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چکیده
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Cancer imposes considerable psychological distress on adolescents, highlighting the need for interventions that foster resilience and adaptive coping. This study aimed to evaluate the effectiveness of philosophy education in enhancing hope and cognitive emotion regulation among adolescents with cancer. A quasi-experimental design with a pretest–posttest format and control group was employed. The study population comprised all adolescents with cancer receiving treatment at Amirkabir Hospital in Arak during the spring of 203524. Using purposive sampling, 40 adolescents aged 15–18 years were selected and randomly assigned to experimental and control groups (n = 20 per group). Research instruments included the Snyder Hope Scale (1991) and the Cognitive Emotion Regulation Questionnaire (Garnefski et al., 2001). The experimental group received 12 training sessions based on Philosophical Inquiry for Children: A Teacher’s Guide (Cam, 1993) and Stories for Thinking (Fisher, 1996). Data were analyzed using analysis of covariance (ANCOVA) in SPSS-24. The results indicated that, after controlling for pretest effects, participants in the experimental group reported significantly higher levels of hope and greater use of adaptive emotion regulation strategies compared to the control group (p < .05). These findings suggest that philosophy education can be an effective non-pharmacological intervention for improving psychological well-being and adaptive coping in adolescents with cancer.
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