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2- PhD Students of Clinical Psychology, Department of Clinical Psychology, Faculty of Humanities, Shahed University, Tehran, Iran. ,
3- PhD of Psychology, Associate Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
4- PhD Student of Educational Psychology, Department of Psychology, Faculty of Humanities, Qom Branch, Islamic Azad University, Qom, Iran.
Objectives The purpose of this research was to study the effect of acceptance and commitment therapy in decreasing cognitive avoidance among students with Specific Learning Disorder.
Methods This was an experimental study with pre-test, post-test, and a control group. The research population included 40 5th-grade male students suffering from Specific Learning Disorder in Ardabil in 2015. The research sample was selected using multi-step cluster sampling and random assignment classified into two groups: experimental group (n=20) and control group (n=20). The following tools were used for data collection: Kay Math Mathematic Test, Raven Intelligence Test, Reading Test of Shafiei et al., Falahchay Writing Expression, Cognitive Avoidance Questionnaire, and Diagnostic Interview Based on DSM-5. The data were analyzed by multivariate of covariance analysis (MANCOVA) model.
Results The results revealed that the acceptance and therapy was effective in decreasing cognitive avoidance in students suffering from Specific Learning Disorder (P<0.001). In other words, acceptance and commitment therapy help the people to be aware of their negative emotions and accept them to reduce cognitive avoidance.
Conclusion The results of this research showed that since acceptance and commitment therapy can have a significant impact on the acceptance of emotions and confrontation with them, this treatment can play an eminent role in decreasing cognitive avoidance in such students.
Received: 2015/12/3 | Accepted: 2016/05/31 | Published: 2017/10/1
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