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IRCT20260810070615N1 IRCT 2026-08-14 Islamic Azad University The effectiveness of mindfulness-based life skills training The effectiveness of mindfulness-based life skills training on resilience, hardiness, and tolerance of ambiguity 2026-09-06 anticipated 30 Complete https://irct.ir/trial/92434 interventional Randomization: Randomized, Blinding: Double blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, Randomization description: In this study, in order to investigate the effectiveness of mindfulness-based life skills training on students' resilience, psychological toughness, and tolerance for ambiguity, a simple randomization method is used to assign eligible participants to two experimental and control groups. The randomization unit in this study is students who are eligible to enter the study and have expressed their willingness to participate in the study. First, after initial call and screening based on inclusion and exclusion criteria, a complete list of eligible students is prepared. Then, to maintain confidentiality and prevent the use of identity information in the allocation process, each participant is assigned a unique numerical identification code. These codes are entered into the Random Number Generator software and a random number is generated for each participant. After that, individuals are sorted in ascending order based on the generated random numbers. In the next step, participants are randomly assigned to two experimental and control groups in equal proportions; So that half of the people are in the experimental group and the other half are in the control group, Blinding description: In order to control bias and improve the internal validity of the study, this study was designed with a double-blind protocol; in this way, the clinical caregivers, outcome assessor, and data analyst will be kept unaware of the allocation of students to the experimental and control groups. In this process, the outcome assessor will collect data at all stages of the pretest, posttest, and follow-up, without knowing the assigned group of the participants, in order to prevent bias in the measurement; also, all raw data will be provided to the statistical analyst with anonymous codes (such as groups 1 and 2), and the true nature of the groups will not be revealed until the end of the data analysis process. All allocation steps will be performed by an individual independent of the research team, and the decoding of the allocation codes will be done only after the final completion of the statistical analyses. N/A Psychological status and life skills of students. Intervention 1: Intervention group: Mindfulness-based life skills training, based on the training package of Audrey et al. (1400), will be implemented for students in the experimental group. This program will be held in the form of 8 90-minute sessions, one session per week, and in a group format. Mindfulness-based life skills training is an educational-psychological approach that aims to increase an individual's awareness of internal and external experiences in the present moment, accept thoughts and emotions without judgment, strengthen emotion regulation, and improve the way they deal with stressful situations. In this approach, students learn to face their thoughts, feelings, and everyday challenges with more conscious attention, acceptance, and flexibility, rather than impulsive and automatic reactions. The main themes of this training include familiarization with the concept and benefits of mindfulness, increasing self-awareness, practicing mindful breathing, accepting inner experiences and avoiding judgment about thoughts and feelings, managing stress and effectively dealing with everyday challenges, identifying and regulating emotions, strengthening psychological resilience, accepting uncertainty and improving tolerance for ambiguity, being aware of negative thought patterns, and training in conscious communication skills, empathy, and active listening. The first session is dedicated to introducing mindfulness, explaining its benefits and applications in everyday life, practicing mindful breathing, and examining possible obstacles to practicing mindfulness. In the second session, the concepts of acceptance and non-judgment are taught, and students practice observing their thoughts and feelings without evaluating, suppressing, or immediately reacting. The third session focuses on identifying sources of stress and everyday challenges and using mindfulness techniques to reduce stress and increase coping ability. In the fourth session, awareness of various emotions, including anger, anxiety, sadness, and happiness, is taught, and participants learn more adaptive ways to regulate emotions and strengthen psychological resilience using mindfulness exercises. The fifth session is dedicated to the concept of uncertainty, accepting ambiguous situations, and mindfulness exercises to reduce engagement with negative thoughts and return attention to the present moment. In the sixth session, conscious communication skills, empathy, and active listening are taught so that students can establish healthier and more conscious interpersonal relationships. The seventh session focuses on identifying thoughts, especially negative and self-centered thoughts, and becoming aware of dysfunctional thought patterns. In this session, students practice observing and distancing themselves from negative thoughts without engaging with or identifying with them. In the eighth session, all the skills taught are reviewed and integrated; Participants share their experiences of practicing mindfulness and develop goals and action plans to continue practicing mindfulness and applying the skills learned in daily life. The main emphasis of this intervention is on increasing students' ability to pay conscious attention to momentary experiences, accept thoughts and emotions, manage emotional reactions, effectively deal with stress and ambiguity, and use adaptive communication skills. It is expected that the implementation of this program will lead to increased resilience, psychological toughness, and tolerance of ambiguity in students. Intervention 2: Control group: They do not receive any intervention or treatment. No - There is not a plan to make this available Justification or reason for not sharing IPD is Participant data is completely confidential and I do not intend to publish it.
public Mina Momeninia
No. 4, Above Imam Ali Square
Dezpart Iran (Islamic Republic of) 6399196674 +98 938 529 9653 Minamomeni0927@gmail.com Islamic Azad University scientific Mina Momeninia
No. 4, Above Imam Ali Square
Dezpart Iran (Islamic Republic of) 6399196674 +98 938 529 9653 Minamomeni0927@gmail.com Islamic Azad University Iran (Islamic Republic of) Being between 19 and 45 years of age. Being a student at the Islamic Azad University, Izeh Branch. Willingness to participate in the study. 19 years 45 years Both Having a physical illness that could interfere with the treatment process. Use of psychiatric medications. History of substance abuse, including narcotic drugs and psychoactive substances. Behavior N/A Intervention group: Mindfulness-based life skills training, based on the training package of Audrey et al. (1400), will be implemented for students in the experimental group. This program will be held in the form of 8 90-minute sessions, one session per week, and in a group format. Mindfulness-based life skills training is an educational-psychological approach that aims to increase an individual's awareness of internal and external experiences in the present moment, accept thoughts and emotions without judgment, strengthen emotion regulation, and improve the way they deal with stressful situations. In this approach, students learn to face their thoughts, feelings, and everyday challenges with more conscious attention, acceptance, and flexibility, rather than impulsive and automatic reactions. The main themes of this training include familiarization with the concept and benefits of mindfulness, increasing self-awareness, practicing mindful breathing, accepting inner experiences and avoiding judgment about thoughts and feelings, managing stress and effectively dealing with everyday challenges, identifying and regulating emotions, strengthening psychological resilience, accepting uncertainty and improving tolerance for ambiguity, being aware of negative thought patterns, and training in conscious communication skills, empathy, and active listening. The first session is dedicated to introducing mindfulness, explaining its benefits and applications in everyday life, practicing mindful breathing, and examining possible obstacles to practicing mindfulness. In the second session, the concepts of acceptance and non-judgment are taught, and students practice observing their thoughts and feelings without evaluating, suppressing, or immediately reacting. The third session focuses on identifying sources of stress and everyday challenges and using mindfulness techniques to reduce stress and increase coping ability. In the fourth session, awareness of various emotions, including anger, anxiety, sadness, and happiness, is taught, and participants learn more adaptive ways to regulate emotions and strengthen psychological resilience using mindfulness exercises. The fifth session is dedicated to the concept of uncertainty, accepting ambiguous situations, and mindfulness exercises to reduce engagement with negative thoughts and return attention to the present moment. In the sixth session, conscious communication skills, empathy, and active listening are taught so that students can establish healthier and more conscious interpersonal relationships. The seventh session focuses on identifying thoughts, especially negative and self-centered thoughts, and becoming aware of dysfunctional thought patterns. In this session, students practice observing and distancing themselves from negative thoughts without engaging with or identifying with them. In the eighth session, all the skills taught are reviewed and integrated; Participants share their experiences of practicing mindfulness and develop goals and action plans to continue practicing mindfulness and applying the skills learned in daily life. The main emphasis of this intervention is on increasing students' ability to pay conscious attention to momentary experiences, accept thoughts and emotions, manage emotional reactions, effectively deal with stress and ambiguity, and use adaptive communication skills. It is expected that the implementation of this program will lead to increased resilience, psychological toughness, and tolerance of ambiguity in students. Control group: They do not receive any intervention or treatment. Resilience. Timepoint: before performing the intervention and two weeks after completion of the intervention. Method of measurement: Connor and Davidson Resilience Questionnaire (2003). Stubbornness. Timepoint: before performing the intervention and two weeks after completion of the intervention. Method of measurement: Kubasa Psychological Hardiness Questionnaire (1979). Tolerance of ambiguity. Timepoint: before performing the intervention and two weeks after completion of the intervention. Method of measurement: McLean's Tolerance for Ambiguity Questionnaire (1993). Islamic Azad University Approved 2026-07-21 Behbahan Islamic Azad University Ethics Committee Shahid Bayani St., Amir Kabir Blvd Behbahan Khouzestan Iran (Islamic Republic of)