Com-Past-Sion: Acceptability and Efficacy of a Compound Self-compassion-based Digital Workbook as Therapy for High Self-critical Rumination

Description

Page: 290-297

Christian Jewel S. Kho, Andrea Irah M. Soria, Aaron Harren V. Eser, Josephine A. Cruz, and Gina B. Garcia (Senior High School Department, General de Jesus College, San Isidro, Nueva Ecjia, Philippines)

Self-critical rumination is a sub-type of self-criticism and rumination that can be defined as a persistent focus of attention on self-critical thoughts. The present study seeks to determine the acceptability and efficacy of a compound self-compassion-based digital workbook in reducing high self-critical rumination. Forty-seven senior high school students with high self-critical rumination underwent and completed ten sessions in three weeks using Google Classroom. Data were collected through online surveys and examined using the Wilcoxon signed-rank test. Acceptability was assessed using participant feedback (PFS), and efficacy was examined by comparing within-group changes in self-critical rumination (SCRS), and self-compassion (SCS-SF) and its positive and negative subscales, and analyzing their effect sizes. At post-intervention, high average ratings towards the workbook were measured on the total scale, as well as in each subscale, namely, agreeableness, helpfulness, applicability, enjoyableness, understanding, easiness, and commitment. The analyses also reflected statistically significant changes between pre- and post-measures with large effect sizes in the scores of self-critical rumination and overall self-compassion, along with the positive and negative components of self-compassion. The current study presents evidence regarding the acceptability and efficacy of a compound self-compassion-based digital workbook in reducing self-critical rumination among senior high school students. However, the intervention may be modified to avoid low engagement and late submissions, and measured in a randomized controlled trial.