Comparing the Effectiveness of Reality Therapy and Positive Thinking Training for Cognitive Avoidance; Emotional Regulation Strategies with the Modifying Role of Gender in Blind Students

Abstract

The aim of the present research endeavor was to compare the effectiveness of reality therapy and positive thinking training in promoting emotional regulation and cognitive avoidance among blind second-secondary students in Ardabil city. Gender was also considered as a moderating factor in this comparison. During the 2019 academic year, the research community comprised male and female secondary school pupils from Ardabil city who were blind. Through random sampling, 66 qualified volunteers (33 girls and 33 boys) were selected. The research methodology was applied and quantitative data collection was conducted in a semi-experimental fashion using a pre-test-post-test and follow-up design. The participants were divided into two independent groups, each receiving one of two intervention trainings(reality therapy training and positive thinking training), and a control group comprised of 22 individuals, 11 of whom were girls and 11 of whom were boys. The research employed the Cognitive Avoidance Questionnaire (CAQ) and the Emotion Regulation Strategies Questionnaire (CERQ). Ten sessions of positive thinking training and eight sessions of reality therapy training (each lasting sixty minutes) were completed. Using the spss21 software, the data were analyzed using multivariate covariance analysis and Benferoni's post hoc test. The studies showed that the therapeutic interventions of the two experimental groups differ from those of the control group. Furthermore, in comparison to boys, the efficacy of the therapeutic intervention program in addressing cognitive avoidance and emotional regulation was found to be greater in girls (P<0.05). The results of the follow-up test showed the stability of therapeutic interventions in blind students after one month. The efficacy of reality therapy and positive thinking instruction in ameliorating the emotional regulation and cognitive avoidance difficulties of both male and female students is underscored; consequently, its application is concentrated on blind students. After one month, the results of a follow-up evaluation demonstrated that therapeutic interventions for blind students remained stable. The efficacy of reality therapy and positive thinking training in ameliorating the emotional regulation and cognitive avoidance difficulties of both male and female students is underscored, thus justifying its application to blind students.

Keywords

• cognitive avoidance
• emotion regulation strategy
• positive thinking
• reality therapy