International Journal of Psychology (IPA)

en Effectiveness of Philosophy Education on Hopefulness and Cognitive Emotion Regulation in Adolescents with Cancer Effectiveness of Philosophy Education on Hopefulness and Cognitive Emotion Regulation in Adolescents with Cancer تخصصي Special پژوهشي Research <div dir="ltr" style="text-align: justify;">Cancer imposes considerable psychological distress on adolescents, highlighting the need for interventions that foster resilience and adaptive coping. This study aimed to evaluate the effectiveness of philosophy education in enhancing hope and cognitive emotion regulation among adolescents with cancer. A quasi-experimental design with a pretest–posttest format and control group was employed. The study population comprised all adolescents with cancer receiving treatment at Amirkabir Hospital in Arak during the spring of 2024. Using purposive sampling, 40 adolescents aged 15–18 years were selected and randomly assigned to experimental and control groups (n = 20 per group). Research instruments included the Snyder Hope Scale (1991) and the Cognitive Emotion Regulation Questionnaire (Garnefski et al., 2001). The experimental group received 12 training sessions based on Philosophical Inquiry for Children: A Teacher’s Guide (Cam, 1993) and Stories for Thinking (Fisher, 1996). Data were analyzed using analysis of covariance (ANCOVA) in SPSS-24. The results indicated that, after controlling for pretest effects, participants in the experimental group reported significantly higher levels of hope and greater use of adaptive emotion regulation strategies compared to the control group (p < .05). These findings suggest that philosophy education can be an effective non-pharmacological intervention for improving psychological well-being and adaptive coping in adolescents with cancer.</div> <div style="text-align: justify;">Cancer imposes considerable psychological distress on adolescents, highlighting the need for interventions that foster resilience and adaptive coping. This study aimed to evaluate the effectiveness of philosophy education in enhancing hope and cognitive emotion regulation among adolescents with cancer. A quasi-experimental design with a pretest–posttest format and control group was employed. The study population comprised all adolescents with cancer receiving treatment at Amirkabir Hospital in Arak during the spring of 2024. Using purposive sampling, 40 adolescents aged 15–18 years were selected and randomly assigned to experimental and control groups (n = 20 per group). Research instruments included the Snyder Hope Scale (1991) and the Cognitive Emotion Regulation Questionnaire (Garnefski et al., 2001). The experimental group received 12 training sessions based on Philosophical Inquiry for Children: A Teacher’s Guide (Cam, 1993) and Stories for Thinking (Fisher, 1996). Data were analyzed using analysis of covariance (ANCOVA) in SPSS-24. The results indicated that, after controlling for pretest effects, participants in the experimental group reported significantly higher levels of hope and greater use of adaptive emotion regulation strategies compared to the control group (p < .05). These findings suggest that philosophy education can be an effective non-pharmacological intervention for improving psychological well-being and adaptive coping in adolescents with cancer.</div> hopefulness, cognitive emotion regulation, philosophy education, and adolescents with cancer hopefulness, cognitive emotion regulation, philosophy education, and adolescents with cancer 9 34 http://ijpb.ir/browse.php?a_code=A-10-405-1&slc_lang=en&sid=1 Yasna Mirzakhani Yasna Mirzakhani 10031947532846004602 10031947532846004602 No Department of Psychology, Islamic Azad University, Arak Branch, Iran. Department of Psychology, Islamic Azad University, Arak Branch, Iran. Masoomeh Khodadad Masoomeh Khodadad 10031947532846004603 10031947532846004603 No Department of English Language, Arak Branch, Islamic Azad University, Arak, Iran Department of English Language, Arak Branch, Islamic Azad University, Arak, Iran Reyhaneh Sheykhan Reyhaneh Sheykhan Reyhane.sheykhan@gmail.com 10031947532846004604 10031947532846004604 Yes Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran Department of Psychology, Arak Branch, Islamic Azad University, Arak, Iran Tooraj Sepahvand Tooraj Sepahvand t-sepahvand@araku.ac.ir 10031947532846004605 10031947532846004605 No Department of Psychology, Faculty of Humanities, Arak University, Arak, IR Iran Department of Psychology, Faculty of Humanities, Arak University, Arak, IR Iran