Effectiveness of Acceptance and Commitment Therapy on Psychological Flexibility, Feelings of Guilt, Emotion Regulation, and Communication Skills among Single-Parent Junior High School Students in Shahinshahr

Abstract

This study aimed to determine the effectiveness of Acceptance and Commitment Therapy (ACT) in improving psychological flexibility, feelings of guilt, emotion regulation, and communication skills among single-parent junior high school students in Shahinshahr. This applied study employed a quasi-experimental pretest–posttest design with a control group. The statistical population consisted of 400 single-parent junior high school students in Shahinshahr. Following administration of the Eysenck Guilt Scale, 30 students who met the eligibility criteria were selected through purposive sampling and randomly assigned to experimental and control groups, with 15 participants in each group. The experimental group received eight 90-minute weekly sessions of ACT, whereas the control group received no intervention. Data were collected using the Cognitive Flexibility Inventory developed by Dennis and Vander Wal, the Difficulties in Emotion Regulation Scale developed by Gratz and Roemer, the Eysenck Guilt Scale, and the Jerabek Communication Skills Test. Data were analyzed using multivariate and univariate analyses of covariance in SPSS version 26. Multivariate analysis demonstrated a statistically significant overall group effect on the combined dependent variables, with Wilks’ Lambda=0.11, F(4,19)=36.72, p<0.001, and an effect size of 0.68. After controlling for pretest scores, ACT also produced statistically significant effects on psychological flexibility, feelings of guilt, emotion regulation, and communication skills (p<0.001). The corresponding effect sizes were 0.54, 0.34, 0.46, and 0.49, respectively, indicating substantial intervention effects across the investigated psychological and interpersonal outcomes. Acceptance and Commitment Therapy appears to be an effective intervention for enhancing psychological flexibility and communication skills while reducing feelings of guilt and difficulties in emotion regulation among single-parent students. Accordingly, incorporating ACT-based interventions into school counseling and psychological support programs may contribute to improved psychological adjustment, emotional functioning, and interpersonal competence in this vulnerable student population.