The Effectiveness of a Counseling Program Based on Acceptance and Commitment Therapy (ACCT) in Developing Future Thinking among Middle School Students

Abstract

The research aims to build a guidance program on accepting and committing to the development of future thinking for preparatory students and to identify the effectiveness of the method of acceptance and commitment to the development of future thinking of preparatory phase students through a test. The following code comes:

1. There is no statistically significant difference between the average level of experimental group members according to acceptance and adherence to the tribal and Backy testing on the future thinking measure at the level of (0.05). 2. There is no effectiveness for acceptance and commitment to the development of future thinking at the preparatory phase for students; the experimental group is equal to or greater than the modified and amended percentage (1.2).

To achieve the research objectives. The future thinking scale was adopted depending on Shoth (SHOT) and the methods used. The status phrases were used in formulating the paragraphs of the scale, and in front of each paragraph, four gradient substitutes (often, sometimes, never) were given at the correction (4.3, 2.1). In a row, the meter applied to a sample of 100 students from the preparatory phase was chosen in the random class, and the sincerity of the scale has been verified with virtual honesty and truthful content, and the stability of the scale was verified using the Alpha Cronbach equation for measuring as a whole. The guidance program was built on acceptance and commitment and adopted the experimental approach, where the student researcher distributed to the experimental and control groups by (7) students in each group prepared the researcher for (12) guidance sessions. The program was applied for six weeks, two weekly sessions per week (45-60 minutes). The results showed the effectiveness of the guidance method in the development of future thinking at the preparatory phase for students, and there are statistically significant differences between the ranking of future thinking among the experimental and control groups for the interview and when comparisons Differences for the experimental group are shown.