Yousof Khodabandeloo; Faramarz Sohrabi; Ahmad Borjali; Abolghasem Isamorad; Abdollah Motamedi
Abstract
Methods This research was administered in three stages. First, a psycho-cognitive remediation treatment manual was developed based on the most reliable existing treatments: Cognitive Behavior Therapy (CBT) and Cognitive Remediation Therapy (CRT). In the second stage, the content validity of the manual ...
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Methods This research was administered in three stages. First, a psycho-cognitive remediation treatment manual was developed based on the most reliable existing treatments: Cognitive Behavior Therapy (CBT) and Cognitive Remediation Therapy (CRT). In the second stage, the content validity of the manual was evaluated by 8 experts. Finally, the effectiveness of the developed treatment was evaluated by the quasi-experimental method with an active control group, pretest-posttest follow-up design. 28 adults aged 24-45 years who had been diagnosed with MDD were purposefully selected and assigned to one of the two experimental or control groups. The experimental group participated in 12 two-hour weekly sessions and the control group played video games at home. The Beck Depression Inventory-Second Edition (BDI-II) and the THINC-it tools as neuropsychological tests were used for gathering data. Only 25 patients remained in the study at week 12. To statistically analyze the data, One-way analysis of covariance was used (SPSS 26).Results Data analysis showed that depression and anhedonia were significantly lower at the post-test compared to the pre-test, according to the BDI-II and SHAPS scores. All objective and subjective cognitive functions were significantly improved. Follow-up scores remained significantly constant in the tests that had improved in the post-test which indicates the stability of therapeutic effects in the three-month follow-up.Conclusion This is the first study to evaluate two validated combined therapies in adults with MDD, as far as the authors are aware. It was evaluated based on feasibility, acceptability, and effectiveness. It is suggested that clinicians use these combined treatments in the field of clinical practice. Although this treatment manual had a good effect, some of its limitations must be addressed in future research.
Abolghasem Isa Morad Roudineh; Zahra Nafar; Fatemeh-Sadat Fatemi
Abstract
In recent decades, philosophy and children has been proposed under title including Philosophy for Children (P4C) in the field of education and philosophy. Given the importance of education for children in contemporary philosophy, this study examines the importance of teaching philosophy for children. ...
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In recent decades, philosophy and children has been proposed under title including Philosophy for Children (P4C) in the field of education and philosophy. Given the importance of education for children in contemporary philosophy, this study examines the importance of teaching philosophy for children. The purpose of this study was to explain the effect of the "Philosophy for Children" educational program (P4C) on empathy and social problem solving in students. This research was carried out using a semi-experimental method. The statistical population of this study was all male students of the fifth grade elementary school of Hassan Abad city of Tehran. Using the convenience method, 30 male students of fifth grade elementary school were selected and randomly assigned to two groups of 15 subjects. Initially, both groups responded to Davis's revised Empathy questionnaire and social problem solving by D’Zurilla, et al. In the next stage, the experimental group was trained in philosophy for children and no training was provided to the control group. After the end of the training sessions, the questionnaires were returned to both groups of participants. Covariance analysis was used to analyze the data. In the end, it was determined that the implementation of this program can improve the empathy and the overall skill of social problem solving students (P <0/05). The results of this study suggest that participation in the "Philosophy for Children" curriculum leads to improved the empathy and the overall skill of solving the social problem.
