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IRCT20231125060172N1 IRCT 2024-06-16 Vice-Chancellor of Research at Azad Neyshabur University The effectiveness of problem-solving cognitive behavioral therapy on aggression The effectiveness of cognitive behavioral therapy focused on problem solving on rumination, alexithymia and loneliness in students with aggressive behaviors 2024-01-21 anticipated 30 Complete https://irct.ir/trial/73966 interventional Randomization: Randomized, Blinding: Single blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, Other design features: In the current study, there are two experimental and control groups. The intervention consists of eight one-hour sessions, cognitive behavioral therapy focused on problem solving, derived from the treatment protocol of Nezu and Desorilla, which is performed on the experimental group. The control group does not receive any intervention. The scores of rumination, emotional dyslexia, and loneliness questionnaires of both groups are measured and compared before and after the intervention. The follow-up period is done after two months, Randomization description: The statistical population is all the students of the first secondary schools of Neyshabur. Two schools are selected as sampling units using the accessible method. After implementing Bass and Perry's aggression questionnaire 30 students who scored higher than 75 are identified. Each student is assigned a number. Put the numbers in a container Put the numbers in a container and 15 students are selected by lottery for each of the control and experimental groups, Blinding description: The participants of both groups do not know about the study and the experiment in which they are in, so they are kept blind. N/A Aggressive behaviors. Intervention 1: Intervention group: This group received eight one-hour sessions of problem solving skills based on the protocol of Nezu and DesorillSession 1: Familiarization and introduction of the members, review of goals and expectations, rules, explanation about the length and duration of the meetings, 2- Familiarization and training with the ABCD model. A events that happened. B is the opinion about that incident. C emotional consequences of this way of thinking, D discussion and challenge; recognize their negative spontaneous thoughts, get involved with these thoughts and try to gradually replace them with positive or logical thoughts. Specifying homework and thought recording sheets 3- Teaching problem solving steps including: explaining the treatment and its logic, diagnosis, definition and analysis of the problem, determining achievable goals, creating solutions, evaluating and choosing a solution, performing the selected solution, evaluation The result after the completion of the solution, determining the assignment, applying the problem solving method in life situations and recording it. 4- Introducing the use of joking in anger-inducing situations, explaining the concept of one's attitude to life with the use of humor along with maintaining the perspective-taking method. Setting the homework of using two sides of jokes (combating with enjoyable activities and using jokes to avoid anger) during the next week 5- Reviewing the concept of self-talk and emphasizing the difference between anger-increasing and anger-reducing self-talks, helping to identify more anger-increasing and anger-reducing self-talks, strengthening the ability to understand the concept of perspective-taking and the behavior of playing the intellectual game of self-talk in the meeting and also practicing it outside the meeting. 6- Teaching the successive stages of problem solving, including identifying the problem, thinking about the action, thinking about the consequences of the action (sequential thinking), generating a solution (substitution thinking), understanding step by step to achieve special goals (semantic thinking) and looking at the problem from the perspective of others (viewpointing) ) through the game of choice. 7- Training to differentiate between aggressive, passive, passive aggressive, and assertive responses. Determining the individual rights of people in different situations, identifying and confronting irrational thoughts that support non-assertive behaviors. Practicing assertive responses in various anger-stimulating situations through power play 8 -Reviewing and summarizing skills taught in past sessions to help participants apply them in future situations. Intervention 2: Control group: 15 students who had an aggression score higher than 75 were randomly placed in this group. This group answered three questionnaires before the beginning and after the end of the training sessions of the experimental group: Nalen and Hoeksma rumination, TAS 20 Toronto and UCLA. The control group did not receive any training or treatment. Yes - There is a plan to make this available What will be shared: All data is potentially shareable after de-identifying individuals When: The access period starts 6 months after the results are published To whom: Researchers working in academic and scientific institutions Conditions: Students with aggressive behaviors, schools, education, counseling centers and psychological clinics can benefit from the results of this research. Where to obtain: zsoghandi802@gmail.com How to obtain: Three months after submitting the application Comments:
public Zeanab Soghandi
No 19، 6/3 Amir kabir Ave.
Neyshabour Iran (Islamic Republic of) 9314737459 +98 51 4334 0929 zsoghandi812@gmail.com Islamic Azad University scientific Zeanab Soghandi
No 19، 6/3 Amir kabir Ave.
Neyshabour Iran (Islamic Republic of) 9314737459 +98 51 4334 0929 zsoghandi812@gmail.com Islamic Azad University Iran (Islamic Republic of) Failure to participate in other counseling and psychotherapy sessions at the same time Consent to participate in Training sessions Obtaining a score higher than 75 in Bass and Perry aggression questionnaire Students studying in the first secondary section in 2024-2025 13 years 15 years Both Having an incurable physical disease such as cancer, seizure attacks, heart disease Attending counseling or psychotherapy sessions in the previous six months Obtaining a low score in the aggression questionnaire Prevention Other Intervention group: This group received eight one-hour sessions of problem solving skills based on the protocol of Nezu and DesorillSession 1: Familiarization and introduction of the members, review of goals and expectations, rules, explanation about the length and duration of the meetings, 2- Familiarization and training with the ABCD model. A events that happened. B is the opinion about that incident. C emotional consequences of this way of thinking, D discussion and challenge; recognize their negative spontaneous thoughts, get involved with these thoughts and try to gradually replace them with positive or logical thoughts. Specifying homework and thought recording sheets 3- Teaching problem solving steps including: explaining the treatment and its logic, diagnosis, definition and analysis of the problem, determining achievable goals, creating solutions, evaluating and choosing a solution, performing the selected solution, evaluation The result after the completion of the solution, determining the assignment, applying the problem solving method in life situations and recording it. 4- Introducing the use of joking in anger-inducing situations, explaining the concept of one's attitude to life with the use of humor along with maintaining the perspective-taking method. Setting the homework of using two sides of jokes (combating with enjoyable activities and using jokes to avoid anger) during the next week 5- Reviewing the concept of self-talk and emphasizing the difference between anger-increasing and anger-reducing self-talks, helping to identify more anger-increasing and anger-reducing self-talks, strengthening the ability to understand the concept of perspective-taking and the behavior of playing the intellectual game of self-talk in the meeting and also practicing it outside the meeting. 6- Teaching the successive stages of problem solving, including identifying the problem, thinking about the action, thinking about the consequences of the action (sequential thinking), generating a solution (substitution thinking), understanding step by step to achieve special goals (semantic thinking) and looking at the problem from the perspective of others (viewpointing) ) through the game of choice. 7- Training to differentiate between aggressive, passive, passive aggressive, and assertive responses. Determining the individual rights of people in different situations, identifying and confronting irrational thoughts that support non-assertive behaviors. Practicing assertive responses in various anger-stimulating situations through power play 8 -Reviewing and summarizing skills taught in past sessions to help participants apply them in future situations. Control group: 15 students who had an aggression score higher than 75 were randomly placed in this group. This group answered three questionnaires before the beginning and after the end of the training sessions of the experimental group: Nalen and Hoeksma rumination, TAS 20 Toronto and UCLA. The control group did not receive any training or treatment. Aggressive behavior scores of students in Bass and Perry aggression questionnaire. Timepoint: Before the start of the intervention and after the end of the intervention. Method of measurement: Bass and Perry Aggression Questionnaire. Vice-Chancellor of Research at Azad Neyshabur University Approved 2024-02-14 Ethics committee of Neyshabur Islamic Azad University Neyshabur Islamic Azad University, Paghouhesh Blvd Neyshabur Razavi Khorasan Iran (Islamic Republic of)