اثربخشی آموزش واقعیت درمانی مبتنی بر تئوری انتخاب بر مهارت‌های ارتباطی و وابستگی به فضای مجازی در نوجوانان دختر در دوران پساکرونا

عهدیه   امیدی; فرحناز مسچی; مرجان حسین زاده تقوایی; شیدا سوداگر; طاهره  رنجبری پور

doi:10.61838/jcbl.1.3.4

Authors

Ahdieh Omidi Department of Psychology, Karaj Branch, Islamic Azad University, Karaj, Iran Author https://orcid.org/0000-0002-6189-076X
Farahnaz Meschi Department of Health Psychology, Karaj Branch, Islamic Azad University, Karaj, Iran Corresponding author https://orcid.org/0000-0002-6460-9902
Marjan Hosseinzadeh Taghavayi Department of Psychology, Karaj Branch, Islamic Azad University, Karaj, Iran Author https://orcid.org/0000-0001-7947-4118
Sheida Sodagar Department of Health Psychology, Karaj Branch, Islamic Azad University, Karaj, Iran Author https://orcid.org/0000-0002-7935-4789
Tahereh Ranjbaripour Department of Psychology, Karaj Branch, Islamic Azad University, Karaj, Iran Author https://orcid.org/0000-0002-9191-4080

DOI:

https://doi.org/10.61838/jcbl.1.3.4

Keywords:

Post-Corona , Communication skills , Teenagers , Dependence on cyberspace, Reality therapy

Abstract

Considering the issues of dependence on virtual space and communication skills in adolescent girls in the post-COVID-19 era, examining more effective treatments such as reality therapy based on choice theory is of significant importance. The present study aimed to determine the effectiveness of reality therapy training based on choice theory on communication skills and dependence on virtual space in adolescent girls in the post-COVID-19 era. The research method was a quasi-experimental design with a pretest-posttest-follow-up and a control group. The statistical population of the present study included all female students in the first stage of secondary school in District 11 of Tehran during the 2021-2022 academic year, from whom 30 individuals were selected through purposive sampling and randomly assigned to two groups: intervention and control. Participants completed the Internet Addiction Questionnaire by Young (1998) and the Interpersonal Skills Questionnaire by Fetro (2000) at the pretest, posttest, and follow-up stages. In this study, reality therapy training based on choice theory was implemented in 12 sessions, each lasting 90 minutes. Data were analyzed using repeated measures analysis of variance. The results indicated that reality therapy based on choice theory in the intervention group led to an increase in communication skills compared to the control group (P = 0.004). Additionally, reality therapy based on choice theory in the intervention group resulted in a reduction in dependence on virtual space compared to the control group (P = 0.041). The findings of the present study demonstrated that reality therapy training based on choice theory improved communication skills and reduced dependence on virtual space among adolescent girls in the post-COVID-19 era. Based on these results, it is recommended that reality therapy training sessions based on choice theory be conducted for adolescent girls in schools.

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