اثر اسلوب اعادة الصياغة في تعديل التشوهات المعرفية لدى طلاب مرحلة الدراسة الاعدادية

Abstract

The study aims at investigating the effect of cognitive reconstruction and reframing styles on the cognitive distortion in high school students by verifying the following hypotheses:

_There are no significant differences at 0.05 level between the rank mean of the two experimental group and the control group in the post-test on the cognitive deformation scale.

In order to verify the hypotheses, the researcher adopts the control and experimental group technique where the sample consists of 20 high-school students who obtain the highest scores on the cognitive deformation scale. They are randomly divided into two 10-student groups (control and experimental). Matching has been made on some variables of the groups. The researcher has also verified the validity and reliability of the scale. Face validity is checked by giving the scale to a specialist jury from the department of psychological counseling and educational guidance. The reliability is also checked. the researcher conducted the reliability procedures according to the test re-test technique. The obtained score is 0.93., the Alpha-Kronbach formula correlation-coefficient is 0.71.  The counseling program is applied according to Beck's reframing style on the two experimental groups. After that, the researcher applies the post-test on the two experimental groups and the control group in order to verify the differences. The study has found that the reframing has an effect on the modification of the cognitive distortion of the sample of the study.