Elham Khornegah - BA of Psychology, Non-profit University of Zand Shiraz

Objective: This study was conducted with the aim of Comparison of the effectiveness of positive thinking and writing therapy on self-esteem in adolescents with siblings of autistics "Welfare Administration of Shiraz City". Method: This research followed a semi-experimental design, utilizing a pre-test, post-test, and follow-up design with a control group. The research population included all siblings of adolescents with autism spectrum disorder who were cared for by the Shiraz Welfare Administration in the second half of ۱۴۰۲ (according to the Iranian calendar). From this population, ۳۰ individuals were selected through convenience sampling. They were then randomly assigned to two experimental groups (each with ۱۰ participants) and one control group. The first experimental group received positive thinking training, the second group received writing therapy to boost self-esteem, and the control group was placed on a waiting list. Data were collected using the Rosenberg Self-Esteem Questionnaire (۱۹۶۵), and the data were analyzed using a one-way analysis of covariance (ANCOVA) for a single variable. Conclusion: Both positive thinking training and writing therapy have a significant impact on the self-esteem of siblings of adolescents with autism spectrum disorders. However, writing therapy has a stronger impact on improving the self-esteem of these adolescent siblings than positive thinking training. Discussion and Conclusion: Given the outstanding effectiveness of writing therapy in enhancing the self-esteem of siblings of adolescents with autism spectrum disorder, the use of this therapeutic approach is recommended. In addition, it is necessary to emphasize the importance of educational programs based on this approach to inform all siblings of adolescents with autism spectrum disorder.

Positive Thinking, Writing Therapy, Self-esteem, Autism Adolescents