Comparison of the Effectiveness of Reality Therapy based on Choice Theory and Acceptance and Commitment Therapy on Communication Skills of Female High School Students

Document Type : Original Article

Authors

1 PhD student, Department of Psychology, Faculty of Humanities, Tehran North Branch, Islamic Azad University, Tehran, Iran

2 Professor, Department of Counseling, Allameh Tabataba'i University, Tehran, Iran

3 Associate Professor, Faculty of Humanities, Tehran North Branch, Islamic Azad University, Tehran, Iran

4 Department of Psychology, Faculty of Humanities, Tehran North Branch, Islamic Azad University, Tehran, Iran

Abstract

Background: Communication skills are components of social empowerment which assist people to cope with daily life problems and difficult situations.
 
Objectives: This study aimed to compare the effect of reality therapy based on choice theory and acceptance and commitment therapy on the communication skills of female high school students.
 
Methods: The present study was semi-experimental with pretest, posttest, and follow-up design with a control group. The statistical population included all the female high school students in Tehran during the academic year 2019-2020. A total of 45 students were randomly selected and assigned to two experimental groups (15 students in each group) and a control group (15 students). The interpersonal communication skills test of Queendom (2004) was used as a data collection tool in this study. Data were analyzed by one-way ANCOVA, and Bonferroni post hoc using SPSS (Version 24).
 
Results: The results indicated that reality therapy and acceptance and commitment therapy in post-test and follow-up significantly affect students' communication skills (P<0.05). Also, acceptance and commitment therapy had stronger effects than reality therapy based on choice theory in improving communication skills (P<0.05).
 
Conclusion: It can be concluded that reality therapy based on choice theory and acceptance and commitment therapy can be used as a treatment to improve the communication skills of students in educational and therapeutic settings.
 

Keywords

Open Access Policy: This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. To view a copy of this licence, visit https://creativecommons.org/licenses/by/4.0/

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Razavi International Journal of Medicine
Volume 9, Issue 4
October 2021
Pages 81-88

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