Overcoming Procrastination: Efficacy of Group Therapy in University Students

Academic Procrastination among University Students: Application of Reality Therapy Based Group Intervention The study aimed to assess the effectiveness of a reality therapy-based psycho-educational group intervention on the academic procrastination of university students. Intervention materials were delivered by the researcher Nosheen (Ms. scholar with a Post-Magisterial Diploma in Clinical Psychology and 1.5 years of experience as an Associate Clinical Psychologist at the Center for Counselling and Social Wellbeing (UOH-CCSW), The University of Haripur, Khyber Pakhtunkhwa, Pakistan). The sample size for the intervention consisted of 40 participants (20 in the intervention group and 20 in the control group). The intervention was based on eight face-to-face sessions held at the University of Haripur Center for Counselling and Social Wellbeing (UOH-CCSW). Sessions were conducted twice a week over one month, with each session lasting 75 to 90 minutes. All sessions were interactive and included activities related to the topics. The first session focused on familiarizing members with one another, explaining rules and objectives, and building knowledge about academic procrastination, its causes, and its effects on students’ academic performance and overall well-being. The second session introduced participants to choice theory and the five basic needs (Survival, Love & Belonging, Power, Freedom, and Fun). In the third session, basic needs, strategies, and actions to increase efficiency and reduce procrastination were reviewed. The fourth session taught participants about the components of human behavior, including the concept of general behavior. A mid-assessment was conducted after the completion of the fourth session. The fifth session addressed choosing better situations and achieving internal control. The sixth session focused on strategies for formulating new behaviors. The seventh session facilitated the development of responsibility and cooperation, emphasizing the necessity of commitment to contracts and taking responsibility for choices. The final session reviewed the previous sessions, concluded the intervention, and included the administration of a post-test. Session attendance checklists were used to monitor adherence to the intervention. Allocation of participants to the intervention or control group was based on students’ availability and choice.