Effects of Self-healing on Self-compassion, self-steam and Aggression of Poorly Supervised Teen Girls

Introduction: The aim of this study was to investigate the effectiveness of self-healing training on self-compassion, self-esteem, and aggression in poorly supervised teen girls. Method: The research method was quasi-experimental with a pretest-posttest-follow-up design with a control group. The research population included poorly supervised teen girls in Isfahan that were for sake of this research gathered by public instigators in counseling centers. 40 people that were willing to participate in this research by the accessible method were randomly put into two groups the experimental group (20 people) and the control group (20 people). Self-compassion scale of Ross Vonk, Pummir, Kristin Neff, and Vangacht (2011), Stanley Coopersmith’s self-steam scale (1967), and Eyesenk and Gllenn Wilson’s aggression scale (2011) were used as a pre-test. Afterward, the experiment group was put under 14 sessions (a 30-minute session per week) for learning how to self-heal. After that both groups took the post-test and a month of follow-up was executed for both groups. Results: For analyzing the results, a frequent variance analysis test was used. Results show that teaching self-healing had a significant effect on the rise of self-compassion and self-steam and a decrease in aggressive behaviors in participants (p<0.05). Conclusion: According to the results of research that are done so far, we can put teaching self-compassion as a new optimistic approach method for increasing teen girls’ psychological health with relatively stable effects, in the subject of increasing self-care skills