Development and Evaluation of the Effectiveness of an Integrated Ego Educational Model Based on Object Relations Theory and Davanloo’s Psychodynamic Approach

Shaghayegh Dakhili; Davood Manavipour; Alireza  Pirkhaefi

Authors

Shaghayegh Dakhili Department of Psychology, Sav.C., Islamic Azad University, Saveh, Iran Author https://orcid.org/0009-0000-5827-3237
Davood Manavipour Department of Psychology, Ga.C., Islamic Azad University, Garmsar, Iran Corresponding Author https://orcid.org/0000-0001-9764-6972
Alireza Pirkhaefi Department of Psychology, Ga.C., Islamic Azad University, Garmsar, Iran Author https://orcid.org/0000-0003-0451-4095

Keywords:

Integrated Ego, Object Relations, Davanloo, Psychodynamic Approach, Ego Strength, Emotion Regulation, University Students

Abstract

The present study aimed to develop and evaluate the effectiveness of an integrated ego educational model based on object relations theory and Davanloo’s psychodynamic approach among university students in Tehran. This study was conducted in two phases. In the first phase, the integrated ego educational model was developed through a survey-based developmental approach using theoretical literature, previous research, expert opinions, and the final factors derived from a researcher-made Integrated Ego Questionnaire. The final model consisted of seven dimensions: defense mechanisms and emotion regulation, mindfulness and motivation for change, resistance and non-attachment, ego differentiation and quality of object relations, adaptive capacity and ego strength, anxiety regulation, and ego functions. In the second phase, the effectiveness of the model was examined using a quasi-experimental pretest–posttest design with a control group. The sample included 30 university students in Tehran who were divided into an experimental group and a control group, with 15 participants in each group. The experimental group received the seven-session educational intervention, whereas the control group received no intervention. Data were analyzed using one-way analysis of covariance at a significance level of .05 while controlling for pretest scores. After controlling for pretest scores, the effect of group was statistically significant for defense mechanisms and emotion regulation, F(1, 27) = 141.75, p < .001, ηp² = .84; mindfulness and motivation for change, F(1, 27) = 310.50, p < .001, ηp² = .92; resistance and non-attachment, F(1, 27) = 60.10, p < .001, ηp² = .69; ego differentiation and quality of object relations, F(1, 27) = 30.45, p < .001, ηp² = .53; adaptive capacity and ego strength, F(1, 27) = 35.79, p < .001, ηp² = .57; anxiety regulation, F(1, 27) = 34.36, p < .001, ηp² = .56; and ego functions, F(1, 27) = 30.45, p < .001, ηp² = .53. The integrated ego educational model based on object relations theory and Davanloo’s psychodynamic approach was effective in significantly improving all seven dimensions of integrated ego functioning and may be considered a useful brief psychoeducational intervention for strengthening ego-related capacities in university students.

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