Effects of Christian REACH forgiveness intervention to reduce aggressiveness in adolescents with conduct disorder

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Sebastian Binyamin Skalski-Bednarz
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Abstract

While there have been significant advances in the treatment of conduct disorder (CD), there is still a need to seek and develop therapeutic solutions that can overcome the poor long-term prognosis. In this evidence-based research, we evaluated the effect of immediate REACH Forgiveness training on the severity of aggressiveness among adolescents with CD. The purposive sample consisted of 32 Catholics aged 15–18 randomly placed in an experimental or nonintervention control group. Participants in the experimental group were subjected to an immediate REACH Forgiveness session for Christians, which lasted 6 h, while participants in the control group played board games and spent time together in the day care center during this time. The scores obtained by adolescents in the experimental group regarding forgiveness (decisional and emotional) and aggressiveness (anger, physical aggression, verbal aggression, and hostility) improved under REACH Forgiveness training, and these positive effects were still evident 1 month after the intervention (while the control scores did not change in a statistically significant way). The data obtained indicate that the Christian version of REACH can provide important support for other forms of psychopedagogical therapy in adolescent Catholics with CD in reducing aggressive behavior.
基督教 REACH 宽恕干预对减少行为障碍青少年攻击性的影响
虽然行为失调症(CD)的治疗取得了重大进展,但仍需要寻求和开发能够克服长期不良预后的治疗方案。在这项以证据为基础的研究中,我们评估了即时 REACH 宽恕训练对 CD 青少年攻击性严重程度的影响。目的性样本由 32 名 15-18 岁的天主教徒组成,他们被随机分为实验组和非干预对照组。实验组的参与者接受了为期6小时的基督徒即时REACH宽恕训练,而对照组的参与者则在此期间在日托中心玩棋盘游戏和共度时光。实验组青少年在 "REACH 宽恕 "训练中获得的有关宽恕(决定性和情感性)和攻击性(愤怒、身体攻击、言语攻击和敌意)的分数有所提高,这些积极效果在干预一个月后仍然明显(而对照组的分数在统计上没有显著变化)。所获得的数据表明,基督教版 REACH 可以为其他形式的心理疗法提供重要支持,从而减少患有 CD 的青少年天主教徒的攻击行为。
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来源期刊
Psychology in the Schools
Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.00
自引率
5.00%
发文量
200
期刊介绍: Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.
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