PhD student of Educational Psychology, Islamic Azad University, Zahedan Branch, Zahedan, Iran.
Assistant Professor, Department of Psychology, Islamic Azad University, Zahedan Branch, Zahedan, Iran.
Associate Professor, Department of Psychology, University of Sistan and Baluchestan, Sistan and Baluchestan, Iran.
Introduction: The aim of the present research was to compare the effectiveness of training cognitive behavioral therapy and neurolinguistic programming strategies on mitigating anxiety, depression, and stress of students.
Methodology: The method of this semi-experimental research was pretest posttest with control group. The statistical population consisted of all female and male adolescents 15-18 years studying in the second grade of high school in Kerman city. Forty-five students with the maximum score in anxiety, depression, and stress were chosen as the sample and randomly assigned into three 15-student groups (15 in the control group, 15 in the experimental group I, and 15 in the experimental group II). Next, experimental group I received training neurolinguistic programming strategies as therapeutic method, while experimental group II received cognitive behavioral therapy. The instrument used in this research was DASS-21 which was completed by all three groups before the study and after the therapeutic period.
Results: The results indicated that training neurolinguistic programming strategies and cognitive behavioral therapy had a significant effect on reducing anxiety, depression, and stress of students (p