The effectiveness of Reality Therapy on Emotional Balance & Responsibility of adolescents

Abstract

Background and Aim: Emotional balance is an important index in the psycho-social health of adolescents, and based on this, it seems necessary to identify the effects of therapeutic approaches that can play a role in this regard. This research was conducted with the aim of investigating the effectiveness of reality therapy on the emotional balance and responsibility of adolescents. Methods: The research method was quasi-experimental with pre-test, post-test, follow-up test and control group. The statistical population included all teenage girls of the second secondary level of Bojnoord who were studying in one of the schools of this city in the academic year of 1400-01. From among these people, 40 students who were willing to participate in the research and met the entry criteria were selected by available sampling method and were randomly divided into two groups of 20 people, experimental and control. The tools of data collection were Watson et al.'s (1988) emotional balance questionnaires and Gough et al.'s (1952) responsibility scale. The data obtained from these questionnaires were analyzed by analysis of variance with repeated measurements. Results: The results indicated that reality therapy is effective on the emotional balance and responsibility of adolescents (P<0.01). Conclusion: Based on these findings, it can be said that reality therapy can have good effects on the psycho-social condition of students.

Comparison of the Effectiveness of Unified Transdiagnostic Therapy and Reality Therapy on Social Information Processing and Emotion Regulation in Students with Disruptive Mood Dysregulation Disorder

“…On the other hand, it teaches parents how to create an environment at home that encourages children to balancedly meet their four basic psychological needs. Research indicates the effectiveness of reality therapy on aggression, emotion regulation, emotional balance, responsibility, bias interpretation, self-regulatory competence, positivity, and interpersonal relationships in adolescents (Ahmadi Tabar et al, 2021;Behmanesh et al, 2021;Cervantes & Robey, 2018;Davis, 2011;Elyasi & Eftekhary, 2023;Eslami Hasanabadi et al, 2023;Eslami Hassanabadi et al, 2023;Ghoreishi & Behboodi, 2017;Khaleghi et al, 2017;Nowruzpoor et al, 2021;Nurjanah et al, 2020;Puhi, 2023;Shafie et al, 2019;Shafiee, 2021;Sori & Robey, 2013).…”