The descriptive indices for the experimental and control groups in pre-test and post- test

variable number

Experimental group Control group

Pre-test Post-test Pre-test Post-test

mean Standard deviation

Mean Standard deviation mental

health

18 40.78 2.64 35.17 4.60 40.78 2.64 39.83 4.00

As results indicate, the scores of mental healthin the post-test have decreased as compared to the pre-test scores. Therefore, it can be concluded that training has been effective. The results of analysis are presented in table 3.

Table 2: The results of Levine’s test based on the assumption of variance equality in both groups

variables F coefficient Df1 Df2 Level of sig.

Job stress 0.635 1 34 0.43

The results of Levine’s test indicate that the pre-assumption of covariance analysis has been taken into account in the subscales of covariance analysis test.

Table 3: results of multivariate covariance analysis of the effectiveness of cognitive-behavioral training in mental health high school students

Source of change variables SS df MS F P Effect

size Statistical power

pretest Physical health 1.15 1 0.07 0.780 0.002 05

membership Physical health 197.20 1 10.30 0.003 0.23 87

As observed in table 3, the independent variable (group membership) has significant impact on mental health. Put differently, there exists significant difference between the experimental and control groups and cognitive-behavioral training is effective in decreasing the mental health of the experimental group.

DISCUSSION AND CONCLUSION

Results indicated that there existed no significant difference between the experimental and control groups regarding the mental health scores in the pre-test. However, subsequent to the educational intervention, significant between-group difference was observed that could be the results of attending cognitive-behavioral training. Therefore, the

results of this research confirm the effectiveness of cognitive-behavioral training in mental health. Moreover, results are in harmony with the research results done by Cather (2005) an approach Cognitive-behavioral is effective for the treatment of symptoms of mental health.Gilbert (2004) also believes that methods CBT of medication therapy and absence of intervention more effective in the treatment of mental disorders.

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present research has been conducted in Kermanshah Province; therefore, the generalization of the results should be done with caution. Moreover, it can be concluded that the effect of the researcher as the instructor of the training could have resulted in biased results.

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