Mitra Mayeli; Khadijeh Abolmaalialhosseini; Mostafa Nokani; Siavash Talepasand
Abstract
Attention Deficit Hyperactivity Disorder (ADHD) is a persistent pattern of inattention and/or hyperactivity and impulsive behaviors that are more severe than those commonly observed in children with the same developmental levels. Academic boredom is associated with loss of human resources and high financial ...
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Attention Deficit Hyperactivity Disorder (ADHD) is a persistent pattern of inattention and/or hyperactivity and impulsive behaviors that are more severe than those commonly observed in children with the same developmental levels. Academic boredom is associated with loss of human resources and high financial costs; it is one of the major issues that any educational system may be faced with. The aim of the present study was to investigate the effectiveness of computer-assisted cognitive remediation on academic boredom among students with ADHD. The participants in this study included 24 (12 boys and 12 girls) students with ADHD and in the sixth to ninth grades of the seventh district of Tehran in the academic year of 2018-19. They were selected based on inclusion and conclusion criteria and they randomly assigned to two experimental and control groups. They completed the academic emotions questionnaire (Pekrun, & et al, 2002) in the pre-test, post-test, and follow-up. The experimental group received 20 sessions of computer-assisted cognitive remediation during ten weeks (30 minutes session, two times per week). The data were analyzed with repeated measure analysis of variance in the SPSS-26 software environment. The findings indicated that all subscales of academic boredom among students with ADHD were significantly improved, with a moderate effect size. This early development and evaluation of computerized rehabilitation intervention for students with ADHD can take the first step in filling the gap in current clinical literature and it is expected a significant improvement and clinical efficacy in the performance of children with ADHD.
Ghazal Zandkarimi; Elaheh Bafghi; Roshanak Khodabakhsh Pirkalani
Abstract
Purpose: Today, the presence of the positive affect system in the research domain criteria (RDoC) suggests a different treatment path with emphasis on emotional symptoms and without labeling the disorder. Based on this, the present study aimed to develop and validate the treatment protocol for obsessive-compulsive ...
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Purpose: Today, the presence of the positive affect system in the research domain criteria (RDoC) suggests a different treatment path with emphasis on emotional symptoms and without labeling the disorder. Based on this, the present study aimed to develop and validate the treatment protocol for obsessive-compulsive disorder, according to the positive affect system. Method: The statistical population was people suffering from obsessive-compulsive disorder in Tehran in 2022. Sixteen participants were purposefully participated from mental health clinics and sampling continued until data saturation was reached. Data was collected through a questionnaire and a semi-structured interview that was approved. Data analysis was done based on grounded theory method with Strauss and Corbin method and three stages of coding. Findings: The theoretical codes obtained in the research included: reward learning, response to reward, valuing reward and hope for reward. Each of theoretical codes included four central code categories and ten open codes that correspond to positive affective factors in the RDoC domain. Open, central and theoretical codes were approved by six psychologists with a content validity index coefficient of 0.85. Innovation: The treatment of obsessive-compulsive disorder, considering the field of positive affect in the RDoC system, can be one of the most recent looks at the etiology and treatment of this disease, which has not been discussed in detail so far. Conclusion: According to the findings, paying attention to the positive affect system in obsessive people can raise the mood and hope of the sufferers and increase their motivation to fight the disorder properly. The findings of this study introduce valuable codes in this field, but more studies are needed to find more and more accurate codes in order to obtain reliable results.
Sahar bagheri; mohammad hatami; Hasan Rezaei-jamaloei; moslem abbasi
Abstract
This study was conducted with the aim of the effectiveness of cognitive self-compassion training on the dimensions of fatigue, self-criticism and emotional avoidance in patients with multiple sclerosis. The present study was a quasi-experimental study with a pretest-posttest design and follow-up (2 months). ...
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This study was conducted with the aim of the effectiveness of cognitive self-compassion training on the dimensions of fatigue, self-criticism and emotional avoidance in patients with multiple sclerosis. The present study was a quasi-experimental study with a pretest-posttest design and follow-up (2 months). Subjects with an age range of 20-40 years and with a scale of physical disability (EDSS) 1 to 5.5 and purposefully selected and randomly divided into experimental group (cognitive self-compassion training) and control. Both groups answered Fisk (1994), Thompson & Zuroff (2004) levels of self criticism scale (2004) and Kennedy (2015) Emotional Avoidance Scale in the pre-test-post-test and 2-month follow-up stages. The experimental group received 10 sessions of cognitive self-compassion training once a week for 1.5 hours. The collected data were analyzed using mixed analysis of covariance with repeated measures. The results of covariance analysis mixed with repeated measures showed that cognitive self-compassion training is effective in reducing the dimensions of fatigue, self-criticism and emotional avoidance in patients with multiple sclerosis. Also, the effects of the intervention were maintained after 2 months of follow-up on reducing the scores of fatigue, self-criticism and emotional avoidance. Based on the results of this study, cognitive self-compassion training can be used along with drug interventions to reduce fatigue, self-criticism and avoid emotional experiences of multiple sclerosis patients in medical centers.
soheila sadatrasoul; susan alizadehfard
Abstract
The aim of this study was to compare the implicit and explicit associations of aggression and anxiety in boy adolescents with and without bullying behavior. The research method was descriptive correlational and its statistical population included 12 to 19 year old male students in Tehran in the first ...
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The aim of this study was to compare the implicit and explicit associations of aggression and anxiety in boy adolescents with and without bullying behavior. The research method was descriptive correlational and its statistical population included 12 to 19 year old male students in Tehran in the first and second secondary school that 113 students were selected by cluster sampling method in the academic year of 2019-2020 In order to identify students with and without bullying, the Peer Bullying Nomination Form (Pekarik et al. 1976) was used. To collect research data, the Illinois Bullying Questionnaire (Espelage, Holt.2001), the Sc-l90 Clinical Symptoms checklist (Derogatis & lipman, Covi.1973), and Implicit Association Test (IAT) (Greenwald et al. 1998) were used. Data were analyzed by using average comparison test and multiple regression analysis. The results showed that the difference in implicit association scores of aggression and anxiety in two groups with and without bullying was significant; But only the explicit association scores of aggression were significant in two groups and the explicit association of anxiety was not different in two groups. Results also showed that explicit and implicit associations of aggression, and implicit association of anxiety can predict bullying behavior with confidence (p≥ 0.0001). These results confirm the role of implicit and explicit associations in the clinical field; and helps to better understand bullying behavior, to be considered in the development of educational programs and psychological interventions.
Fatemeh Nikkhoo; Asgar Alimohamadi
Abstract
Pre-language skills play a significant part in the emotional-social competencies of children. Meanwhile, many children manifest deficiencies in gaining emotional-social competencies as a result of communication delay. The present research method was a semi-experimental pre-test-post-test design with ...
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Pre-language skills play a significant part in the emotional-social competencies of children. Meanwhile, many children manifest deficiencies in gaining emotional-social competencies as a result of communication delay. The present research method was a semi-experimental pre-test-post-test design with a control group and a two-month follow-up period. The statistical population of this research included mothers with children under two years of age who referred to public kindergartens in the second and third districts of Tehran in 1400, of which 40 mothers were selected by purposeful sampling and taking into account the entry and exit criteria. The family-oriented intervention was conducted for 10 sessions. Age and social-emotional stages questionnaire (ASQ_SE) was used to collect data. The results of the research showed that the family-oriented pre-language intervention has a significant effect on the social-emotional skills of children under two years old with communication delay (p<0.05). Teaching family-centered pre-language intervention can help improve the emotional-social skills of children under two suffering from communication delay. Therefore, such interventions can be used as an effective type of treatment in clinical environments
ali ahmadian; khodamorad momeni; jahangir karami
Abstract
The current study has aimed to investigate the prevalence of disruptive mood dysregulation disorder among the middle school students in kermanshah city. The design of this research is descriptive- survey. 584 students (282 boys and 302 girls) were selected by a multistage cluster sampling method and ...
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The current study has aimed to investigate the prevalence of disruptive mood dysregulation disorder among the middle school students in kermanshah city. The design of this research is descriptive- survey. 584 students (282 boys and 302 girls) were selected by a multistage cluster sampling method and were assessed using the disruptive mood dysregulation disorder questionnaire. The data was analyzed by spss26 software using descriptive and inferential statistical methods including chi-square test. The results showed that the prevalence of disruptive mood dysregulation disorder in students in general is 11.13, in boys 13.82 and in girls 8.60. There was a significant difference between the mean score of disruptive mood dysregulation disorder and gender (p=0.001) and disruptive mood dysregulation disorder and students' education area (p=0.024). But there was no significant difference between disruptive mood dysregulation disorder and age and educational level. The results showed that the prevalence of disruptive mood dysregulation disorder in adolescent boys and girls of kermanshah city is high therefore, the necessity of preventive and therapeutic measures from the education of this province and also health decision makers is revealed.
Nasrin Sistanipour; Mohammad Javad Asghari Ebrahimabad; BahramAli Ghanbari Hashemabadi
Abstract
Becoming heads of households by women is one of the most common psychological and social issues. The present study aimed to investigate the effectiveness of group therapy based on emotional schema therapy on balancing the dark personality traits, and increasing flourishing and cognitive flexibility among ...
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Becoming heads of households by women is one of the most common psychological and social issues. The present study aimed to investigate the effectiveness of group therapy based on emotional schema therapy on balancing the dark personality traits, and increasing flourishing and cognitive flexibility among female heads of households. This was a quasi-experimental study with a pre-test and post-test with a control group. The statistical population of the present study included all female heads of households of low socio-economic level. Among them, 30 females were selected through the convenience and purposeful sampling method and randomly assigned to experimental (n=15) and control groups (n=15). Subjects completed the Dark Triad Dirty Dozen (Jonason & Webster, 2010), Flourishing Scale (Diener et al., 2009), and Cognitive Flexibility Inventory (Dennis & Vander Wal, 2010). The experimental group received 10 sessions of emotional schema therapy and the control group received cooking training. Both groups completed the questionnaires in two stages before and after the intervention. Multivariate Analysis of Covariance was used to analyze the data. Results showed a significant difference between the experimental and control groups in terms of dark personality traits, flourishing, and cognitive flexibility (p<0.001). Thus, Emotional Schema Therapy could help balance dark personality traits and increase the flourishing and cognitive flexibility of female heads of household.
maryam morvaridi; Rasoul Roshan Chesli; Hojjatollah Farahani; ALI Mashhadi
Abstract
There is evidence that emotion plays a role in explaining generalized anxiety disorder, and on the other hand, dysfunctional emotional schemas are different in various psychopathological disorders, but few studies have addressed this issue. Therefore, the purpose of this study was to qualitatively investigate ...
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There is evidence that emotion plays a role in explaining generalized anxiety disorder, and on the other hand, dysfunctional emotional schemas are different in various psychopathological disorders, but few studies have addressed this issue. Therefore, the purpose of this study was to qualitatively investigate emotional schemas in Iranian patients with generalized anxiety disorder. For this purpose, 16 patients with generalized anxiety disorder in Mashhad, Iran were interviewed and their responses were qualitatively clustered to extract their emotional schemas and subthemes related to each emotional schema. A semi-structured interview was conducted to investigate patients' perspectives on emotion and their 14 emotional schemas. Patients' statements were transcribed and analyzed through comparative-inductive thematic analysis and coding. They were then categorized into main themes and subtheme naming was done in consultation with experts. The findings showed that four emotional schemas of validation, duration, uncontrollability, and extreme rationalization are more involved in patients with generalized anxiety disorder and 12 subthemes including mentalized emotional insecurity, desocialization, somatization, significance, uncertainty intolerance, unpredictability threat, extreme emotional perfectionism, continuity of catastrophic thinking, trait anxiety, superiority of others, emotional avoidance, emotional inflexibility, and extreme approval led to the creation and continuation of generalized anxiety disorder symptoms. Therefore, addressing these 4 emotional schemas in patients with generalized anxiety disorder with a greater focus on the validation schema, which is more pervasive, can increase treatment efficacy. In addition, we can focus on them in educational and preventive protocols, not just intervention protocols
mehrnoosh poursaeid esfahani; Hosseinali Mehrabi; Hamid Taher Neshat Doost
Abstract
Depression is a common and recurrent mental disorder and one of the main causes of disability. A large number of depressed people report intrusive negative memories, however, there is no specific therapeutic strategy that specifically targets these memories. In this regard, imagery rescripting is a psychotherapeutic ...
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Depression is a common and recurrent mental disorder and one of the main causes of disability. A large number of depressed people report intrusive negative memories, however, there is no specific therapeutic strategy that specifically targets these memories. In this regard, imagery rescripting is a psychotherapeutic technique that addresses memories and previous experiences and aims to improve negative emotions by changing the inner representation of negative memories and images. Although the treatment was initially developed for traumatized individuals, several interventions have yielded promising results for people suffering from other psychological disorders as well. Also, it seems that the interest in and applications of imagery rescripting for depression are quickly increasing. In this direction, the purpose of this article is to review clinical studies assessing the effects of imagery rescripting on depression, as well as possible processes underlying imagery rescripting. The present study is a review article that has been collected through study of 37 articles in the field of imagery rescripting, rescripting, imagery, mental imagery, mental images، intrusive memories and depression. The review shows that imagery rescripting is associated with a reduction in cognitive, emotional and behavioral symptoms of depression and related distresses and is an effective intervention for depression, distress of aversive memories and other related variables. Overall, it seems that more research is needed to compare different imagery rescripting protocols, investigate mechanisms of change, evaluate modulating factors and therapeutic changes for more effectiveness. Therefore, based on the review, a future research agenda is proposed to provide a sketch for further research in Iranian society.
