Procedia - Social and Behavioral Sciences 84 ( 2013 ) 1059 – 1062

1877-0428 © 2013 The Authors. Published by Elsevier Ltd. Selection and peer-review under responsibility of Prof. Dr. Huseyin Uzunboylu & Dr. Mukaddes Demirok, Near East University, Cyprusdoi: 10.1016/j.sbspro.2013.06.699

Group council effect regarding to its cognitive-behavioural-emotional factors in decreasing girl high

school students anxiety

Maryam Zebardast Yousefabada*,Leyla Gholizadeh Borhanib , Issa Piric aZehn Ziba Rehatibilation Center of Mental Patients , Tabriz, Iran. Postal Code: 51739-64659

bRed Cresdent organization,Azarbaijan Sharghi, Tabriz, Iran. Postal Code: 51686-47493 cZehn Ziba Rehatibilation Center of Mental Patients , Tabriz, Iran. Postal Code: 51739-64659

Abstract It is widely accepted that anxiety is an experience that people face to in their lives. Marx and Ladder (1973) declared that 6 to 26 percent of all healthy-mental problems that need to be healed originated from anxiety. Rarely is any teenager unconscious about the issue. To be overwhelmed by professional and educational situations, strains and difficulties of life, the teenagers are exposed to anxiety (Nelson, 1995). The present research was to determine the Group Counselling effect regarding to its cognitive-behavioural-emotional factors in decreasing anxiety. The simple random method was used for providing the experimental sample. One girl high school was randomly selected amidst all girl high schools of Tabriz and SLC-90 questionnaire form was carried out over them. Results obtained, proved that the difference between pre-test and post-test was significant (T=6.15, P<0.01). The results of the current research are similar to those of variety of studies that ratify the account of beneficial impact of the cognitive-behavioural-emotional approach on decreasing of signs in people who are stricken by anxiety disorders. Since the current study proved that group therapy managed to lessen anxiety signs in students, it has a capability to present benefits such as decreasing costs relevant to health care affairs for systems which give psychological services.

Keywords: cognitive-behavioural-emotional approach; Anxiety group counselling; Girl students

1. Introduction

Anxiety is a natural phenomenon that everybody experiences it during the course of their lives. Sadock (1993) interprets it as: anxiety is a diffuse, very unpleasant and frequently vague worry that is mostly accompanied by autonym system alarms. Regarding to the point that anxiety is a natural response for stress; the individual is prepared for facing peril and also appropriate reaction. In the matter of soaring of anxiety, Marx & ladder (1973) declared that 6 to 27 percent of healthy-mental problems which are in need for healing originated from anxiety disorders. It appears that most likely any adult is unfamiliar with the anxiety because adolescence is a period full of unrest and effort that is indicative of getting independent, searching for identity and getting released of images and

* Corresponding author. Tel.: +98 914 110 5937; fax: +98 411 4782362. E-mail addresses: m_zebardast82@yahoo.com

3rd World Conference on Psychology, Counselling and Guidance (WCPCG-2012)

© 2013 Published by Elsevier Ltd. Selection and peer review under the responsibility of Dr. Melehat Halat

Available online at www.sciencedirect.com

© 2013 The Authors. Published by Elsevier Ltd. Selection and peer-review under responsibility of Prof. Dr. Huseyin Uzunboylu & Dr. Mukaddes Demirok, Near East University, Cyprus

1060 Maryam Zebardast Yousefabad et al. / Procedia - Social and Behavioral Sciences 84 ( 2013 ) 1059 – 1062

parental values in order to build up personality of the individual. Thus exposing to professional, educational stresses, tensions and other critical situations can bring anxiety to them (Nelson 1374).

This research makes a psychological sense spreading through the world that is an essential matter. As statistics reflects every one out of four in the world is stricken to at least one type of anxiety disorders. Annual anxiety disorders spreading rate is 17.7 %, women are exposed to anxiety 30.5 % and men are exposed to anxiety 19.2 % up to their lifetime (Azar & Nomi 1380). Generally speaking, the current study pursues the matter to see if group counseling based on cognitive-behavioral-emotional approach can be effective to reduce the signs of anxiousness in students.

Barlo (1984) through a research over British people noticed that 30 % to 40 % of common people face a serious kind of anxiety. In our society there is a remarkable account of anxiety as well, especially owing to commercial and social grounds. Regarding to the point, Ebrahimi (1374) states that 5 % to 20 % of people suffer from a chronic kind of anxiety and among these people, women get into trouble more than men in this matter. It appears that psychological intermediaries are necessary and part of essential responsibilities of authoritatives in Iran because Iran is a developing country and adult population comprise 1/3 of the population (according to year 1385 statistic, adult population 15-19 years old equals to 12337529) and concerning to clinical advances in the scope of adult psychology within two past decades, recognition and assessment of sentimental and emotional matters is an undeniable duty.

Borumand et al. (1381) through a research that was carried out over adult students reported that their educational needs in the matter of psyche care affairs equals to 58.3 % that is very high. Studies prove that 5-10 % of adult population face a crippling type of anxiety disorders that cause problem for them in their daily life. One of

ms that is commodious both carefully and timely and it is found in group counseling. Navabinejad (1386) states that saving of time is the advantage of the approach especially when a large number of people ask for consultation and all of them are in need of the same solution.

based on REBT method on self-image and dropping out) stated that the constructive self-concept and education improvement have significantly been increased after the intervention of group counseling based on REBT and it proves the positive effect of REBT method on self-concept and education improvement. Ostadian declared that group counseling with Alice rational-sentimental-behavioral approach reduces the exam anxiety level but increases the self-confidence capacity of the experimental students in comparison to control.

Elahifard reported that difference between two groups was significant and group counseling with rational-emotional-behavioral approach lessened the exam anxiety of the students.

2. Method:

2.1. Participants and research plan The statistical sample of the current research is the girl students of a high school located in zone 4 of Tabriz

city. Two hundred questionnaires about depression were carried out among students who took part in the educational sessions. After evaluating the questionnaires, 30 students that got good marks were selected and 16 students out of 30 accepted to cooperate and participate in the classes. 2.2. Materials

SLC-level. The authenticity of SLC-90 based on KRONBAKH Alfa equals to 0.86 and for below level of aggression, depression and anxiety through re-examining was reported 0.76 (Nadjarian & Davoodi, 1380). 2.3. Data collecting approach

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This research is deemed as a semi-experimental, test-retest with a group. A cognitive-behavioural-emotional

course was carried out over participants after selecting them. This course took place in 10 ninety-minute sessions. The course was implemented twice a week. All of sessions took place in school and out of school programs. At the beginning of each session, the homework of one session before was checked and each member explained their mood and behaviour for each other. They were impressed by each other. It took about ten minutes every session.

The cognitive-behavioural-emotional approach was educated with the attention to the feeling and its impact on behaviour. By the approach the anxious students are taught how to deal with their negative thoughts or feelings and become able and resolute to alter their believes and ideas in order to diminish and finally remove negative impressions, get aware of them and deem them with a positive and broad outlook. 3. Results

The approach of T-test based on pre-test and post-test marks was implemented for assessment of the impact of cognitive-behavioural-emotional group counselling.

The standard error, standard deviation and group average of pre-test and post-test is represented at table 2. The independent test with df= 15 for difference between pre-test and post-test marks in scl-90 questionnaire is indicative of a significant difference between them (T=6.15, p<0.01). Therefore, the impact of cognitive-behavioural-emotional group counselling managed to decrease the anxiety level in students.

Table 1. The number, population and age range of participants in pre-test and post-test

Table 2. The mean of standard deviation and standard error of pre-test and post-test, -90 questionnaire

4. Discussion and conclusion: There is a variety of relevant studies that approve the current study results as the following:

Biabangard (1376) reported that the four types of therapy, including: Effectiveness of Lazarus Multimodal Therapy, El Therapy, Relaxation and Plasibo on Decreasing Students Test Anxiety were significantly more effective than control group. There was no significant difference seen between, Ellis Rational Emotive Therapy, relaxation and Multimodal Therapy. The effectiveness of El Therapy was more effective than Plasibo and control group. Hegadavicine (1379) was quoted by Elahi Fard that some results of rational-sentimental therapy approach as follows:

1- Rational-Emotive therapy decreased the number of reported self-assessment, anxiety in general, anxiety of conversation and anxiety of test.

2- There some evidences that prove the decreasing the impact of the rational-emotive therapy on irrational and unreasonable thinking. A therapist that believes rational-emotional therapy directs attentions to irrational credence to satisfy him/her and the explanation is that the approach lessens individual stress and finally decreases the anxiety.

Variable Pre-test Post-test

Number 16 16

Gender Female Female

Age range 15.5-17 15.5-17

group Standard deviation Standard error mean T difference

Pre-test 0.70 0.20 1.79 9.1 1.274

Post-test 0.62 0.16 .052 3.319

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Since this method managed to reduce the anxiety of the students, thee approach can be commercially beneficial for the systems that give psychological services. Thus a timely intervention can be very assertive to prevent other treatment costs (Adams & Johnson, 2000).

Honestly speaking, the current study has some limitations such as the thorough control of variables including the commercial, social attitude and the ignorance of students major and the poor pursuit of the students. These limitations disabled us to universalize the issue. Therefore, it is recommended that a large sample to be used and pursuits to be implemented every six month in order to increase the popularization probability.

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