The effect of cognitive-experiential theory based psycho-educational program on constructive thinking

Abstract

The purpose of the present study is to develop a psycho-educational program based on Cognitive-Experiential Theory and investigate the effect of psycho-educational program on the constructive thinking of university students. An experimental design with one training and one control group and three measurements (pre, post, follow-up) were used. Twenty-eight students participated in the research, with 14 each in the experimental and control groups. "Cognitive-Experiential Theory Based Psycho-Educational Program" was applied to the training group students' over a period of nine sessions. No application was conducted on the control group. The measure was applied to the subjects; two weeks before the beginning of the group sessions (pretest) and the completion of the group sessions (posttest). And to determine the permanence effects of the experimental treatment, the measure was reapplied to the subjects in each group after two-month interval (follow-up measurement). Data were analyzed by two-way ANOVA for mixed measures (2 x 3 Split-Plot). The findings of this research indicate that the nine-sessions psycho-educational program that was formed and based on cognitive experiential theory has caused significant increase in subjects' constructive thinking level. There was no significant difference among the pretest, posttest, and follow-up test on constructive thinking level of the control group subjects'. Research findings were discussed within the context of the related literature and some suggestions were provided for researchers and practitioners in the field of mental health.