Ahmad Nasseri; mahnaz khosrojavid; Seyed Mousa Kafi Masouleh
Abstract
Separation anxiety disorder is one of the most common mental disorders in teenagers that causes severe physical and mental disorders. The aim of this study was investigate Effect of Intensive Dovanlo's short-term Daynamic Psychotrapy on The Quality of Object Relations and Defense Mechanisms in Adolescents ...
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Separation anxiety disorder is one of the most common mental disorders in teenagers that causes severe physical and mental disorders. The aim of this study was investigate Effect of Intensive Dovanlo's short-term Daynamic Psychotrapy on The Quality of Object Relations and Defense Mechanisms in Adolescents White Separation Anxiety Disorder. This study was experimental method with pre-test-post-test design with a control group. The study’s population consisted of all male students of the second High school with separation anxiety disorder from khalkhal city during the academic year 2021-2022. Among these, 30 number of students with separation anxiety disorder based on March et al.'s separation anxiety questionnaire (1997) and the structured clinical interview and other inclusion criteria the research were selected and random assignment and placed in two experimental and control groups (15 people in each group).The experimental group was trained 10 sessions of 60 minutes under a short-term in Dovanlo's short-term Daynamic Psychotrapy. Bell's (1995) thematic relationship questionnaires and Andrews et al.'s (1993) defense mechanisms questionnaires were used for both groups in the pre- and post-test stages. Research data were analyzed by multivariate covariance analysis. The results showed that Dovanlo's short-term Daynamic Psychotrapy can significantly improve the quality of Object relationships and reduce Defense Mechanisms in Adolescents. Based on this, the using of Dovanlo's short-term Daynamic Psychotrapy can help students with separation anxiety disorder in reducing psychological problems and increasing the quality of relationships
Sepideh Nayebzadeh; Abbas Abolghasemi; seyyed mosa Kafi Masooleh; mahnaz khosrojavid
Abstract
The purpose of the present study was to investigate the effectiveness of emotion regulation training on adaptive/social behaviors of adolescents with separation anxiety disorder. The research method was quasi-experimental with pre-test and post-test design with a control group. Participants in the study ...
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The purpose of the present study was to investigate the effectiveness of emotion regulation training on adaptive/social behaviors of adolescents with separation anxiety disorder. The research method was quasi-experimental with pre-test and post-test design with a control group. Participants in the study were 20 adolescents with separation anxiety who were identified among the adolescents studying in the first and second grades of Tehran School of Art and Literature in the academic year 2019-2020 and were randomly assigned to two experimental and control groups of 10 adolescents. The experimental group received the Gross model emotion regulation training in 8 sessions of 90 minutes individually, but the control group did not receive any intervention. Data were collected using March et al.'s (1997) Separation Anxiety Inventory and Spence et al.'s (2002) Adaptive / Social Performance Questionnaire, in pretest and post-test. Research data were analyzed by univariate and multivariate analysis of covariance. The results of the analysis of covariance showed that emotion regulation training was effective in increasing adaptive/social behaviors in adolescents with a separation anxiety disorder (ρ <0.001). According to the findings, it seems that emotion regulation training can be used to manage anxiety and increase adaptive behaviors in adolescents with separation anxiety disorder as a complementary education program along with other treatment methods.
maryam zeinali; mahnaz khosrojavid; Abbas Abolghasemi; Maryam Kousha
Abstract
Given the problems faced by children with neurodevelopmental disorders in sensory processing; the aim of this study is to compare visual-spatial and auditory temporal processing in children with special learning disorders, nonverbal learning disorders, and attention-deficit / hyperactivity disorder. ...
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Given the problems faced by children with neurodevelopmental disorders in sensory processing; the aim of this study is to compare visual-spatial and auditory temporal processing in children with special learning disorders, nonverbal learning disorders, and attention-deficit / hyperactivity disorder. The research method is Exe-Post Facto and its statistical population included girls and boys aged 9 to 12 years who were referred to the Child Psychiatry Center, Learning Disabilities Centers, and primary schools in the academic year 1399-400 in Rasht. 79 of these children were divided into three groups of specific learning disorders with dyslexia, nonverbal learning disorder, and attention-deficit/hyperactivity disorder by convenience sampling. Data were collected using, the Test of Visual-Perceptual Skills, (non-motor)-Revised (Gardner, 1996), Auditory Perception Test (Allen& Serwatka, 1994), and Auditory Problems checklist (Fisher, 1996). Research data were analyzed by univariate and multivariate analysis of variance. The results show that children with a nonverbal learning disorder in all components of visual, and auditory processing components had lower performance than the other two groups. Children with dyslexia also achieved in the component (rotation and inversion) of visual processing and the component (duration) of auditory processing. Based on results and the existence of more deficiencies in children with a nonverbal learning disorder in sensory processing skills (visual and auditory) it is necessary to pay more attention to the signs and symptoms of this disorder in education to reduce the problems of these children by early interventions.