The Effectiveness of Acceptance and Commitment Therapy on Psychological Distress, Cognitive Emotion Regulation, and Rumination in Mothers of Children with Specific Learning Disorders

Abstract

Abstract

The present study aimed to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) on psychological distress, cognitive emotion regulation, and rumination in mothers of children with specific learning disorders. This study employed a quasi-experimental design with a pretest–posttest and control group. The statistical population included mothers of children with specific learning disorders who referred to learning disorder and counseling centers in Kermanshah in 2024. A total of 40 participants were selected through convenience sampling and randomly assigned to experimental (n=20) and control (n=20) groups. The experimental group received eight weekly 90-minute group ACT sessions, while the control group received no intervention. Data were collected using the Kessler Psychological Distress Scale, the Emotion Regulation Questionnaire, and the Ruminative Responses Scale at pretest and posttest stages. Data were analyzed using univariate and multivariate analysis of covariance. Multivariate analysis of covariance revealed a significant effect of group on dependent variables (p<0.001). Univariate results indicated that ACT significantly reduced psychological distress (F=842.058, p<0.001, η²=0.941) and rumination (F=3193.109, p<0.001, η²=0.929), and significantly improved cognitive emotion regulation (F=253.176, p<0.001, η²=0.872) compared to the control group. Effect sizes indicated strong intervention effects. Acceptance and Commitment Therapy is an effective psychological intervention that can significantly reduce psychological distress and rumination while enhancing cognitive emotion regulation in mothers of children with specific learning disorders; therefore, its application is recommended in supportive and therapeutic programs for this population.