Effectiveness of Emotion Regulation Training Based on Grass Model on Reducing Rumination and Social Anxiety in Female Students with 60-Day Follow-up

Abstract

Background and Objectives: Social anxiety and rumination are one of the most common emotional problems which affect the lives of different groups, especially young people. The aim of the present study is to examine the effect of emotion regulation training on reducing the rumination and social anxiety of second high school girl students in Shahrekord. Methods: The research method was quasi-experimental with pretest-posttest design. The statistical population of the study consisted of all second high school girl students in Shahrekord during the academic years of 2017-2018. 40 people participated in this study (20 participants in the experimental group and 20 participants in the control group), which were selected using a multi-stage cluster sampling method. The experimental group was under emotion regulation group training for eight 90-minute sessions. The data collection tools were Rumination Questionnaire and Social Anxiety Scale. Inferential statistics methods of repeated measures were used to analyze the data. Results: The results of data analysis indicated that emotion regulation training had a significant effect on reducing rumination (F=17/52, P<0/01) and social anxiety (F=20/16, P < 0.01). Findings also showed that the decrease in rumination (F=5/97, P<0/01) and social anxiety (F=14/57, P<0/01) in the follow up step was also maintained. Conclusion: According to the results of this study, emotional regulation in schools is very important and it is an important factor in decreasing the social rhythm and social anxiety of female students.

The Effectiveness of Emotion Regulation Training Program on Rumination, Life Satisfaction and Self-Esteem in Mothers of Children with Intellectual Disabilities

“…The results demonstrated that emotion regulation training improves rumination, life satisfaction, and self-esteem in mothers of children with intellectual-developmental disabilities. These findings are consistent with the previous research (Abolghasemi & Baigi, 2011;Amin et al, 2020;Karami et al, 2019;Narimani et al, 2013;Rezvan et al, 2006). It can be explained that mothers of children with special needs experience more shame, deprivation, as well as stress and depression compared to mothers of typically developing children due to the unique connection between mothers and their children, making them highly sensitive to their children's issues; thus, the children's problems become a significant source of the mothers' mental health or lack E-ISSN: 3041-8515 thereof.…”

“…Emotion regulation training means reducing and controlling negative emotions and positively using emotions (Abolghasemi & Baigi, 2011). Numerous studies show the positive effects of emotion regulation training on improving various psychological variables in samples of parents of children with special needs (Karami et al, 2019;Rezvan et al, 2006).…”

“…Additionally, in the study by Bagheri Nejad et al ( 2010), the reliability coefficient of the questionnaire using Cronbach's alpha method was .90 for its dimensions .92 and .89, respectively. The questionnaire's validity was reported at .65 at the .001 level through correlation with the metacognitive beliefs questionnaire, indicating high validity (Karami et al, 2019).…”

“…In fact, the presence of a disabled child in the family threatens the adaptation and mental health of mothers, causing problems in mothers' emotional wellbeing. Emotional regulation refers to the ability to understand and comprehend emotions and to modulate the experience and expression of emotions and is associated with psychological adaptability and improved quality of interpersonal relationships (Karami et al, 2019;Khedmati, 2020).…”