Rooyesh-e- Ravanshenasi Journal(RRJ)

This study aimed to identify and classify the types of psycho-educational interventions within the field of possible selves balance. The research employed a descriptive systematic methodology using a scoping review approach. The scope of the review included articles published between 2000 and 2024, sourced from the databases ScienceDirect, PubMed, Google Scholar, and SID. Out of 3,767 relevant articles identified according to specialized keywords, 11 articles were eligible for inclusion in the domain review after screening. The population, concept, and context (PCC) framework was used to determine the inclusion criteria. Findings indicated that the psycho-educational interventions were based on cognitive, cognitive-behavioral, and social-cognitive approaches, and were implemented across three domains: educational, educational-therapeutic, and therapeutic. The majority of interventions were designed using experimental and quasi-experimental research methods. Interventions in the domain of possible selves primarily included community-based programs, mindfulness, goal-setting, possible self–gratitude techniques, and cognitive-behavioral therapy. These interventions either directly or indirectly addressed the enhancement or modulation of self-regulation. The most significant gap identified in the current body of interventions was the absence of studies on the balance of possible selves that draw on individuals’ lived experiences and account for cultural and social influences. All included interventions demonstrated effectiveness in influencing behavior. Effectiveness was observed directly on the possible self variable and indirectly on various models of the self-regulation control process.