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IRCT20260903070899N1 IRCT 2026-09-07 Islamic Azad University The effectiveness of psychological self-care training The effectiveness of psychological self-care training on resilience, anger control, and mental health in students 2026-09-20 anticipated 30 Complete https://irct.ir/trial/93043 interventional Randomization: Randomized, Blinding: Double blinded, Placebo: Not used, Assignment: Parallel, Purpose: Education/Guidance, Randomization description: In this study, simple randomization method is used to assign participants to two experimental and control groups. The randomization unit in this study is the students of Islamic Azad University, Izeh Branch, who are eligible to enter the study. First, a complete list of volunteers who have been selected based on the study entry criteria is prepared. Then, 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 individual. After generating these numbers, the participants are sorted in ascending order based on the value of the random number. Then, the individuals are assigned to two groups; sequentially, the first 15 people on the list are assigned to the experimental group and the next 15 people to the control group. With this method, the order of entry into the study and the researcher's knowledge of the participants will not play any role in determining the group. To ensure allocation concealment, the person responsible for entering data and performing the randomization process in the software will be independent of the intervention (self-care training) providers and research evaluators and will not have access to information about the session implementation process or changes in the allocation of individuals. Also, the participant identification codes will be kept confidential and separate from their other personal information. Therefore, it will not be possible to predict the assigned group for each participant before the randomization process, 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 intervention implementers (psychological self-care training), the outcome assessor, and the 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 pre-test, post-test, 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 independent person from 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 problems and anger in students. Intervention 1: Intervention group: Psychological self-care training sessions will be based on the training protocol designed by Orang et al. (1403). The sessions of this intervention will be conducted in 10 60-minute sessions (one session per week) in a group setting for the experimental group. Psychological self-care training is an approach that aims to promote resilience, manage negative emotions, and improve mental health, helping students manage their reactions to academic pressures and life challenges by identifying psychological needs, creating balance in their lifestyle, and employing effective coping strategies. This approach has main educational axes that lead to the promotion of individual capabilities, anger control, and improvement of psychological well-being; These axes include: establishing a therapeutic relationship, stating group rules and explaining the basic concepts of psychological self-care, familiarizing with the dimensions of self-care and identifying sources of student stress, teaching assertiveness and assertiveness skills to reduce anger, teaching techniques for managing and controlling anger and regulating emotions, teaching effective problem-solving and decision-making strategies, learning about effective thinking styles and cognitive restructuring of ineffective thoughts, teaching strategies for increasing resilience and dealing with hardships, developing effective communication skills and social support, teaching time management techniques and creating a balance between academic and personal life, and finally summarizing, collecting feedback and consolidating the skills learned. The main emphasis of this training is to reduce ineffective emotional reactions such as anger when challenges arise and replace them with conscious, coherent responses based on mental health and resilience. 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 Mahshad Lemoochi Taraji
No. 53, 1st Side Alley, 11th East Alley (Eastern 11th Alley), Mohammad Rasulollah St.
Izeh Iran (Islamic Republic of) 6391649494 +98 939 884 2174 limoochimaah@gmail.com Islamic Azad University scientific Mahshad Lemoochi Taraji
No. 53, 1st Side Alley, 11th East Alley (Eastern 11th Alley), Mohammad Rasulollah St.
Izeh Iran (Islamic Republic of) 6391649494 +98 939 884 2174 limoochimaah@gmail.com Islamic Azad University Iran (Islamic Republic of) Be at least 19 and no more than 45 years old Be a student at Azad University, Izeh Branch Be willing to participate in the research 19 years 45 years Both Have a physical illness that interferes with the treatment process Be taking psychiatric medications R45.4 Irritability and anger Behavior N/A Intervention group: Psychological self-care training sessions will be based on the training protocol designed by Orang et al. (1403). The sessions of this intervention will be conducted in 10 60-minute sessions (one session per week) in a group setting for the experimental group. Psychological self-care training is an approach that aims to promote resilience, manage negative emotions, and improve mental health, helping students manage their reactions to academic pressures and life challenges by identifying psychological needs, creating balance in their lifestyle, and employing effective coping strategies. This approach has main educational axes that lead to the promotion of individual capabilities, anger control, and improvement of psychological well-being; These axes include: establishing a therapeutic relationship, stating group rules and explaining the basic concepts of psychological self-care, familiarizing with the dimensions of self-care and identifying sources of student stress, teaching assertiveness and assertiveness skills to reduce anger, teaching techniques for managing and controlling anger and regulating emotions, teaching effective problem-solving and decision-making strategies, learning about effective thinking styles and cognitive restructuring of ineffective thoughts, teaching strategies for increasing resilience and dealing with hardships, developing effective communication skills and social support, teaching time management techniques and creating a balance between academic and personal life, and finally summarizing, collecting feedback and consolidating the skills learned. The main emphasis of this training is to reduce ineffective emotional reactions such as anger when challenges arise and replace them with conscious, coherent responses based on mental health and resilience. 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 Scale (2003). Anger control. Timepoint: before performing the intervention and two weeks after completion of the intervention. Method of measurement: Siegel Anger Questionnaire (1986). Mental health. Timepoint: before performing the intervention and two weeks after completion of the intervention. Method of measurement: Goldenberg Mental Health Questionnaire (1972). Islamic Azad University Approved 2026-08-28 Behbahan Islamic Azad University Ethics Committee Shahid Bayani St., Amir Kabir Blvd. بهبهان Khouzestan Iran (Islamic Republic of)