Comparing the Effectiveness of Cognitive Behavioral Therapy and Emotion-Focused Therapy on Social Anxiety and Academic Achievement among Female Students with Experiences of Domestic Violence
Keywords:
Cognitive behavioral therapy, emotion-focused therapy, social anxiety, academic achievement, domestic violenceAbstract
The present study aimed to compare the effectiveness of Cognitive Behavioral Therapy (CBT) and Emotion-Focused Therapy (EFT) on social anxiety and academic achievement among female students with experiences of domestic violence. This study employed a quasi-experimental pretest–posttest design with two experimental groups and one control group. The statistical population consisted of female middle-school students in Tehran who had experienced domestic violence and exhibited symptoms of social anxiety. Forty-five eligible participants were selected through purposive sampling and randomly assigned to three groups: CBT (n=15), EFT (n=15), and a control group (n=15). The CBT group received twelve 45-minute sessions, whereas the EFT group participated in nine 90-minute sessions. Data were collected using the Social Phobia Inventory (SPIN), the Academic Performance Questionnaire developed by Pham and Taylor, and the Child Exposure to Domestic Violence Scale. Multivariate analysis of covariance (MANCOVA) was used to analyze the data. Multivariate covariance analysis revealed a significant overall group effect on the combined dependent variables of social anxiety and academic achievement (Wilks’ Lambda=0.159, F=29.35, p<0.001, η²=0.601). Univariate ANCOVA results indicated significant group differences for social anxiety (F=22.975, p<0.001, η²=0.53) and academic achievement (F=42.453, p<0.001, η²=0.68). Bonferroni post-hoc comparisons demonstrated that both CBT and EFT significantly reduced social anxiety and improved academic achievement compared with the control group (p<0.05). Furthermore, EFT showed greater effectiveness in reducing social anxiety, whereas CBT demonstrated superior effectiveness in enhancing academic achievement. The findings indicate that both CBT and EFT are effective interventions for improving psychological and educational outcomes among female students exposed to domestic violence. Nevertheless, EFT appears particularly beneficial for alleviating trauma-related social anxiety through emotional processing and emotional restructuring, whereas CBT is more effective in enhancing academic achievement through cognitive restructuring, self-regulation, and problem-solving strategies. These findings support the application of both approaches in school counseling settings for vulnerable adolescents.
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