Introduction: Educational stress is a negative psychological condition; with its cognitive and emotional components, threatens students' health. Aim: This study aimed to compare the effectiveness of the solution-focused brief therapy and mindfulness-based therapy to reduce educational stress in junior high school students. Method: Through the framework of a clinical trial plan with pre-test and post-test and quarterly post hoc test, this study was conducted. In a purposive sampling manner, sixty students; among the first year of junior high school male students in Tehran district 13thin the school year 2019-2020, were selected and then surveyed by Don, Hu and Zhou (2011) Adolescent Educational Stress Scale and were randomly divided into 3 groups of 20: control group, solution-focused treatment group and mindfulness treatment group. Then the intervention process was run on the experimental groups and after three months the follow-up test was rerun. The data were analyzed by using SPSS-26 and the covariance analysis and mixed-design analysis of variance tests. Results: This study brought light on the effectiveness of both treatments methods in reducing educational stress among students, but the mindfulness method (Eta2=0.357) worked better rather the brief solution-focused intervention method(Eta2=0.318) to reduce students' stress (P<0.05). Conclusion: In regard to use mindfulness therapy primarily, therapists are highly recommended to use both the solution-focused brief intervention and mindfulness therapy to treat the adolescent students with educational stress.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.