Comparing the Effectiveness of Interpersonal and Social Rhythm Therapy and Emotion-Focused Training on Difficulties in Emotion Regulation in Students

Siasari, Raha; Fardin, Mohammad Ali; Sanagouye Moharer, Gholamreza

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year 15, Issue 2 (2nd Spring 2026 2026) Rooyesh 2026, 15(2): 191-200 | Back to browse issues page

Ethics code: IR.IAU.ZAH.REC.1402.111

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Siasari R, Fardin M A, Sanagouye Moharer G. (2026). Comparing the Effectiveness of Interpersonal and Social Rhythm Therapy and Emotion-Focused Training on Difficulties in Emotion Regulation in Students. Rooyesh. 15(2), 191-200.
URL: http://frooyesh.ir/article-1-6595-en.html

Comparing the Effectiveness of Interpersonal and Social Rhythm Therapy and Emotion-Focused Training on Difficulties in Emotion Regulation in Students

Raha Siasari¹

, Mohammad Ali Fardin ^*²

, Gholamreza Sanagouye Moharer¹

1- Department of Psychology, Zah.C., Islamic Azad University, Zahedan, Iran.
2- Department of Psychology, Zah.C., Islamic Azad University, Zahedan, Iran. mohammadali.fardin@iau.ac.ir , mohammadali.fardin@iau.ac.ir

Abstract: (6 Views)

The present study aimed to compare the effectiveness of interpersonal and social rhythm therapy and emotion-focused training on emotion regulation difficulties among students at Zabol University of Medical Sciences. A quasi-experimental design with pre-test and post-test measures and a control group was employed. The study population included students of Zabol University of Medical Sciences in 2024, from which 60 participants were selected through purposive sampling and randomly assigned to two experimental groups and one control group (20 participants per group). Data were collected using the Difficulties in Emotion Regulation Scale (DERS; Gratz & Roemer, 2004). The first experimental group received emotion-focused training, while the second group received interpersonal and social rhythm therapy. Data were analyzed using multivariate analysis of covariance. The findings indicated that, after controlling for the pretest effect, there was a significant difference at the 0.05 level between the posttest means of the emotion regulation difficulty components across the three groups. Furthermore, pairwise comparisons showed that there was a significant difference at the 0.05 level between the posttest means of the two experimental groups. Overall, the findings suggest that both interventions can improve emotion regulation difficulties in students, but emotion-focused training demonstrated greater effectiveness and may serve as a practical approach for promoting mental health and enhancing students’ emotion regulation skills.

Keywords: Interpersonal and Social Rhythm Therapy, Difficulty in Emotion Regulation, Emotion-Focused Training.

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Type of Article: Applicable | Subject: Clinical Psychology
Received: 2025/09/21 | Accepted: 2025/09/26 | ePublished: 2026/04/29