Effectiveness of integrative intervention of romantic Breakdown to improve the love trauma syndrome, academic resilience, academic well-being and self-distinction in students with romantic breakdown

The consequences of personal, family, social and educational harm caused by students' emotional breakdowns in society are very significant. The present study aimed to evaluate the effectiveness of an integrated emotional failure intervention on improvement of love trauma syndrome, academic resiliency, academic well-being, and self-differentiation in students with emotional failure. The research method was quasi-experimental research and pre-test, post-test, follow-up with equal control group were used. The statistical population included all government students of Neishabour city in the academic year 2018-2019 (N = 2215). Among the students with emotional failure (scoring above 16 in the list of Ross Love Trauma Syndrome, 1999) who were 89, 36 were selected by random sampling method and then in two groups of experimental (18) and control (18). Were randomly assigned. The experimental group was trained in an integrated emotional failure intervention program Akbari, Talepsand, Rahimian Bogar and Amin Beidakhti (2018) in 8 sessions of 70 minutes and the control group did not receive any training. This treatment program was an integrated combination of positivist psychotherapy theory and selection theory, which was set in 6 treatment units and 27 themes. Participants completed questionnaires on love trauma syndrome (Ross, 1999), academic resilience (Samuels, 2004), academic well-being (Petrinen, Sweeney, & Pihalto, 2014) and their differentiation (Scorron and Friedlander, 2003). ‌ were analyzed by repeated measures analysis and LSD post hoc test using SPSS-25 software. The results showed that the integrated-emotional intervention of emotional failure with an agreement coefficient above 0.90, which was measured by 9 expert judges, was able to improve love trauma syndrome (Eta = 0.79), communication skills (67.67). Eta = 0), future orientation (Eta = 0.38), problem orientation and positivity (Eta = 0.95), academic well-being (Eta = 0.23), integration with others (= 0.11) Eta), emotional attachment (Eta = 0.14) and my position (Eta = 0.78) had positive effects in the post-test phase and this effect was not significant only in relation to the emotional response dimension in the post-test phase. In the follow-up stage, the effectiveness of the intervention was significant in all variables except problem-orientation and positivism (educational resilience dimension) and all dimensions of self-differentiation (p <0.01). Integrated emotional failure intervention can be an effective and efficient program in promoting mental health and preventing emotional and academic problems in students. Therefore, this program can be used to protect students against various psychological, social and academic problems, and it is suggested that university counseling centers make extensive use of this intervention.