Document Type : Research Paper
Authors
1
PhD student, Department of Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran.
2
Associate Professor, Department of Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran.
3
Assistant Professor, Department of Psychology, Faculty of Social Sciences, Razi University, Kermanshah, Iran.
Abstract
One of the most common clinical problems in children is anxiety disorders, which are associated with significant psychopathology. This research was conducted to investigate the effectiveness of emotion-focused cognitive-behavioral therapy group on worry and anxiety sensitivity in anxious children. The research method was a quasi-experimental type with a pre-test-post-test research design and follow-up with a control group. The research population included all female students in the second year of elementary school who studied in the elementary schools of Kahrizak district in the academic year 1400-1401. First, through cluster sampling, 672 people responded to the research tool, including questionnaires of Youth Anxiety Measure for DSM5 (2017), anxiety sensitivity (1991), and worry (1997), in the second stage, 30 people from among the students who Based on the Youth Anxiety Measure for DSM5 (2017) and clinical interview, they met at least one of the criteria of anxiety disorders, they were selected as samples and randomly assigned to two experimental and control groups. To analyze the data, analysis of variance with repeated measurements was used through SPSS-25 software. Data analysis showed that emotion-focused cognitive- behavioral therapy group was effective in worry and anxiety sensitivity in children with anxiety disorders (P<0/05). Based on the findings of the research, it can be concluded that emotion-focused cognitive- behavioral therapy affects on worry and anxiety sensitivity, according to this evidence, the use of emotion-focused cognitive- behavioral therapy for emotional disorders in clinical work with anxious children is recommended.
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