moslem asli azad; gholam reza manshaee; Amir Ghamarani
Abstract
The present study was conducted to investigate the effectiveness of ACT on the cognitive emotion regulation and intolerance of uncertainty in the students suffering from OCD. It was a quasi-experimental study with pretest, posttest, control group and two-month follow-up design. The statistical population ...
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The present study was conducted to investigate the effectiveness of ACT on the cognitive emotion regulation and intolerance of uncertainty in the students suffering from OCD. It was a quasi-experimental study with pretest, posttest, control group and two-month follow-up design. The statistical population of the study included the students with OCD in the city of Isfahan in 2017-18. 30 first high school students with OCD were selected through non-random purposive sampling and replaced into experimental and control groups (15 students with OCD in the experimental group and 15 students with OCD in the control group). The experimental group received ten seventy-five-minute ACT sessions during three months. The applied questionnaires in the study included Maudsley’s obsessiion inventory (Hajson and Rachman, 1980) and Cognitive Emotion Regulation questionnaire(Gross, John) and Intolerance of uncertainty questionnaire (Mcline, 1993). The data from the study were analyzed through repeated measurement ANOVA by SPSS23 statistical software. the results showed that ACT has significantly influenced the Cognitive Emotion Regulation and Intolerance of uncertainty in the students with OCD (p<0.001) in a way that this therapy was able to lead to the increase of Cognitive Emotion Regulation and Intolerance of uncertainty in the students with OCD. according to the findings of the present study it can be concluded that ACT employing cases such as mental techniques, observing the self as the background, cognitive defusion techniques, stipulating values, and committed action can be used as an efficient therapy to increase the Cognitive Emotion Regulation and Intolerance of uncertainty in the students
gholam reza manshaee; laleh hoseini
Abstract
This study aims to determine the effectiveness of child-centered mindfulness education on social adjustment and depression symptoms in depressed children in Isfahan. The statistical population of this study included all children with depression disorder in Isfahan city during the academic year of 2016-2017 ...
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This study aims to determine the effectiveness of child-centered mindfulness education on social adjustment and depression symptoms in depressed children in Isfahan. The statistical population of this study included all children with depression disorder in Isfahan city during the academic year of 2016-2017 who referred to centers for counseling and psychological services of education system. The research method was semi-experimental with pretest-posttest plan and a control group and a 45-day follow-up. The number of samples in the study were 30 children with depression disorder who were selected by available non-random sampling method, and were randomly assigned to two experimental and control groups. The experimental group received therapeutic interventions related to mindfulness over a period of two and a half months and as a weekly 60-minute session. However, the control group did not receive any intervention during the study. Then, the individuals of both groups were subjected to post-test. The instruments used included the Social Adjustment Questionnaire and Children's Depression Questionnaire The results of the data analysis indicated that child-centered mindfulness education have had an effect on social adjustment, happiness, anxiety and depression symptoms in depressed children aged 8 to 13 years old, at an error level of 0.05. In this way that child-centered mindfulness education has led to improved social adjustment and reduced depression symptoms of depressed children aged 8 to 13 years.