RESUMO
The study highlights the concept of education-family conflict, where educational roles clash with familial obligations, negatively affecting the sense of coherence and social acceptance of married female students. Previous studies have highlighted the increasing tendency of married women to pursue higher education and career advancement, which would emphasize the need for psychological interventions to support them. The study introduces Positive-Cognitive Behavioral Group Therapy (PCBGT) as a novel intervention to address these concerns. Based on their education-family conflict scores, sense of coherence, and social acceptance, sixty married female students (aged 25-35) were purposively selected and equally assigned to experimental and control groups. The experimental group engaged in eight weekly 90-minute PCBGT sessions. Data were analyzed using One-way ANOVA with repeated measures. The findings underscore PCBGT's potential to empower students, enhancing their sense of coherence, manageability, meaningfulness, and social acceptance, persisting up to three months post-intervention. PCBGT enhances the sense of coherence by helping individuals recognize and apply their signature strengths, manage emotions, cultivate self-acceptance, and develop a more comprehensive and meaningful outlook on life. It also fosters social acceptance by promoting self-compassion, identifying strengths, regulating emotions, and enhancing interpersonal skills through structured sessions, ultimately improving individuals interactions and relationships. However, further investigation is necessary to comprehensively understand how PCBGT influences the sense of coherence and social acceptance among married female students managing education-family conflict. (AU)
