Effectiveness of Acceptance and Commitment Therapy on Responsibility and its Components in Female Students

The purpose of this study was to evaluate the effectiveness of acceptance and commitment therapy education on students' responsibility.

The research method was quasi-experimental with pre-test and post-test with control group. The statistical population of this study was all female students of Shahid Sadeghi Secondary School (District 6) in Tehran during the school year of 2018-2019. The sample consisted of 30 students (15 experimental group, 15 control group) from those who had a lower than average deviation from the responsibility scale and were randomly selected and divided into two groups of 15 experimental and control groups. Were. The experimental group received 8 sessions of acceptance and commitment therapy training while the control group did not receive any intervention. To measure the variables, Kordlow Liability Questionnaire (2008) was administered to both groups and data obtained from pre-test and post-test using multivariate analysis of covariance. And univariate analysis was performed.

The results of multivariate and univariate analysis of covariance showed that acceptance and commitment therapy education increased the students' responsibility in comparison with the control group in the post-test. (P <0.05).

Therefore, it can be concluded that acceptance and commitment based training can be used to promote accountability and its components. Acceptance and commitment based therapy can be part of intervention programs in counseling centers. Schools should be targeted to increase accountability of target groups.