Comparing the effectiveness of mindfulness-based stress reduction therapy, compassion therapy, and emotion-focused therapy on aggression, functional flexibility, perceived stress, and cognitive avoidance in aggressive seventh-grade female students

Comparing the effectiveness of mindfulness-based stress reduction therapy, compassion therapy, and emotion-focused therapy on aggression, functional flexibility, perceived stress, and cognitive avoidance in aggressive seventh-grade female students

A controlled clinical trial with parallel groups, without blinding, randomized, on 80 patients. The rand function of Excel software will be used for randomization.

The statistical population of the present study consists of all aggressive seventh-grade female students in Ahvaz city who are studying in the 2025–2026 academic year. Initially, sampling will be performed using convenience sampling and according to the inclusion and exclusion criteria of the study. After selecting samples totaling 80 individuals, participants will be randomly assigned to 4 groups: “mindfulness-based stress reduction therapy,” “compassion-focused therapy,” “emotion-focused therapy,” and “wait-list.”

Inclusion criteria: seventh grade female students, scoring one standard deviation above the mean in aggression. Exclusion criteria: unwillingness to participate in the research, participation in other psychotherapy sessions.

Intervention group 1: All individuals who will receive mindfulness-based stress reduction therapy. Intervention group 2: All individuals who will receive compassion therapy. Intervention group 3: All individuals who will receive emotion-focused therapy. Control group: All individuals who will receive no intervention.

Aggression, functional flexibility, perceived stress, cognitive avoidance

The statistical population of the present study consists of all aggressive seventh-grade female students who are studying in the 2025–2026 academic year. In this type of effect-evaluation study, a two-stage approach is usually used: first, out of the four educational districts, two districts will be selected by simple random sampling (lottery), and then, by simple random sampling, 8 girls’ lower secondary schools will be selected from each district, and in the next stage, one seventh-grade class from each school will be selected. In the sampling stage, a convenience sampling method will be used. In this way, after the students complete the aggression checklist, those whose scores on this checklist are one standard deviation above the mean, and for whom, in a clinical interview conducted by one of the clinical psychology specialists, a final diagnosis of aggression has been made, will be selected as students with aggression. After selecting the samples up to a total of 80 participants, based on the inclusion and exclusion criteria of the study, the participants will be randomly assigned to four groups: “mindfulness-based stress reduction therapy” (intervention group 1), “compassion-focused therapy” (intervention group 2), “emotion-focused therapy” (intervention group 3), and “wait-list” (control group). Randomization will be performed using variable-size random blocks (of 4 and 6 participants) by an independent statistician who is not involved in the implementation process. The random allocation list will be generated using the RAND function in Excel software and then placed in opaque, sealed, and numbered envelopes so that the researcher and participants are unaware of the allocation sequence (allocation concealment). Opening the envelopes and becoming aware of the allocation group will only be done at the time of each participant’s entry into the study. To ensure equality of baseline variables (such as anxiety level and age), their distribution in the two groups will be examined at the stage of statistical analysis.