Volume 1, Issue 191 (5-2026)
J Except Educ 1405, __(191): 63-76 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Cheldavi R, Shiralinia K. Effectiveness of Compassion-Focused Therapy on Self-Efficacy Beliefs and Self- Discrepancy in Male High School Students with Stuttering. J Except Educ 2026; 1 (191) :63-76
URL: http://exceptionaleducation.ir/article-1-2907-en.html
URL: http://exceptionaleducation.ir/article-1-2907-en.html
1- , cheldavi.r@yahoo.com
Abstract: (5 Views)
Background and Purpose: Stuttering is one of the most common speech disorders. Students who suffer from stuttering are more prone to psychological problems. The present study aimed to investigate the effectiveness of Compassion-Focused Therapy (CFT) on self-efficacy beliefs and self-discrepancy in male high school students with stuttering in Ahvaz, Iran.
Materials and Methods: The sample consisted of four participants selected through convenience sampling. A single-case experimental design with multiple baselines across participants were employed. Participants completed three phases: baseline, eight intervention sessions, and two follow-up sessions. Data were collected using the Sherer Self-Efficacy Questionnaire and Higgins’ Self- discrepancy Scale. The data were analyzed using visual analysis, effect size calculation, and the percentage improvement formula.
Findings: The results indicated that compassion-focused therapy had a significant effect on increasing self-efficacy beliefs and reducing dissociation in students with stuttering.
Conclusion: Compassion-focused therapy enhances self-efficacy and reduces self-discrepancy in students with stuttering by lowering self-criticism and increasing self-acceptance. It also fosters healthy life skills, resilience, and improved social relationships, helping them face challenges with kindness and without harsh self-judgment. Therefore, compassion-focused therapy (CFT) can be used as an effective method for self-efficacy beliefs and dissociation by school counselors, teachers, and psychotherapists.
Materials and Methods: The sample consisted of four participants selected through convenience sampling. A single-case experimental design with multiple baselines across participants were employed. Participants completed three phases: baseline, eight intervention sessions, and two follow-up sessions. Data were collected using the Sherer Self-Efficacy Questionnaire and Higgins’ Self- discrepancy Scale. The data were analyzed using visual analysis, effect size calculation, and the percentage improvement formula.
Findings: The results indicated that compassion-focused therapy had a significant effect on increasing self-efficacy beliefs and reducing dissociation in students with stuttering.
Conclusion: Compassion-focused therapy enhances self-efficacy and reduces self-discrepancy in students with stuttering by lowering self-criticism and increasing self-acceptance. It also fosters healthy life skills, resilience, and improved social relationships, helping them face challenges with kindness and without harsh self-judgment. Therefore, compassion-focused therapy (CFT) can be used as an effective method for self-efficacy beliefs and dissociation by school counselors, teachers, and psychotherapists.
Type of Study: Original Article |
Subject:
مشکلات یادگیری
Received: 2025/Aug/Wed | Revised: 2026/Jun/Tue | Accepted: 2026/Apr/Sun | Published: 2026/May/Tue | ePublished: 2026/May/Tue
Received: 2025/Aug/Wed | Revised: 2026/Jun/Tue | Accepted: 2026/Apr/Sun | Published: 2026/May/Tue | ePublished: 2026/May/Tue
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
