Purpose: The purpose of this research was to compare the effectiveness of mutual behavior analysis and self-compassion therapy on self-respect and differentiation in students with emotional failure.
Materials and methods: The current research was semi-experimental with a pre-test and post-test design. The statistical population of this study was the students who experienced emotional failure in Azad University of Rasht in 2019, 45 students were randomly selected in three groups: self-compassion (15 people), mutual behavior analysis (15 people) and the control group (15 people) was replaced. The research tools were the short-form differentiation questionnaire (Drake, 2011) and the Rosenberg self-esteem scale (1965); Students of Gilbert's (2010) self-compassion therapy group and Conner et al.'s (2016) interactional behavior analysis therapy group received eight 90-minute sessions. The data were analyzed by variance analysis and covariance analysis.
Findings: The results showed that the intervention based on self-compassion and self-behavior analysis was effective on self-respect and differentiation of students with emotional failure; No difference was found between the effectiveness of self-compassion over the treatment of mutual behavior analysis in self-esteem and differentiation.
Conclusion: According to the results obtained between the two methods of self-compassion and mutual behavior analysis, there was no difference in terms of the level of influence, and both methods are suitable methods for improving the level of self-esteem and distinguishing students who have experienced emotional failure. They are going.