Investigating Patterns of Self-Destructive Behavior Among University Students in Afghanistan and Developing an Educational Package for Modifying Self-Destructive Behavior Patterns

Document Type : پژوهشی

Authors

Ali Rezaee ¹

Mahbube Amirdadi ²

Hamidreza Aghamohammadian Sharbaf ³

Seyed Kazem Rasoulzadeh Tabatabaei ⁴

Mohammad Javad Asghari ⁴

¹ PhD student of Psychology, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.

² M.A. in Cognitive Psychology, Department of Psychology, University of Isfahan, Isfahan, Iran.

³ Professor of the Department of Psychology, Faculty of Education and Psychology, Ferdowsi University of Mashhad. Iran.

⁴ Associate Professor of the Department of Psychology, Faculty of Education and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.

10.22067/tpccp.2025.88388.1656

Abstract

Abstract
Introduction:
University students are in the stage of late adolescence and early adulthood. Due to their specific developmental needs and situational pressures, the prevalence of behaviors such as self-destructive acts is higher in this group than in others (Moradi Chadegani et al., 2022). As an educated class, these individuals represent a productive force for societal progress and are often viewed as role models for other adolescents and young adults. Consequently, when they engage in such behaviors, it can lead to the normalization and spread of these actions to other segments of society, thereby masking the severity of the problem. Self-destructive behaviors, defined as conscious actions undertaken with the deliberate intention of inflicting harm upon oneself, fundamentally conflict with the biological imperatives of survival and gene transmission (O'Connor & Nock, 2014). These behaviors range from superficial injuries to suicide or non-fatal self-harm. They may be direct and acute, such as skin cutting, or indirect and chronic, such as postponing responsibilities or defensive approaches (Turgay, 2004). The consequences of self-destructive behavior include chronic stress, depression, anxiety, and reduced quality of life. In light of the multifaceted impact of cultural, social, and psychological factors on the phenomenon under study, coupled with the paucity of field research in Afghanistan, the present study was undertaken with the following objectives: first, to investigate patterns of self-destructive behavior among Afghan students; second, to develop an educational package based on the identified patterns; and third, to evaluate the initial effectiveness of the package.
 
Method
The present study employs a mixed-methods approach, integrating both quantitative and qualitative data collection and analysis techniques. The statistical population encompassed all students enrolled in the management, law, political science, and clinical psychology programs at Herat University, with an estimated total of approximately 1500 students. The sample size was determined as 305 based on Morgan's table and selected through the convenience sampling method. The data collection instrument employed in the quantitative section was the Aghamohamadian and colleagues' self-destructive behavior measurement questionnaire (Aghamohamadian sharbaf et al., 2013), which comprised 31 items presented as a list of self-destructive behaviors. The quantitative component of the research endeavored to identify behavioral patterns. The qualitative component entailed the development of an educational package and the assessment of its content validity. The educational package was developed following the identification of five recurrent patterns: insufficient exercise, stress and lack of psycho-physical control, Internet and phone addiction, lack of enjoyable activities, and violence and aggression. The content validity of the package was measured by employing the Delphi method and the Content Validity Ratio (CVR) index, utilizing the opinions of a group of experts.
Findings
The results of the analysis of self-destructive patterns using the Friedman test demonstrated that the frequency of these patterns among university students was as follows: first, the pattern of "insufficient exercise" was the most prevalent (mean 1.56). Subsequent to these, the patterns of "stress and lack of physical and mental control" and "Internet addiction" (both with a mean of approximately 1.38) were in the subsequent ranks. "Lack of fun and fun activities" and "phone addiction" were also relatively common patterns. Conversely, behaviors such as "running away from home" (mean 0.06) and "attempting suicide" (mean 0.08) exhibited the lowest means, suggesting a reduced frequency of these high-risk behaviors compared to other patterns observed among the student population under study. The findings indicated a broad spectrum of self-destructive behaviors, ranging from inactivity and chronic stress to aggressive behaviors. The Delphi method was also employed to confirm the content validity of the developed training package.
 
Conclusion
The findings of this study indicated that the most prevalent patterns of self-destructive behavior among Afghan students include insufficient exercise, stress and lack of mental and physical control, internet and phone addiction, lack of enjoyable activities, and violence and aggression, respectively. These results align with the findings of previous studies (Aghamohamadian sharbaf et al., 2013), particularly those highlighting the high prevalence of insufficient exercise, stress, and lack of enjoyment among students (Webb & Boye, 2024). Additionally, the importance of stress as an unhealthy coping mechanism that can lead to self-destructive behavior was confirmed (Šimić et al., 2021). The high diversity and variety of common self-destructive behaviors confirm the need to develop a comprehensive training package that targets the five most common patterns identified. The educational package developed in this study, which is based on the opinions of experts and various therapeutic approaches (such as behavioral therapy, cognitive-behavioral therapy, schema therapy, and ACT), can be an effective tool for modifying and reducing these behavioral patterns and promoting the mental health of students. However, the generalization of the results of this study should be done with caution, because the sample size was limited to Herat city and the research method was quasi-experimental. It is recommended that subsequent research prioritize the long-term efficacy of this educational program and undertake a more comprehensive evaluation of the factors contributing to self-destructive behaviors among students.

Keywords

Self-destructive behavior

self-destructive pattern

Afghan students

educational package development

Subjects

• Clinical psychology

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 Authors retain the copyright and full publishing rights. This is an open access article distributed under Creative Commons Attribution 4.0 International License (CC BY 4.0)

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