Effect of teaching acceptance and commitment to self-criticism and perceived competence in students with experience of self-injury

The aim of this study was the effect of teaching acceptance and commitment with self-criticism and perceived competence in students with experience of self-harm. Quasi experimental research design and pretest-posttest control group design. The population of male high school students in the academic year 2016-2017 was the city of Tabriz. To select a sample from a boy's school to two secondary school and purposive sampling of 26 students, according to advisor and teacher at the experience of self-harm were selected and randomly divided into two groups of 13 students (experimental group) and 13 students (control group) were included. To collect the data, Self-criticism questionnaire Thompso & Zuroff, perceived competence, Harter and training acceptance and commitment programs were. Data analysis was performed using multivariate analysis of covariance. Results showed that teaching acceptance and commitment on self-criticism and perceived competence influences students with the experience of self-harm. In fact, active learning and increased self-criticism reduces the perceived competence students with the experience of self-harm can result. Therefore, active education on self-criticism and improvement of competencies students with the experience of self-harm are recommended.