The Effect of Emotional Regulation Skills Training Based on Self-compassion on Reduce Psychological Distress in Female First High School Students

Introduction: There are many factors involved in the development of studentschr('39') mental disorders, including a lack of emotional regulation skills. Therefore, the aim of this study was to investigate the effect of self-compassion-focused emotional regulation skills training to reduce psychological distress in female first high school students. Methods: The present study was a quasi-experimental with pretest-posttest design with a control group. The statistical population of the present study included all first grade female high school students in Lande, Kohgiluyeh and Boyer-Ahmad Provinces in the academic year of 2017-2018. Two test (18) and control (18) groups were placed. To collect information, the Depression, Anxiety and Stress Questionnaire of Lovibond and Lovibond (DASS-21) were used in two stages of pretest and posttest. Self-Employment Emotion Skills Training Interventions for 9 ninety-minute sessions were performed one week per session for the test group, but the control group did not receive this intervention. A statistical analysis of covariance was used to analyze the data. Results: The results of the data analysis showed that compassionate emotion regulation skills training focused on self-compassion on depression (P <0.001; F = 12.89), anxiety (P <0.000; F = 17.84) and stress (P <0.002; F = 12.30) First-year high school female students have had a significant effect; This means that this training reduces studentschr('39') depression, anxiety and stress. Conclusion: Based on the findings of the present study, it can be said that self-compassionate emotion regulation training can be used as a method by using skills such as emotional awareness, observation, mindfulness training and cultivating compassionate attitudes towards oneself, effective in improving studentschr('39') psychological distress at school level.