Effectiveness of Stress Inoculation and Mindfulness Training on Dysmorphic Concerns and Self-acceptance

Objective: Body image concerns significantly impair adolescent psychological wellbeing. This quasi-experimental study compared the effectiveness of stress inoculation training (SIT) and mindfulness skills training (MST) on metacognitive appraisal of dysmorphic concerns, unconditional self-acceptance, and conditional self-acceptance among female adolescents with elevated dysmorphic concerns. Methods: Conducted in ۲۰۲۵ in Ahvaz City, Iran, this study used a pretest-posttest design with a ۲-month follow-up and a wait-list control group. Of ۱۱۲ screened adolescents, ۴۵ eligible female high school students (aged ۱۴–۱۸ years) were randomly assigned to SIT (۹ sessions, n=۱۵), MST (۸ sessions, n=۱۵), or control (n=۱۵). We collected data using the dysmorphic concern questionnaire, body dysmorphic metacognition questionnaire, and unconditional self-acceptance questionnaire (USAQ). Data were analyzed with mixed-design repeated-measures analysis of variance (ANOVA) and Bonferroni post-hoc tests. A priori power analysis was not performed due to the pilot nature of the study. Results: Both SIT and MST produced significant improvements with large effect sizes (η² ranging from ۰.۳۹ to ۰.۷۷) in metacognitive appraisal of dysmorphic concerns (reduced scores), unconditional self-acceptance (increased scores), and conditional self-acceptance (reduced scores) from pretest to posttest and two-month follow-up compared to the control group (P<۰.۰۰۱). No significant differences were observed between the SIT and MST groups at any time point, and treatment gains were maintained at follow-up. Conclusion: SIT and MST appear equally effective in reducing dysfunctional metacognitive appraisals and enhancing self-acceptance in this sample. However, the small, female-only sample from a single city and the lack of structured diagnostic interviews limit generalizability; interpret results cautiously.

کلیدواژه ها:

Body dysmorphic disorders ، Mindfulness ، Adolescent ، Self-concept ، Cognitive behavioral therapy