The Effectiveness of Trainings based on Neuro-Linguistic programming and Cognitive Behavioral Approach on Students’ Anxiety, Depression and Stress

Introduction: The aim of this study was to evaluate the effectiveness of teaching neuro-verbal planning strategies and cognitive-behavioral approach on reducing students' anxiety, depression, and stress.Method: This quasi-experimental study is a pre-test-post-test with a control group and the study population includes all adolescent girls and boys ۱۵ to ۱۸ who were studying in the secondary schools of Kerman in the academic year of ۱۹۹۹-۲۰۱۰. And were randomly replaced in three groups of ۱۵ people. Experimental group ۱ underwent strategic training of neuro-verbal planning for ۱۸ minutes in each session for ۱۸ minutes and experimental group ۲ underwent aphthous-behavioral therapy in ۶ sessions once a week for ۶۰ minutes. They did not receive any special training or treatment. The instruments used in this study included the Depression, Anxiety, Stress Scale (DASS-۲۱).Results: Findings showed that teaching neuro-verbal programming strategies as well as cognitive-behavioral therapy on reducing depression (=۲ = ۰.۸۸۳, P <۰.۰۵), anxiety (=۲ = ۰.۸۴۶, P <۰.۰۵) and stress (=۲ = ۰.۸۶۳, P <۰.۰۵) had a significant effect on students. On the other hand, the effect of teaching neuro-verbal planning strategies and cognitive-behavioral approach on reducing students' depression, anxiety and stress was not significantly different (p> ۰.۰۵).Conclusion: Based on the results, it can be said that teaching neuro-verbal planning strategies and cognitive-behavioral approach reduces depression, anxiety and stress in adolescents. And the effect of teaching neuro-verbal planning strategies and cognitive-behavioral approach on reducing depression, anxiety and stress in adolescents has been the same.

Keywords:

Comparison , neuro-verbal programming , Cognitive-behavioral therapy , Anxiety , Depression , stress