Comparison of the Effectiveness of Writing Therapy and Hope Therapy on Perfectionism and Automaticity of Primary School Teachers in the ۲nd District of Shiraz

The aim of this research is to compare the effectiveness of writing therapy and hope therapy on perfectionism and self-efficacy of primary school teachers in the ۲nd district of Shiraz. For this purpose, during a semi-experimental research with a pre-test and post-test design and follow-up with a control group, forty-five primary school teachers in the ۲nd district of Shiraz were randomly selected in two experimental groups and one control group. (Each group of fifteen people) have been placed. Data collection tools included Hill's perfectionism questionnaire and Sherer et al.'s general self-efficacy questionnaire, which groups were evaluated at the beginning and end of the study. The experimental groups were subjected to the intervention of writing therapy and hope therapy during eight ninety-minute sessions. The data were analyzed using the method of covariance analysis. The results of covariance showed that hope therapy and writing therapy together on perfectionism and self-efficacy. Teachers have a significant effect, according to the treatment process, writing therapy has a better effect than hope therapy on perfectionism and self-efficacy.