1- MA in General Psychology, Faculty of Education and Psychology, University of Sistan and Baluchestan, Zahedan, Iran
2- Associate Professor, Department of Psychology, Faculty of Education and Psychology, University of Sistan and Baluchestan, Zahedan, Iran. ,aliarab@edpsy.usb.ac.ir
2- Associate Professor, Department of Psychology, Faculty of Education and Psychology, University of Sistan and Baluchestan, Zahedan, Iran. ,
Abstract: (5 Views)
Objective: The present study aimed to determine the effectiveness of compassion-based therapy on self-criticism and social adjustment among students with a substance-dependent parent.
Methods: This study employed a quasi-experimental design with a pretest-posttest control group and a follow-up phase. The statistical population consisted of all male high school students in upper secondary schools in Zahedan County who had at least one parent with substance dependence. Among them, 30 participants were selected through convenience sampling and were randomly assigned to either the experimental group or the control group, with 15 students in each group. The data collection instruments included the Levels of Self-Criticism Scale developed by Thompson and Zuroff (LOCS) and the Adjustment Inventory for School Students developed by Sinha and Singh (AISS). The compassion-based therapeutic intervention was administered to the experimental group in eight weekly sessions, each lasting 90 minutes. Data were collected at the pretest, posttest, and eight-week follow-up stages and were analyzed using appropriate statistical methods.
Results: The findings indicated that compassion-based therapy significantly reduced self-criticism among students with a substance-dependent parent (P<0.05); however, no significant effect was observed on their social adjustment (P>0.05).
Conclusions: Based on these findings, it can be concluded that compassion-based therapy may be used as an effective intervention for improving the psychological indicators of vulnerable students.
Methods: This study employed a quasi-experimental design with a pretest-posttest control group and a follow-up phase. The statistical population consisted of all male high school students in upper secondary schools in Zahedan County who had at least one parent with substance dependence. Among them, 30 participants were selected through convenience sampling and were randomly assigned to either the experimental group or the control group, with 15 students in each group. The data collection instruments included the Levels of Self-Criticism Scale developed by Thompson and Zuroff (LOCS) and the Adjustment Inventory for School Students developed by Sinha and Singh (AISS). The compassion-based therapeutic intervention was administered to the experimental group in eight weekly sessions, each lasting 90 minutes. Data were collected at the pretest, posttest, and eight-week follow-up stages and were analyzed using appropriate statistical methods.
Results: The findings indicated that compassion-based therapy significantly reduced self-criticism among students with a substance-dependent parent (P<0.05); however, no significant effect was observed on their social adjustment (P>0.05).
Conclusions: Based on these findings, it can be concluded that compassion-based therapy may be used as an effective intervention for improving the psychological indicators of vulnerable students.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2026/02/28 | Accepted: 2026/06/14
Received: 2026/02/28 | Accepted: 2026/06/14
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