Hadi Anjomshoaa; Reza Snagui Moharer; Mahmoud Shirazi
Abstract
Introduction: The aim of this study was to evaluate the effectiveness of teaching neuro-verbal planning strategies and cognitive-behavioral approach on reducing students' anxiety, depression, ...
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Introduction: The aim of this study was to evaluate the effectiveness of teaching neuro-verbal planning strategies and cognitive-behavioral approach on reducing students' anxiety, depression, and stress.Method: This quasi-experimental study is a pre-test-post-test with a control group and the study population includes all adolescent girls and boys 15 to 18 who were studying in the secondary schools of Kerman in the academic year of 1999-2010. And were randomly replaced in three groups of 15 people. Experimental group 1 underwent strategic training of neuro-verbal planning for 18 minutes in each session for 18 minutes and experimental group 2 underwent aphthous-behavioral therapy in 6 sessions once a week for 60 minutes. They did not receive any special training or treatment. The instruments used in this study included the Depression, Anxiety, Stress Scale (DASS-21).Results: Findings showed that teaching neuro-verbal programming strategies as well as cognitive-behavioral therapy on reducing depression (=2 = 0.883, P <0.05), anxiety (=2 = 0.846, P <0.05) and stress (=2 = 0.863, P <0.05) had a significant effect on students. On the other hand, the effect of teaching neuro-verbal planning strategies and cognitive-behavioral approach on reducing students' depression, anxiety and stress was not significantly different (p> 0.05).Conclusion: Based on the results, it can be said that teaching neuro-verbal planning strategies and cognitive-behavioral approach reduces depression, anxiety and stress in adolescents. And the effect of teaching neuro-verbal planning strategies and cognitive-behavioral approach on reducing depression, anxiety and stress in adolescents has been the same.
