]>
IRCT20260715070202N1 IRCT 2026-07-27 Islamic Azad University The effectiveness of acceptance and commitment therapy on cognitive emotion regulation and distress tolerance. The effectiveness of acceptance and commitment therapy on cognitive emotion regulation and distress tolerance in individuals with generalized anxiety disorder. 2026-08-01 anticipated 30 Complete https://irct.ir/trial/91692 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Parallel, Purpose: Treatment, Randomization description: Random assignment of eligible individuals to the intervention and control groups will be simple random, using a random sequence generated by a random number table on the Randomization.com website. (To prepare a randomization list on the Randomization.com website, first enter the number of samples, the number of groups, and the type of randomization (such as block); then the website automatically generates a random list for assigning individuals to the research groups, which can be used in the sampling or subject allocation process.) This sequence is written in lowercase letters and kept in a sealed envelope. When each individual is selected, the envelope is opened and the individual is assigned to the counseling or control group according to the code. N/A Generalized anxiety disorder. Intervention 1: Intervention group: 1. First session: First, the therapist introduces himself and the group members to each other and explains the logic and purpose of forming the group. Then, the rules of treatment and why it is necessary to observe them are explained, such as confidentiality, respect for each person, timely and continuous attendance at sessions and refraining from leaving sessions early, commitment to participate in each therapy session, and active participation (each person in the group is allowed to actively choose the position he wants). 2. Second session: A summary of the previous session is presented. The first few minutes of the session are spent on general information and explaining the treatment process. Then, the initial problem of the clients is discussed and the reason for their entry into the treatment session is asked. The therapist asks the clients in which areas of their lives fear and anxiety have caused the most distress and disability, and what issue has disturbed them most over the past month? (Excessive description of symptoms or history of the disorder is not required) Feedback and assignment presentation. 3. Third session: Reviewing the assignment and providing summaries of the previous session. The session begins with a focus exercise. After that, the therapist examines the avoidance patterns, costs, and effectiveness of the previous session. By creating constructive frustration and using the analogy of a child in a hole, the therapist shows the client that his struggle against anxiety is useless and that he needs a completely different strategy to solve this problem. 4. Fourth session: Reviewing the assignment and providing a summary of the previous session. The session begins with the exercise of "accepting thoughts and feelings." After reviewing the daily exercises, the therapist shows the ineffectiveness of the previous strategies by practicing tug-of-war with the anxiety monster. Then, selecting important goals begins with the analogy of "feeding the anxiety tiger." It is explained that the goal of the remaining sessions is to get them back on track with the important goals of a fulfilling and healthy life, and with questions such as what is most important in his life? What would his life be like if he didn't have anxiety? And what more important activities would he do? Clients are guided to find their values. Feedback and assignment. 5. Session 5: Review assignment and provide a summary of the previous session. In this session, after reviewing the exercises, the therapist explains the nature of acceptance and awareness, followed by the anxiety acceptance exercise. Clients are then asked to discuss their experience and share their questions, opinions, and concerns. Factors that influence the "desire for control" are then discussed. Feedback is received and the assignment is presented. 6. Session 6: Review assignment and provide summaries of the previous session. The session begins with a focus exercise. After reviewing the exercises, the therapist explains the self as context versus the self as content in simple language to the clients using an analogy and a chessboard exercise. Then, by reviewing the client's entire life experience of the past week, the values ​​are reviewed again, and the therapist examines those behaviors of the client in order to control anxiety that have prevented him from moving towards valuable goals. Finally, the clients were given a "Life Compass" sheet. After the therapist explained the valuable paths, they were asked to fill out the sheet (Life Compass) using the information they had entered in the sheet. Receive feedback and present the assignment. 7. Seventh session: The session began with a focus exercise. After reviewing the previous exercises, the client was asked to identify the cases in which he tried to control anxiety and fear with his behavior and to find the long-term and short-term costs of accepting "emotional desire" in his life. Then the therapist discussed the experience of anxiety and after that, the purpose of facing intense feelings and emotions as the therapist's "bus driver" was explained. Before starting this exercise, the therapist introduced a metaphor for guidance on how to do or not do something in times when intense and aggressive thoughts and feelings threaten the client and motivate him to avoid it. Then, the "Sense of Life" exercises were performed with the goal of a full, rich, and meaningful life. Receive feedback and present the assignment. 8. Session 8: The session begins with a focus exercise. The therapist reviews the clients' daily anxiety acceptance exercises and briefly talks to the clients about their experiences while doing these exercises and discusses examples of clients' behaviors to manage their thoughts, senses, and feelings. At this stage, clients will show a significant increase in coping with their anxiety. Then, through natural value-based behavioral activation, activities are selected by the clients based on the "Life Orientation" sheet and referring to the Life Compass and Valuable Paths sheets, and valuable paths, preparation of a hierarchy of activities, and commitment to action are discussed and examined using the Activities Sheet related to Valuable Life Goals. At the end of the treatment, clients are given explanations on how to prevent the problem from recurring. Session summary, post-test. Intervention 2: Control group: They do not receive any intervention. Yes - There is a plan to make this available What will be shared: Study data, treatment protocol When: After publishing the articles To whom: All those interested in research in this field Conditions: Any type of analysis on the submitted data is permitted and acceptable with attribution of the source Where to obtain: Via Mohammad Mohammadsoltani email at: mm.soltani90@gmail.com How to obtain: Send an email to Mohammad Mohammadsoltani and after approval by the research team members, the data will be sent. Comments:
public Mohammad Mohammad soltani
No 42, east 18 Street, Kianpars
Ahvaz Iran (Islamic Republic of) 6151525361 +98 61 3330 1784 mm.soltani90@gmail.com Islamic Azad University scientific Mohammad Mohammad soltani
No 42, east 18 Street, Kianpars
Ahvaz Iran (Islamic Republic of) 6151525361 +98 61 3330 1784 mm.soltani90@gmail.com Islamic Azad University Iran (Islamic Republic of) .Diagnosis of generalized anxiety disorder based on DSM-5-TR criteria Aged between 20 and 40 years old Informed consent to participate in research 20 years 40 years Both Having severe psychiatric disorders Cognitive disability or mental retardation that prevents effective participation in meetings. receiving other psychotherapy at the same time F41.1 Generalized anxiety disorder Behavior N/A Intervention group: 1. First session: First, the therapist introduces himself and the group members to each other and explains the logic and purpose of forming the group. Then, the rules of treatment and why it is necessary to observe them are explained, such as confidentiality, respect for each person, timely and continuous attendance at sessions and refraining from leaving sessions early, commitment to participate in each therapy session, and active participation (each person in the group is allowed to actively choose the position he wants). 2. Second session: A summary of the previous session is presented. The first few minutes of the session are spent on general information and explaining the treatment process. Then, the initial problem of the clients is discussed and the reason for their entry into the treatment session is asked. The therapist asks the clients in which areas of their lives fear and anxiety have caused the most distress and disability, and what issue has disturbed them most over the past month? (Excessive description of symptoms or history of the disorder is not required) Feedback and assignment presentation. 3. Third session: Reviewing the assignment and providing summaries of the previous session. The session begins with a focus exercise. After that, the therapist examines the avoidance patterns, costs, and effectiveness of the previous session. By creating constructive frustration and using the analogy of a child in a hole, the therapist shows the client that his struggle against anxiety is useless and that he needs a completely different strategy to solve this problem. 4. Fourth session: Reviewing the assignment and providing a summary of the previous session. The session begins with the exercise of "accepting thoughts and feelings." After reviewing the daily exercises, the therapist shows the ineffectiveness of the previous strategies by practicing tug-of-war with the anxiety monster. Then, selecting important goals begins with the analogy of "feeding the anxiety tiger." It is explained that the goal of the remaining sessions is to get them back on track with the important goals of a fulfilling and healthy life, and with questions such as what is most important in his life? What would his life be like if he didn't have anxiety? And what more important activities would he do? Clients are guided to find their values. Feedback and assignment. 5. Session 5: Review assignment and provide a summary of the previous session. In this session, after reviewing the exercises, the therapist explains the nature of acceptance and awareness, followed by the anxiety acceptance exercise. Clients are then asked to discuss their experience and share their questions, opinions, and concerns. Factors that influence the "desire for control" are then discussed. Feedback is received and the assignment is presented. 6. Session 6: Review assignment and provide summaries of the previous session. The session begins with a focus exercise. After reviewing the exercises, the therapist explains the self as context versus the self as content in simple language to the clients using an analogy and a chessboard exercise. Then, by reviewing the client's entire life experience of the past week, the values ​​are reviewed again, and the therapist examines those behaviors of the client in order to control anxiety that have prevented him from moving towards valuable goals. Finally, the clients were given a "Life Compass" sheet. After the therapist explained the valuable paths, they were asked to fill out the sheet (Life Compass) using the information they had entered in the sheet. Receive feedback and present the assignment. 7. Seventh session: The session began with a focus exercise. After reviewing the previous exercises, the client was asked to identify the cases in which he tried to control anxiety and fear with his behavior and to find the long-term and short-term costs of accepting "emotional desire" in his life. Then the therapist discussed the experience of anxiety and after that, the purpose of facing intense feelings and emotions as the therapist's "bus driver" was explained. Before starting this exercise, the therapist introduced a metaphor for guidance on how to do or not do something in times when intense and aggressive thoughts and feelings threaten the client and motivate him to avoid it. Then, the "Sense of Life" exercises were performed with the goal of a full, rich, and meaningful life. Receive feedback and present the assignment. 8. Session 8: The session begins with a focus exercise. The therapist reviews the clients' daily anxiety acceptance exercises and briefly talks to the clients about their experiences while doing these exercises and discusses examples of clients' behaviors to manage their thoughts, senses, and feelings. At this stage, clients will show a significant increase in coping with their anxiety. Then, through natural value-based behavioral activation, activities are selected by the clients based on the "Life Orientation" sheet and referring to the Life Compass and Valuable Paths sheets, and valuable paths, preparation of a hierarchy of activities, and commitment to action are discussed and examined using the Activities Sheet related to Valuable Life Goals. At the end of the treatment, clients are given explanations on how to prevent the problem from recurring. Session summary, post-test. Control group: They do not receive any intervention. Cognitive excitement. Timepoint: At the start of the intervention, 2 weeks after the intervention, 8 weeks after the intervention, 2 months after the end of the intervention. Method of measurement: Cognitive Emotional Regulation Questionnaire. Distress tolerance. Timepoint: At the start of the intervention, 2 weeks after the intervention, 8 weeks after the intervention, 2 months after the end of the intervention. Method of measurement: Distress Tolerance Questionnaire. Islamic Azad University Approved 2026-06-30 Ethics Committee of Islamic Azad University, Ahvaz Branch Southern Kargar Boulevard, Culture City, Golestan Highway Ahvaz Khouzestan Iran (Islamic Republic of)