The present study explores the effectiveness of the clinical creativity therapy model on reducing anxiety and depression in first-grade high school male students. The statistical population included all first-grade high school male students in Najafabad, Iran, in the academic year 2018-2020, among whom 30 students were selected through convenience sampling purposively. Beck Anxiety and Depression questionnaires were employed as a pre-test for all participants. Then, the participants in the treatment group were subjected to the clinical creativity therapy model in 8 sessions, while the control group did not receive any intervention. The above questionnaires were executed again for both groups as post-test. The finding was analyzed using ANCOVA and MANCOVA covariance analysis. The results of MANCOVA analysis revealed that there is a significant difference between the mean of post-test scores of anxiety and depression in both treatment and control groups (p < 0.01, F= 7.93). Similarly, the results of ANCOVA analysis showed that there is a significant difference between the mean of post-test scores of anxieties (p < 0.01, F=8.06) and depression (p < 0.01, F= 11.79) in treatment and control groups. According to these results, the clinical creativity therapy model significantly reduces anxiety and depression in first-grade high school male students. Indeed, creativity is a type of mental efficiency that can modify an inefficient mentality and decrease students’ anxiety and depression. This study provides an opportunity for emotional evacuation, acceptability, altruism, refining, belonging, sympathy, interaction, reality testing, and many other advantages related to group treatment for the clients. Therefore, it can increase emotional and social support resources and decrease anxiety and depression.

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Dehaghi, M. R., Rohani, A., & Khushavi, M. (2020). Effectiveness of the clinical creativity therapy model on reduction of anxiety and depression in Iran’s high school students. International Journal of Humanities, Arts and Social Sciences, 6(1), 25–31. doi: 10.20469/ijhss.6.20003-1