Effectiveness of group cognitive therapy by Michael Free method on reducing rumination and depression in female high school students

Document Type : Scientific Articles

Author

Assistant Professor, Department of Psychology, Faculty of Educational Sciences and Psychology,University of Sistan and Baluchestan , Zahedan, Iran

Abstract

The aim of this study was to determine the effectiveness of cognitive behavioral group therapy by Michael Free methodon reducing rumination and depression in female high school students. The research method was quasi-experimental with pretest - posttest design with a control group. The statistical population included all third grade female high school students in the regions (1-2-3-4) of Zahedan city in the academic year of 2019.2020 Using multi-stage random cluster sampling among 120 female high school students in third grade, with Beck 2 Depression Inventory, Ruminant Response Inventory and DSM-5 Diagnostic Interview, 20 eligible students were selected and randomly assigned into experimental and control groups (10 students for each group). The experimental group underwent cognitive therapy by Michael Free for 12 sessions, but the control group did not receive any intervention. Subjects in both groups completed depression inventory (Beck, Steer, and Carbin, 1988) and rumination responses inventory (Nolen-Hoeksema, & Morrow, 1991) before and after the intervention. For data analysis, descriptive statistics and analysis of covariance at the inferential statistics level was used. The results of analysis of covariance showed that there was a significant difference between the control and experimental groups in terms of scores of rumination (p <0.05) and depression (p <0.01) and group cognitive therapy training by Michael Free method was effective in improving depression and reducing rumination in experimental group students. According to the above results it can be concluded that cognitive group by Michael Free method is effective in reducing rumination and improving depression in depressed female students and can be used as an intervention method.

Keywords

References

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Journal of Educational Psychology Studies
Volume 18, Issue 41
April 2021
Pages 171-150

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