The Effectiveness of Integration Psychodrama with Cognitive Behavioral Group Therapy on the Dimensions of Interpersonal Sensitivity and Social Anxiety in Teenage Girls

Document Type : Original Article

Authors

1 PhD student in psychology, faculty of educational sciences and psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran

2 Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran

3 Professor of Psychology, ,Department of Psychology, Faculty of Educational sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran

4 AssistantProfessor,Department of Psychology, Faculty of Educational sciences and Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran

Abstract

Abstract
Introduction:  Social anxiety disorder with a frequency of 13% and a higher prevalence in teenage girls is the third most common mental disorder. Therefore, the purpose of this research was to investigate the integration of psychodrama with cognitive behavioral group therapy on the dimensions of interpersonal sensitivity and social anxiety for teenage girls.
Method: The current study was a quasi-experimental study with a pre-test, post-test design, and follow-up with a control group. The statistical population included all ninth-grade female students of Sirjan City in the academic year 2021-22. After screening and initial diagnosis, 24 persons were conveniently selected and were randomly assigned to the experimental (n = 12) and the control (n =12) groups and the experimental group received integrated psychodrama and cognitive behavioral group therapy for 9 sessions (120 minutes per session) per week. The social anxiety Scale for Adolescents (SAS-A) and The InterPersonal Sensitivity questionnaire (IPSM) were used to collect data. Multivariate analysis of covariance (MANCOVA) was used to analyze the data.
Results:  The results of multivariate analysis of covariance showed a significant effect of integration of psychodrama therapy with cognitive behavioral group therapy on reducing interpersonal sensitivity and social anxiety in the post-test and follow-up phase in the experimental group compared to the control group (P≤0/01)
Conclusion: : In general, the results indicated that the integration of psychodrama with cognitive behavioral group therapy was effective in improving social anxiety and reducing interpersonal sensitivity in adolescents due to the use of role-playing and objectification of internal imaginations and tendencies, as well as the emphasis on cognitive reconstruction

Keywords

Main Subjects


  1. Ganji M, Ganji H. Abnormal psychology based on DSM-5. Tehran: savalan Publications. 2013:260-1.
  2. Hamidi F, Hasanpour Khademi F. The Effect of Psychodrama on Social Anxiety and Interpersonal Sensitivity of Secondary School Teenage Girls. Knowledge & Research in Applied Psychology. 2022;23(1):125-36.
  3. Esmaeili L, Amiri S, Reza Abedi M, Molavi H. The effect of acceptance and commitment therapy focused on self-compassion on social anxiety of adolescent girls. Clinical Psychology Studies. 2018;8(30):117-37.
  4. Erbay LG, Reyhani İ, Ünal S, Özcan C, Özgöçer T, Uçar C, et al. Does psychodrama affect perceived stress, anxiety-depression scores and saliva cortisol in patients with depression? Psychiatry investigation. 2018;15(10):970.
  5. Fehm L, Beesdo K, Jacobi F, Fiedler A. Social anxiety disorder above and below the diagnostic threshold: prevalence, comorbidity and impairment in the general population. Social psychiatry and psychiatric epidemiology. 2008;43:257-65.
  6. Mohammadi MR, Ghanizadeh A, Mohammadi M, Mesgarpour B. Prevalence of social phobia and its comorbidity with psychiatric disorders in Iran. Depression and anxiety. 2006;23(7):405-11.
  7. Talepasand S, Nokani M. Social phobia symptoms: prevalence and sociodemographic correlates. Archives of Iranian Medicine. 2010;13(6):522-7.
  8. Crome E, Grove R, Baillie AJ, Sunderland M, Teesson M, Slade T. DSM-IV and DSM-5 social anxiety disorder in the Australian community. Australian & New Zealand Journal of Psychiatry. 2015;49(3):227-35.
  9. Farajollahi M, Esmaeili Z. Epidemiology and Clinical Characteristics of Social Anxiety Disorder in Students in Kermanshah, Iran. Iranian Journal of Epidemiology. 2017;13(1):52-9.
  10. Tajeri B. Effectiveness of problem solving training on interpersonal sensitivity & aggression in students. Journal of School Psychology. 2016;5(3):39-55.
  11. Farahi SMMM, Kashani SR, Gallitto E, Leth-Steensen C. Aspects of interpersonal sensitivity relate differentially to subclinical social phobia and autistic traits. Mediterranean Journal of Clinical Psychology. 2022;10(1).
  12. Morina N, Seidemann J, Andor T, Sondern L, Bürkner PC, Drenckhan I, et al. The effectiveness of cognitive behavioural therapy for social anxiety disorder in routine clinical practice. Clinical Psychology & Psychotherapy. 2022.
  13. Kindred R, Bates GW, McBride NL. Long-term outcomes of cognitive behavioural therapy for social anxiety disorder: A meta-analysis of randomised controlled trials. Journal of Anxiety Disorders. 2022:102640.
  14. Butler RM, O’Day EB, Swee MB, Horenstein A, Heimberg RG. Cognitive behavioral therapy for social anxiety disorder: Predictors of treatment outcome in a quasi-naturalistic setting. Behavior therapy. 2021;52(2):465-77.
  15. Fogarty C, Hevey D, McCarthy O. Effectiveness of cognitive behavioural group therapy for social anxiety disorder: Long-term benefits and aftercare. Behavioural and Cognitive Psychotherapy. 2019;47(5):501-13.
  16. Scaini S, Belotti R, Ogliari A, Battaglia M. A comprehensive meta-analysis of cognitive-behavioral interventions for social anxiety disorder in children and adolescents. Journal of Anxiety Disorders. 2016;42:105-12.
  17. REZAIE F, AMIRI M, TAHERI E. Effectiveness of cognitive-behavioral group therapy on reducing social anxiety and negative cognitive evaluation among hard of hearing young girls. 2018.
  18. Moreno ZT, Blomkvist LD, Rutzel T. Psychodrama, surplus reality and the art of healing: Routledge; 2013.
  19. Corey G. Theory and practice of counseling and psychotherapy: Cengage learning; 2012.
  20. Enelow S. Method acting and its discontents: on American psycho-drama: Northwestern University Press; 2015.
  21. Hamidi F, Nasri S, Hafezi N. The Effectiveness of Psychodrama Treatment on Social Anxiety of Migrant Adolescent Girls: Emphasizing on Afghan Migrants. Rooyesh-e-Ravanshenasi Journal(RRJ). 2020;9(5):31-8.
  22. Mousavi H, Haghayegh SA. Efficacy of Psychodrama on Social Anxiety, Self-esteem and Psychological Well-being of University Students that met Diagnosis of Social Anxiety Disorder. Knowledge & Research in Applied Psychology. 2019;20(3):22-30.
  23. Şimşek G, Yalçınkaya EY, Ardıç E, Yıldırım EA. The effect of psychodrama on the empathy and social anxiety level in adolescents. Turkish Journal of Child and Adolescent Mental Health. 2020;27(2):96-101.
  24. Rudokaite D, Indriuniene V. Effectiveness of psychodrama for mitigating school fears among senior secondary school students. Zeitschrift für Psychodrama und Soziometrie. 2019.
  25. Treadwell T, Dartnell D. Cognitive behavioral psychodrama group therapy. International Journal of Group Psychotherapy. 2017;67(sup1):S182-S93.
  26. Abeditehrani H, Dijk C, Toghchi MS, Arntz A. Integrating cognitive behavioral group therapy and psychodrama for social anxiety disorder: An intervention description and an uncontrolled pilot trial. Clinical Psychology in Europe. 2020;2(1):1-21.
  27. Hamamci Z. The effect of integrating psychodrama and cognitive behavioral therapy on reducing cognitive distortions in interpersonal relationships. Journal of Group Psychotherapy, Psychodrama & 2002.
  28. Puklek M. Sociocognitive aspects of social anxiety and its developmental trend in adolescence [PhD Dissertation]. Ljubljana: University of Ljubljana. 1997.
  29. Saylor CF, Finch A, Spirito A, Bennett B. The children's depression inventory: a systematic evaluation of psychometric properties. Journal of consulting and clinical psychology. 1984;52(6):955.
  30. GERAVAND F, SHOKRI O, KHODAEI A, AMRAEI M, TOULABI S. Standardization, validity and reliability of the brief fear of negative evaluation scale for 12-18 years old adolescents in Tehran. 2011.
  31. Imani S, Alkhaleel Y, Shokri O. The relationship between dysfunctional attitudes and Social Anxiety Disorder in adolescents (students): the mediating role of Emotion Regulation. Journal of Educational Psychology Studies. 2019;16(33):1-28.
  32. Ostovar S, Razavieh A. The study of psychometric properties of social anxiety scale for adolescents (SAS-A) for Use in Iran. 2013.
  33. Boyce P, Parker G. Development of a scale to measure interpersonal sensitivity. Australian and New Zealand Journal of Psychiatry. 1989;23(3):341-51.
  34. Luty SE, Joyce PR, Mulder RT, Sullivan PF, McKenzie JM. The interpersonal sensitivity measure in depression: associations with temperament and character. Journal of Affective Disorders. 2002;70(3):307-12.
  35. Heimberg RG, Brozovich FA, Rapee RM. A cognitive-behavioral model of social anxiety disorder. Social anxiety. 2014:705-28.
  36. Moreno ZT. Psychodramatic rules, techniques and adjunctive methods. Group Psychotherapy. 1965.
  37. Leveton E. A clinician's guide to psychodrama: Springer Publishing Company; 2001.
  38. Sarrami N, Yazdkhasti F. The effectiveness of psychodrama with transactionalanalysiscontent on emotion regulation and social-adaptive functions in femaleadolescent with bad parenting. Journal of Clinical Psychology. 2018;9(4):83-94.
  39. Baim C, Burmeister J, Maciel M. Psychodrama: Advances in theory and practice: Routledge; 2013.
  40. Bakaeian M, Bolghanabadi M, Asghari Nekah SM, Bagherzadeh-golmakani Z. Comparison of the effectiveness of group cognitive behavioral therapy and psychoanalysis on fear of negative evaluation, self-focused attention and self-criticism in students. Journal of Psychology. 2022;100(4):571.
  41. Rogers CA, Kosowicz D. Psychodrama: conception, evolution, evidence and applications. Special Issue on Expressive Therapies. 2019;13(1):30-5.
  42. Rostampor M, Hoseinsabet F. Effectiveness of drama therapy in mindfulness and emotion regulation of high school male students. Journal of Modern Psychological Researches. 2018;13(49):167-86.
  43. Mayor C, Frydman JS. Understanding school-based drama therapy through the core processes: An analysis of intervention vignettes. The Arts in Psychotherapy. 2021;73:101766.