Comparison the effectiveness of reality therapy with mindfulness-based cognitive therapy on identity style of high school girl’s students

Educational organizations today are considered as the most important social systems in each society and are considered as an integral part of this system. The mission of these systems is to educate, educate and educate generations for the future; a future that is much more advanced, more complex, and more complete than the present. The purpose of this study was to compare the efficacy of reality therapy and cognitive therapy based on mind-awareness on the students' identity styles.

The research was a semi-experimental research with experimental and control group with pre-test, post-test and follow-up. The research community of all female high school students was a district of a Tehran city education in the academic year of 1396-97. A total of 45 high school students were selected and randomly assigned to three groups of reality therapy, cognitive therapy based on mindfulness and control in the KMT test, 1.5 standard deviation units. In this research, the Bersonsky Identity Styles Questionnaire (1989) was used to assess the identity of students. To analyze the data, covariance analysis (ACNOVA) was used.

The results showed that the reality of therapy had a significant effect on the identity style of high school girl students. Cognitive therapy had a significant effect on the identity style of high school female students. There was no significant difference between the effectiveness of the reality therapy and cognitive therapy on the identity style of the students.

It can be concluded that cognitive therapy based on mind-awareness and reality therapy can help adolescents achieve a successful identity.