Effect of Group Cognitive-Behavioral Techniques Training on Social Anxiety in Nursing Students

Ramak, Nahid; Moinefard, Ladan; Jangi, Paria; Sangani, Alireza

doi:10.32598/jhnm.30.1.1

Cited by 2 publications

(2 citation statements)

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“…Often, social anxiety suggestively weakens social functioning and can lead to impaired social skills [6]. Avoiding social relationships [8] can result from this disorder [6]. Numerous approaches to psychotherapy, such as psychoanalysis, behavior therapy, cognitive therapy, etc.…”

Section: Introductionmentioning

confidence: 99%

“…In acceptance-commitment therapy, individuals with SAD should be encouraged to actively confront their frightening mental experiences along with changing behaviors and creating a goal and motivation to commit to a more social lifestyle [8]. Using psychodrama techniques helps a person to achieve what should be accepted and to avoid denial and avoidance.…”

Section: Introductionmentioning

confidence: 99%

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Assessing the Effects of Acceptance-commitment and Psychodrama Therapies in Nurses With Social Anxiety Disorder

Kabusi,

Razavi Nasab,

Saber

et al. 2023

IRJ

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Objectives: Social anxiety disorder (SAD) is one the most prevalent psychiatric disorders and generates severe negative effects on patients' mental, individual, and social health. Decreased responsibility, absenteeism, and poor life quality can be the consequences of this disorder. Considering the effective empirical background of both therapeutic approaches in reducing social anxiety symptoms and the lack of research on combining both interventions to reduce anxiety, this study was performed to determine the effects of acceptance-commitment therapy (ACT) and psychodrama therapy on nurses' social anxiety. Methods: This randomized trial research was conducted at Torbat Heydarieh University of Medical Sciences in 2017 with a pre-test-post-test design. A total of 48 nurses with SAD who were referred to the university counseling center were chosen at random and entered into 4 equal groups (12 subjects) (an intervention group and 3 control groups). The intervention group received a combination of psychodrama and ACT therapies in twelve 90-minute treatment sessions (2 meetings every week). The control groups were provided with psychodrama therapy, ACT, and no treatment. The study data were collected by Connor's social anxiety questionnaire (2000). The collected data were analyzed by analyses of variance and covariance. Results: A decrease was observed in the social anxiety scores in the four groups of the study after psychological therapies. The Mean±SD of the social anxiety score in the treatment group based on psychodrama was 64.75±13.37 before the study period and 49.08±6.71 after that. While in the ACT group, it was 59.65±12.21 and 42.66±8.05 before and after the study, respectively, and in the group provided with a combination of both therapies, it was 62.75±13.49 before the study period and 35.75±7.19 after that. A lack of significant difference (P=0.86) could be detected in the mean anxiety score in the group of control. However, the social anxiety score of the group with a combination of both therapies significantly decreased (P<0.001) compared to other studied control groups. Discussion: The data analysis showed that a combination of ACT and psychodrama therapies significantly reduced the social anxiety of nurses.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Assessing the Effects of Acceptance-commitment and Psychodrama Therapies in Nurses With Social Anxiety Disorder

Kabusi,

Razavi Nasab,

Saber

et al. 2023

IRJ

View full text Add to dashboard Cite

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Effect of cognitive behaviour therapy on the improvement of psychological stress

2021

WOR

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BACKGROUND: College freshmen, as a special group who are far away from their parents and begin to study and live independently, will face psychological stress in adaption to the college life, which may affect their working and living conditions in the university and even after entering the society if not solved reasonably. Hence, it is necessary to explore how to relieve the psychological stress of freshmen. OBJECTIVE: The study aimed to analyze the intervention effects of cognitive behavioral therapy on social psychological stress of freshmen under different demographic variables. METHODS: 108 freshmen of Northeast Agricultural University were divided into the experimental group and control group. The correlation between psychological stress and impulse, self-esteem, and loneliness was analyzed using structural equation model and multiple regression. The experimental group received group training for one month, while the control group did not accept any intervention. The Fear of Negative Evaluation (FNE) Scale, Interaction Anxiousness Scale (IAS), and Interpersonal Efficacy Scale (IES) were used to score students before and after activities and three months after activities. The relevant information was collected for students’ self-evaluation and the evaluation results from group teachers. RESULTS: The subjects’ social psychological stress was positively correlated with loneliness and unplanned impulse, and negatively correlated with self-esteem (P < 0.001); the IAS and FNE scores of the experimental group after test were greatly lower than those of the control group, while the scores of affinity efficacy, communication efficacy, and emotional control were greatly higher than those of the control group (P < 0.05); the tracking IAS and FNE scores of the experimental group were greatly lower than those of the control group, while the scores of affinity efficacy, self-impression efficacy, communication efficacy, and emotional control were greatly higher than those of the control group (P < 0.05). All students in the experimental group were satisfied with the cognitive behavioral group training. Under the positive guidance of the team teacher, the students’ psychological stress was released. CONCLUSIONS: The cognitive behavior group training based on impulse, self-esteem, and loneliness can effectively improve the affinity efficacy, self-impression efficacy, communication efficacy, and negative evaluation fear of freshmen, which is instrumental in easing the psychological stress of students and can maintain long-term effects.

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Effect of Group Cognitive-Behavioral Techniques Training on Social Anxiety in Nursing Students

Cited by 2 publications

References 30 publications

Assessing the Effects of Acceptance-commitment and Psychodrama Therapies in Nurses With Social Anxiety Disorder

Assessing the Effects of Acceptance-commitment and Psychodrama Therapies in Nurses With Social Anxiety Disorder

Effect of cognitive behaviour therapy on the improvement of psychological stress

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