The effectiveness of group gestalt therapy on the sense of belonging to school in 10th grade male students in Tehran

A sense of school belonging is an important psychological trait that affects on other components of schooling. The aim of this study was to investigate the effectiveness of group gestalt therapy on the sense of school belonging in tenth grade students in District 4 of Tehran. The present study was a quasi-experimental study with pre-test and post-test design with control group and follow-up test. The statistical population included 10th grade male students in Tehran's 4th district in 2018-19. The final subjects(n=17) were randomly assigned to experimental (n = 9) and control (n = 8) groups. The experimental group underwent 8 sessins of group gestalt therapy and the control group did not receive any intervention. Then, after the test and also after 3 months, follow-up test was received from both groups and the results were compared with each other. The results of analysis of covariance showed that in general, the sense of scjool belonging in the experimental group is more than the control group (P = 0.001 and F = 19.08). Also, the effectiveness of the intervention was stable after 3 months (P = 0.001 and F = 46.72). Based on the findings of the present study, it can be concluded that group gestalt therapy is effective in increasing the sense of school belonging of tenth grade male students and this effect has a significant stability; Therefore, this intervention method can be used to improve the sense of school belonging in tenth grade students.