یکشنبه 4 مرداد 1405
[Archive]
چکیده: (28 مشاهده)
Objective: Body image concerns significantly impair adolescent psychological well-being. This quasi-experimental study aimed to compare the effectiveness of Stress Inoculation Training (SIT) and Mindfulness Skills Training (MST) on metacognitive appraisal of dysmorphic concerns, unconditional self-acceptance, and conditional self-acceptance among female adolescents with elevated dysmorphic concerns.
Methods: Conducted in 2025 in Ahvaz, Iran, this study employed a pretest-posttest two-month follow-up design with a wait-list control group. Of 112 adolescents screened, 45 eligible female high school students (aged 14–18 years) were randomly assigned to SIT (9 sessions, n=15), MST (8 sessions, n=15), or control (n=15). Data were collected using the Dysmorphic Concern Questionnaire (DCQ), Body Dysmorphic Metacognition Questionnaire (BDMCQ), and Unconditional Self-Acceptance Questionnaire (USAQ). Data were analyzed with mixed-design repeated-measures ANOVA and Bonferroni post-hoc tests. No a priori power analysis was performed due to the pilot nature of the study.
Results: Both SIT and MST produced significant improvements with large effect sizes (η² ranging from 0.39 to 0.77) in metacognitive appraisal of dysmorphic concerns (reduced scores), unconditional self-acceptance (increased scores), and conditional self-acceptance (reduced scores) from pretest to posttest and two-month follow-up compared to the control group (P<0.001). No significant differences were observed between the SIT and MST groups at any time point, and treatment gains were maintained at follow-up.
Conclusion: SIT and MST appear equally effective in reducing dysfunctional metacognitive appraisals and enhancing self-acceptance in this sample. However, findings are limited by the small, female-only sample from a single city and lack of structured diagnostic interviews; therefore, generalizability is restricted and results should be interpreted cautiously.
Methods: Conducted in 2025 in Ahvaz, Iran, this study employed a pretest-posttest two-month follow-up design with a wait-list control group. Of 112 adolescents screened, 45 eligible female high school students (aged 14–18 years) were randomly assigned to SIT (9 sessions, n=15), MST (8 sessions, n=15), or control (n=15). Data were collected using the Dysmorphic Concern Questionnaire (DCQ), Body Dysmorphic Metacognition Questionnaire (BDMCQ), and Unconditional Self-Acceptance Questionnaire (USAQ). Data were analyzed with mixed-design repeated-measures ANOVA and Bonferroni post-hoc tests. No a priori power analysis was performed due to the pilot nature of the study.
Results: Both SIT and MST produced significant improvements with large effect sizes (η² ranging from 0.39 to 0.77) in metacognitive appraisal of dysmorphic concerns (reduced scores), unconditional self-acceptance (increased scores), and conditional self-acceptance (reduced scores) from pretest to posttest and two-month follow-up compared to the control group (P<0.001). No significant differences were observed between the SIT and MST groups at any time point, and treatment gains were maintained at follow-up.
Conclusion: SIT and MST appear equally effective in reducing dysfunctional metacognitive appraisals and enhancing self-acceptance in this sample. However, findings are limited by the small, female-only sample from a single city and lack of structured diagnostic interviews; therefore, generalizability is restricted and results should be interpreted cautiously.
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