Comparison of the Effectiveness of Emotion-Focused Therapy and Psychodrama on Cognitive Emotion Regulation, Rumination, and Cognitive Flexibility in Athlete Students with Social Anxiety Disorder

Sadri Damirchi, Esmaeil; Noroozi Homayoon, Mohammadreza; Gohari, Fatemeh; Rashidi, Mobin

doi:10.22089/spsyj.2025.18326.2596

Comparison of the Effectiveness of Emotion-Focused Therapy and Psychodrama on Cognitive Emotion Regulation, Rumination, and Cognitive Flexibility in Athlete Students with Social Anxiety Disorder

Articles in Press

Document Type : Original research

Authors

Esmaeil Sadri Damirchi ¹

Mohammadreza Noroozi Homayoon ²

Fatemeh Gohari ³

Mobin Rashidi ⁴

¹ Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

² Ph.D. Student in Counseling, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

³ M.َA in Rehabilitation Counseling, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

⁴ Master Student in School Counseling, Department of Counseling, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.

10.22089/spsyj.2025.18326.2596

Abstract

The present study aimed to compare the effectiveness of Emotion-Focused Therapy (EFT) and psychodrama on cognitive emotion regulation, rumination, and cognitive flexibility in athlete students with social anxiety disorder. Methodologically, the study was quasi-experimental with a pre-test–post-test control group design. The statistical population consisted of all male high school students in Baneh County during the 2024–2025 academic year who were actively participating in sports and diagnosed with social anxiety disorder. A purposive sample of 45 students was selected and randomly assigned to three groups of 15 (EFT, psychodrama, and control). The diagnosis of social anxiety disorder was made based on a structured clinical interview in accordance with DSM-5 and the Social Anxiety Questionnaire. The instruments used to assess the dependent variables included the Cognitive Emotion Regulation Questionnaire (CERQ), the Ruminative Responses Scale (RRS), and the Cognitive Flexibility Scale (CFS). Interventions were conducted in ten weekly group sessions. Data were analyzed using multivariate analysis of covariance (MANCOVA). The findings revealed that both therapeutic approaches significantly improved cognitive emotion regulation and cognitive flexibility and reduced rumination compared to the control group (p < 0.05). Moreover, Emotion-Focused Therapy was found to be more effective than psychodrama in enhancing cognitive-emotional variables. Based on these results, both interventions—particularly Emotion-Focused Therapy—can be utilized in psychological interventions for athlete students with social anxiety.

Keywords

Emotion-Focused Therapy

psychodrama

. rumination

cognitive flexibility

cognitive emotion regulation

Subjects