Publication Date: 2024
Gifted and Talented International (15332276)39(2)pp. 89-100
In this study, Iranian teachers were selected and interviewed using semi-structured interviews. The purpose of conducting interviews was to discover the perceptions of gifted school teachers about strategies for improving wisdom among Iranian students. The participants believed that teachers themselves should be wisdom role models, wisdom role models should be introduced to students, authentic Iranian stories should be narrated, events should be shown to students from different perspectives, and students should be asked to research social problems and identify wise/unwise people. More research is needed in this field to assess the views of teachers in different environments and societies and then develop an educational approach to improving wisdom. © 2024 World Council for Gifted and Talented Children.
Publication Date: 2023
Advances in Autism (20563876)9(4)pp. 309-321
Purpose: Autism spectrum disorder (ASD) refers to a group of complex neurodevelopmental disorders characterized by repetitive and characteristic patterns of behavior and difficulties with social communication and interaction. Puberty is an important period for teenagers with ASD. The purpose of this study was to investigate the effect of educational program on increasing social skills (SS) and sexual knowledge (SK) in adolescent boys with high-functioning autism (HFA) disorder. Design/methodology/approach: This study was conducted using a single-subject design. Participants were three boys diagnosed with HFA disorder, selected using purposive sampling. The social skills improvement system scale and the sexual knowledge questionnaire were used to measure SS and SK. The training program consisted of 49 sessions. Findings: Results showed that, given the comparison of scores before and after the intervention, the training program was effective in improving SS and SK. Originality/value: With regard to the importance of puberty, training programs for parents and adolescents play an effective role in increasing SS and SK of adolescents with HFA disorder. © 2021, Emerald Publishing Limited.
Publication Date: 2022
Pajouhan Scientific Journal (24236276)20(1)pp. 24-32
Background and Objectives: The aim of this study was to determine the effectiveness of purposeful reading intervention based on response to the intervention on the academic attitudes of dyslexic students in Hamadan. Materials and Methods: This research was a quasi-experimental study by pre-test, post-test design with control group. The study population included of third grade elementary school students with dyslexia. Subjects were selected by simple randomly sampling method. In this study were participated 30 students with dyslexia. Subjects were divided into two groups by randomly method (experimental and control group), each of which was consisted of 15 students. Experimental group received targeted reading intervention based on response to intervention in 12 sessions while control group did not. The instrument of present research was and Akbary Academic Attitude Survey (2004). The obtained data were analyzed by using multivariate analysis of covariance (MANCOVA) test. Results: The results of multivariate analysis of covariance showed that in the post-intervention stage, the mean scores of academic attitude of the experimental group after the intervention was significantly higher than the control group. Conclusions: The purposeful reading intervention training program improved the academic attitudes of dyslexic students. © 2022 Pajouhan Scientific Journal.
Publication Date: 2022
Disability and Rehabilitation: Assistive Technology (17483115)17(3)pp. 268-274
Purpose: Assistive technology users may encounter challenges and inequality in having an access to health information and care during the emergency or in a crisis time. This issue seems to be understudied in most developing countries. The aim of this study was to explore the challenges faced by Iranian people with disabilities faced during the COVID-19 pandemic as far as the use of assistive technology is concerned. Method: A thematic analysis approach was employed to collect and analyse the data. We interviewed 10, 12 and 20 participants with physical, visual, and hearing disability, respectively during the pandemic between May to July 2020. A six-step thematic analysis method was used to identify categories and main themes. Results: The results revealed that people with disability were faced with some challenges in accessing information or receiving it on time during the emergency time. The lack of clear information may increase uncertainty about providing, using or maintaining assistive products. With no clear information or instruction, increased fear of infection, as well as the lack of necessary infrastructure for using available online applications, people with a disability had to rely more on others and seemed to feel disempowered. Conclusion: Assistive technology (AT) users may not receive enough care and attention during health crisis, nor may be included in crisis management programs. Actions to create preparedness plans to meet the needs of AT users in possible future crisis seem to be necessary.IMPLICATIONS FOR REHABILITATION Assistive technology users’ voice and needs should be given priority in crisis management programs. Web accessibility barriers and information accessibility challenges need more research attention in order to create effective and timely information dissemination programs. There seems to be a research gap about AT users during health crisis, and more research in this area is needed. © 2022 Informa UK Limited, trading as Taylor & Francis Group.
Publication Date: 2021
Journal Of Qualitative Research In Health Sciences (26456109)10(1)pp. 23-28
Introduction: The presence of a child with a specific learning disability in the family who needs care and has special educational problems is a source of stress for mothers, affecting their mental health and adjustment. This study aimed to explore the lived experiences of mothers of children with specific learning disability (SLD). Methods: This qualitative study was conducted using a phenomenological approach. The participants were 14 mothers of children with specific learning disability (SLD) whose data were collected through semi-structured interviews. The participants were selected using purposive sampling and the collected data were analyzed via Colaizzi’s method of data analysis. Results: Analysis of the data revealed 4 main themes including “impact on family”, “the mother’s life”, “the student’s problems”, “concerns”, and “needs”, and 14 subthemes. Conclusion: The present study showed that specific learning disability has diverse effects on the child, mother, and family, and recognizing these effects can pave the way for taking supportive and therapeutic measures. © 2021 The Author(s).
Publication Date: 2021
Pajouhan Scientific Journal (24236276)19(5)pp. 21-26
Aims Attention deficit / hyperactivity disorder has negative effects on children’s behavior. The aim of the present study is to compare the effectiveness of field information model and child-parent relationship therapy on reducing ADHD symptoms in children in Isfahan. Methods The present study was a randomized controlled clinical trial. The statistical population of this study was children aged 5 to 6 and their mothers living in Isfahan in 2018-2019. Thirty patients were selected as a sample by available sampling and then randomly assigned in two experimental groups and a control group were placed. The Pediatric Symptoms Questionnaire (Gadow and Sprafkin, 1984) was used to screen children. Data analysis was performed by univariate analysis of covariance and LSD test with SPSS 22 software. Findings The results showed that there was a significant difference between the experimental and control groups (F=103.100) (P ≥ 0.05). In other words, this program are effective in reducing the symptoms of attention deficit in the post-test stage. Conclusions The present study concludes that these program can be used as an effective intervention. © 2021, the Authors | Publishing Rights, ASPI.
Publication Date: 2021
Pajouhan Scientific Journal (24236276)19(4)pp. 43-51
Background and Objectives: The present study aimed to compare the academic help-seeking and meaning of education in deaf, blind, and normal students. Materials and Methods: The research method was causal-comparative. The statistical population included blind, deaf, and normal high school students in Isfahan. A total of 36 students were selected using the convenience sampling method and then divided into two groups (18 people) due to the limited statistical population of deaf and blind and input criteria. In the following step, 18 normal students were selected. Data were collected using Ryan and Pentrich's (1997) academic help-seeking and King and Smith's (2006) meaning of education (MOE) Scales and analyzed MANOVA, Tukey’s test, and SPSS Software (Version 24). Results: The results indicated that the three groups were significantly different in the avoidance of help-seeking and meaning of education (P<0.01). Furthermore, there was a significant difference in the general components of meaning of education in the profession, independence, future, learning, self, next step, social, and the world terms (P<0.05). But no significant difference was observed in the component of adaptive and escape between groups (P<0.05). Conclusions: The results revealed that deaf students avoid help-seeking and use less cognitive and metacognitive strategies when faced with academic difficulties. Blind students have also problems with the meaning of education. Therefore, based on the results, it is suggested that help-seeking strategies and improving beliefs in the meaning of education in the profession, independence, hope for the future, learning, and social interaction should be considered to promote cognitive and metacognitive processes in deaf and blind students. © 2021 Pajouhan Scientific Journal.
Publication Date: 2021
Health Education And Health Promotion (25885715)9(1)pp. 91-98
Aims Positive psychology is a new psychology branch that focuses on positive traits leading to freshness, greater concentration, and individuals’ satisfaction. This study aimed to extract positivist psychology components and assess the effect of positivist content and theme on school education and improve teachers’ and students’ psychological capital. Materials & Methods In this hybrid (qualitative-quantitative) research, the first positivist components and themes were extracted from Seligman’s point of view using open coding, axial coding, selective coding steps, and a network of positive themes were drawn. Then, to assess the effect of positive psychological components and themes on teachers’ competencies and their mental health and students’ personal and academic abilities, the opinions of 80 high school principals in Isfahan were evaluated using a researcher-made questionnaire. Data were analyzed by comparison of means and sample t-test using SPSS 19 software. Findings 104 basic and five organizing themes were extracted from the texts of the Positive Psychology book written by Seligman; positive emotion empowerment, fascination (flow), positive relationships, meaning (goal), and achievement (success). Also, from the perspective of principals, positivist components and themes had a positive and above-average effect on improving teachers’ positive mental characteristics, teachers’ mental health and efficiency, teachers’ organizational behavior and interactions, and improving teachers’ abilities and students’ overall progress (p<0.0001). Conclusion ducational-counseling intervention programs to increase social support can increase women’s adjustment after divorce. Positive psychology has practical and useful components and themes to enhance teachers’ abilities and mental health and can be taught by teachers in various curricula. © 2021, the Authors | Publishing Rights, ASPI.
Publication Date: 2020
Educational Research for Policy and Practice (15702081)19(3)pp. 261-279
Response to Intervention (RTI) is a preventive approach which is broadly implemented in the West, particularly in the USA for early identification and intervention of students with learning difficulties (LD). However, in the East, especially in the developing countries, neither has this kind of program been used extensively, nor is it even a prerequisite in any educational environment. The challenges of implementing this approach in real-life situations have been investigated in the present article, and the prerequisites, obstacles and outcomes of such a program have been taken into consideration. In this qualitative research, information was gathered by various means including semi-structured one-on-one interviews with six school staff members, three parents, informal conversations with a number of students with LD, and monitoring (with note taking) of the conditions and interactions of these students in the school environment. The findings helped shed light on the causal conditions that underlie the bases of Iran’s present educational system; the current situations with which LD students are faced in schools; the necessary strategies and actions for successful implementation of RTI in the country; the factors that can facilitate the needed strategies and actions; and the consequences of the implementation of those strategies. The implications of the findings in educational policy and practice have also been discussed. © 2020, Springer Nature Singapore Pte Ltd.
Publication Date: 2020
Journal of Health System Research (27834093)15(4)pp. 272-279
Background: Dyslexia is one of the important factors affecting the lack of educational progress in elementary school students. Therefore, the purpose of this study was to evaluate the impact of perceptual-motor training on the reading performance of students with dyslexia in the girl students of the third grade of elementary school in Isfahan, Iran. Methods: This pretest-posttest study was carried out on 30 subjects selected through the convenience sampling method from the students with dyslexia who referred to the learning disorder center of Isfahan. The subjects were randomly assigned into the two groups of intervention and control with 15 participants in each group. The students of the experiment group received ten two-hour sessions of individual perceptual-motor training, while the subjects in the control group did not receive any intervention. The research instruments used for this study included reading screening test, and Wechsler Intelligence Scale for Children. The reading screening test was completed both pretest and posttest. Findings: Findings of the statistical analysis demonstrated that the total score of reading progress had a significant difference between the students of control and test groups. Moreover, it was revealed that perceptual-motor training could significantly affect diverse abilities, such as word separating, gap filling, text reading, and letter pronunciation (P<0.05). However, no significant difference was observed between the two groups of intervention and control in terms of word segmentation and spelling. Conclusion: According to the results of this study, perceptual-motor training can be applied as a technique for improving the reading performance of students with dyslexia. © 2020, Isfahan University of Medical Sciences(IUMS). All rights reserved.
Publication Date: 2020
International Journal of Body, Mind and Culture (23455802)7(2)pp. 62-72
Background: The present study was aimed at comparing a positive emotion training program based on Fredrickson's broaden-and-build model of positive emotions with the psychodrama program in terms of emotion regulation in students with dyslexia. Methods: This experimental study was conducted with 3 groups (2 experimental groups and 1 control group), pretest-posttest design, and a follow-up. The statistical population included all fifth-grade female, middle-class, 10-11-year-old primary-school students with specific learning disabilities who were studying in public schools of the 5 educational regions of Isfahan, Iran. Multistage random sampling was used for the selection of the participants. The reading and dyslexia test was administered to identify learning disabilities in the students, and as a result, 38 students with a reading disorder were selected and randomly assigned to experimental group 1 (Fredrickson's positive emotion training program), experimental group 2 (psychodrama program), and control group. Students completed the Cognitive Emotion Regulation Questionnaire (CERQ) at pretest, posttest, and follow-up. Prior to the treatment, the students completed the CERQ. The follow-up phase of the study was conducted 3 months after the end of the treatment. The interventions consisted of 10 sessions (45 minutes each) devoted to positive emotion training and 10 sessions (45 minutes each) devoted to psychodrama program training. The data were analyzed using descriptive (mean and standard deviation) and inferential statistics (repeated measures ANOVA) in SPSS software. Results: The findings indicated that a positive emotion training program exerted a significant effect on emotion regulation, while the effect of the psychodrama training program was not statistically significant. Conclusion: It can be concluded that positive emotion training has a more significant effect than the psychodrama training program. © 2020, Vesnu Publications. All rights reserved.
Publication Date: 2019
Folia Phoniatrica et Logopaedica (14219972)71(1)pp. 29-41
Purpose: The present study explored the effectiveness of the Lidcombe Program, the parent-child interaction therapy (PCIT) approach, and an integrated (Lid-PCIT) program on the treatment of children who stutter. Methods: The present research was a single-subject study with an alternative treatment design. Participants were 6 preschool children who were randomly assigned into three groups. Each group received the entire indirect (PCIT), direct (Lidcombe), or integrated (Lid-PCIT) program and were assessed through severity rating (SR), and percent stuttered syllables (%SS), and video analysis. Results: For all children the SR and the %SS were reduced but the percentage of non-overlapping data of the three interventions showed that it was reduced more in the Lidcombe and in the Lid-PCIT programs. Conclusions: This study provided preliminary evidence that Lidcombe, PCIT, and integrated programs were effective in reducing the SR and the %SS in preschool children who stutter. These results are potentially important as both indirect and direct interventions in the primary years can help children who stutter to overcome their disorder. © 2018 S. Karger AG, Basel.
Publication Date: 2018
Journal of Psycholinguistic Research (15736555)47(3)pp. 627-640
The present study aimed to develop the thinking maps training package and compare its training effect with the thinking maps method on the reading performance of second and fifth grade of elementary school male dyslexic students. For this mixed method exploratory study, from among the above mentioned grades’ students in Isfahan, 90 students who met the inclusion criteria were selected by multistage sampling and randomly assigned into six experimental and control groups. The data were collected by reading and dyslexia test and Wechsler Intelligence Scale for Children-fourth edition. The results of covariance analysis indicated a significant difference between the reading performance of the experimental (thinking maps training package and thinking maps method groups) and control groups (p<. 01). Moreover, there were significant differences between the thinking maps training package group and thinking maps method group in some of the subtests (p<. 01). It can be concluded that thinking maps training package and the thinking maps method exert a positive influence on the reading performance of dyslexic students; therefore, thinking maps can be used as an effective training and treatment method. © 2017, Springer Science+Business Media, LLC, part of Springer Nature.
Publication Date: 2017
International Journal of Developmental Disabilities (20473877)63(1)pp. 45-51
Objectives: The current study aimed at examining the effectiveness of group logotherapy to enhance psychological well-being of mothers of children with intellectual disabilities. Method: The methodology adopted in this study was quasi-experimental incorporating pre-test, post-test, and control group. The population comprised all mothers of children with intellectual disabilities in Bushehr City, Iran. To this end, 26 mothers of children with intellectual disabilities were chosen using multi-stage sampling and were randomly divided into two groups of 13 as experimental and control groups. To gather data, Ryff’s psychological well-being inventory was employed, and then the experimental group was treated by eight sessions of logotherapy group counseling each of which lasted 90 min. There was no intervention for the control group and both groups were post-tested. Results: Analyzed by statistical covariance, the results demonstrated that group logotherapy leads to increased psychological well-being and its subscales including positive relationships with others, autonomy, personal growth, and environmental mastery. Conclusion: According to the findings, it is concluded that group instruction with logotherapy approach influences the psychological well-being of mothers of children with intellectual disabilities and one can use this style to help improve parents’ mental health. © 2016 The British Society of Developmental Disabilities.
Publication Date: 2016
Neuropsychiatria i Neuropsychologia (18966764)11(1)pp. 1-5
Aim of the study: Sensory integration is the process by which information from our senses (touch, sight, hearing, taste, smell, as well as balance) is interpreted by the brain so that we can respond appropriately to our environment. Attention deficit hyperactivity disorder (ADHD) is a complex neurological condition that is characterized by developmentally inappropriate levels of inattention, hyperactivity, and impulsive behavior. The aim of the current research was to investigate the effect of sensory integration training on executive functions of children with attention deficit hyperactivity disorder. Material and methods: In order to conduct this study, 20 students with attention deficit hyperactivity disorder were randomly selected from the elementary school student population of Isfahan, Iran, using the random cluster sampling method, and they were assigned randomly to experimental and control groups (each group consisted of 10 students). The design was experimental, and sensory integration training was performed in the experimental group. The research instruments were Conner's Rating Scale (teacher and parent forms) and Conner's Neuropsychology Test. Data were analyzed by multivariate covariance analysis of variance. Results: The results indicated that sensory integration can improve executive functions of students with ADHD. Conclusions: Thus, it can be concluded that sensory integration training affects children's executive functions. We suggest that this method can be used in rehabilitation and education of children with attention deficit hyperactivity disorder and it can be recommended to therapists and trainers.
Publication Date: 2015
Mediterranean Journal of Social Sciences (discontinued) (20392117)6(1S1)pp. 61-67
The present study was an attempt to predict academic progress of fifth-grade girl students of elementary schools in Isfahan city based on self-discipline and demographic variables. The research methodology was descriptive correlational. To this end, 196 students were elected from fifth-grade girl students of elementary school by multistage sampling method and in line with the entry requirements of the research. To collect data a demographic questionnaire and a researcher-made self-discipline questionnaire were employed. The obtained data were analyzed through regression statistical methods and correlation coefficients with the aid of SPSS 18 software. The findings revealed that students' academic progress is positively and significantly attributed to their mothers’ self-discipline and education; further, there is no significant relationship between the variables of parents’ age, father’s education, parents’ occupation, family’s economic status, the number of family members and students’ academic progress. The results of stepwise multivariate regression demonstrated that the variables of mother’s education and self-discipline were the best and most significant predictors of students’ academic progress, respectively. These findings prove the role of self- discipline and mother's education in students' academic progress and highlight the necessity to reinforce students’ self- discipline and to elevate mothers' education. © 2015, Mediterranean Center of Social and Educational Research. All rights reserved.
Farahani, A.,
Faramarzi, S.,
Akbari, M.,
Raoufi, M.,
Yousefi, E.,
Ranjbar, A. Publication Date: 2014
World Journal of Medical Sciences (discontinued) (19904061)10(1)pp. 26-31
The aim of this study is a comparative investigation upon hearing impairment among students, behavioral characteristics, feeling loneliness and rejection. The study is a science- comparative one. The sample was composed of hearing impaired high school students in integrated and atypical students of Shiraz.One hundred students were chosen as sample. Means of data collection were Ratter behavioral questionnaire (teacher form), children loneliness index and peers rejection questionnaire. Data were analyzed by SPSS software and t-test. According to teachers, results showed no significant differences between hearing impaired students in integrative and atypical schools in terms of behavioral characteristics and abnormalities. Also students in integrative schools feel more loneliness and rejection feeling than students in atypical schools. © IDOSI Publications, 2014.
Publication Date: 2014
Neuropsychiatria i Neuropsychologia (18966764)9(2)pp. 48-54
Objective: There are many children who have dyscalculia. The aim of the current research was to investigate the effectiveness of basic neuropsychological interventions in improving mathematics performance of girl students (8-9 years old) with dyscalculia (mathematics learning disabilities) in Isfahan city of Iran. Material and methods: The research method was experimental with pretest, posttest and a control group. To this end, the statistical population of this study comprised second grade girl students (8-9 years old) of elementary school during 2011-2012. Considering the entry requirements for the research, 30 girl students were selected by multi-stage sampling and were randomly assigned to two groups, experimental and control. To gather data, the Wechsler Intelligence Scale for children (WISC-III-R), Keymath test, math academic performance test and clinical interview were used. The obtained data were analyzed by covariance analysis and using SPSS18 statistical software. Results: The results revealed a significant difference between the mathematics performance of the experimental and control groups, girl students with dyscalculia, in pretest and posttest stages with p = 0.001 significance level. Conclusions: According to the results of the research, it is suggested that neuropsychological interventions can improve mathematics performance of students with dyscalculia and this method can be used for curing and assisting this group of students. © 2014 Termedia Sp. z o.o.
Malekpour, M.,
Isfahani, A.S.,
Amiri, S.,
Faramarzi, S.,
Heidari, T.,
Shahidi, M.A. Publication Date: 2012
British Journal of Developmental Disabilities (9697950)58(2)pp. 120-127
The purpose of this research was to determine the effect of adapted play training on motor development of students with intellectual disabilities. The statistical population of this study included all students with intellectual disability in preschool and students in grades 1, 2, and 3. The sample included 80 students (40 boys and 40 girls) who were randomly selected from three special schools in Isfahan City. Then they were randomly assigned into two groups: the experimental and control groups. The instrument used in this research was, Lincoln Oseretsky Test of Motor Proficiency and Adapted Games Training. The pre-test was administered to both the experimental and control groups. Then adapted play training was employed on the experimental group for 12 sessions. A post-test was administered to both groups at the end of training. The results showed that there was a significant difference between the mean scores of Lincoln Oseretsky Test of Motor Proficiency in the experimental and the control groups in the post-test (P<0.01). Also, the results showed that there was no significant difference between girl's and boy's mean scores of Lincoln Oseretsky Test of Motor Proficiency. The finding showed that the adapted play training could increase motor development in students with intellectual disabilities (P<0.0001). © The British Society of Developmental Disabilities 2012.
Publication Date: 2022
Journal Of Qualitative Research In Health Sciences (26456109)11(1)pp. 41-47
Introduction: Marital relationship enrichment program is designed for couples who have relatively good relationship and desire to improve it. The enrichment program seeks to improve couples’ relationships and determine the factors and conditions upon which marital satisfaction and compatibility can be realized after marriage. The objective of this study was to analyze the components of marital relationship enrichment program using a qualitative method. Methods: This study was conducted using a qualitative method based on deductive content analysis. At first, 46 related sources (13 books, 30 papers, and 3 theses) were used to identify and extract the components related to enriching couples’ relationships. Purposive sampling was used and data collection continued until the data saturation point. Then, the relevant components were extracted and the obtained data were recorded and classified into codes, subthemes, and main themes based on the shared content. Results: The data extracted in this study were classified into 52 codes, 21 subthemes, and 5 main themes. The main themes of enriching couples’ relationships included developing awareness and cognition, communication skills, emotional literacy, commitment to improve the relationship, and conflict resolution skills. Conclusion: Taking into account the results of this study concerning the components of enriching marital relationship can provide the necessary context for success in marriage. © 2022, Kerman University of Medical Sciences. All rights reserved.
Publication Date: 2020
Journal Of Qualitative Research In Health Sciences (26456109)9(3)pp. 239-250
Introduction: Intimacy is especially important in married life. The objective of this study was to investigate the factors affecting the marital intimacy of veteran couples. Methods: This qualitative study was conducted using a phenomenological approach. The study population consisted of veteran couples in Shiraz. Sampling was done purposively and continued until the saturation point was reached. The data were collected from 10 semi-structured interviews with veteran couples on intimacy and Colaizzi's method was used to analyze the data. Results: Factors affecting the marital intimacy of veteran couples were extracted in the form of 4 categories and 17 sub-categories. The identified categories included individual factors (personality traits, attachment styles, differentiation, physical and mental health), interpersonal factors (communication patterns, communication skills, matching and similarity, conflict resolution styles, emotional and sexual needs), religious and cultural factors (religious beliefs and attitudes, interaction with in-laws), and demographic factors (education, occupation, economic status, presence of children, duration of marriage, gender). Conclusion: Marital intimacy of veteran couples is influenced by individual, interpersonal, religious and cultural, and demographic factors. Therefore, it is necessary to pay attention to different factors affecting marital intimacy in the counseling of veteran couples. The present study can be a good guide for therapists to provide appropriate interventions to increase intimacy. © 2020 The Author(s).
Publication Date: 2022
Journal of Autism and Developmental Disorders (15733432)52(5)pp. 2180-2186
This quasi-experimental study investigated effects of Tai Chi Chuan training on stereotypic behavior of children with autism spectrum disorder. Twenty-three participants (mean age = 9.60 ± 1.40 years) were assigned to experimental (N = 12) and control (N = 11) groups. The experimental group received 12 weeks of Tai Chi training and all participants had pre, post, and one-month follow-up assessments. Stereotypic behavior measured using Gilliam Autism Rating Scale 2 Scores, was significantly altered by ~ 25% in the Tai Chi Chuan group. Behavioral change was maintained at follow up since there was no significant difference between that and the posttest. In conclusion, Tai Chi Chuan training is a useful and appropriate intervention to modulate behavior in individuals with autism spectrum disorder. © 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
Publication Date: 2022
Iranian Journal of Psychiatry and Clinical Psychology (22287515)27(4)pp. 440-457
Objectives This study aims to compare the effectiveness of integrated Cognitive Behavioral Therapy (CBT) and transdiagnostic treatment in improving symptoms of patients with Generalized Anxiety Disorder (GAD) comorbid with depression. Methods This is a single-case quasi-experimental study. The study population consists of all people with GAD comorbid with depression referred to counseling centers in Isfahan, Iran in 2019, from whom 10 were selected using a purposive sampling method and randomly assigned into two groups of CBT and transdiagnostic treatment. Subjects in both groups were assessed at baseline, 3rd, 4th, 8th, 10th sessions, and during a one-month follow-up period using the 7-item Generalized Anxiety Scale, the Beck Depression Inventory, and the Penn State Worry Questionnaire. To analyze the data, visual analysis, Reliable Change Index (RCI), improvement percentage, and statistical and clinical significance were used. Results Visual analysis, percentage of improvement, and RCI value showed that both treatments caused clinically and statistically significant changes in therapeutic outcomes and their therapeutic effects continued during follow-up period. However, the percentage of improvement in CBT group was higher than in the transdiagnostic treatment group. Conclusion CBT is superior to transdiagnostic treatment in terms of effect size and stability, but both are the same in terms of acceptance. © 2022, Iran University of Medical Sciences. All rights reserved.
Publication Date: 2022
Journal Of Qualitative Research In Health Sciences (26456109)11(1)pp. 10-18
Introduction: A deeper understanding of generalized anxiety disorder (GAD) provides many clues to what causes anxiety disorders and what treatment is needed. The present study aimed to investigate the life experiences of patients with GAD comorbid with emotional disorders. Methods: The present research was a qualitative one carried out based on the phenomenological approach. The participants in the study were 10 patients with GAD comorbid with emotional disorders who were selected using purposive sampling method based on data saturation. A semi-structured face-to-face interview was used to collect data. The texts of the interviews were analyzed by the phenomenological approach using Colaizzi’s seven-step method. Results: The results of analysis of data derived from the interviews revealed four main themes and 13 subthemes including components of illness (worry, cognitive component, behavioral component, emotional component, physiological component), influential factors (sociocultural factors, psychological vulnerability, developmental history), consequences of illness (quality-of-life impairment, interpersonal problems), and treatment (self-care, expectations of treatment, limitations and barriers to treatment .(Conclusion: The themes identified in this study by phenomenological method based on lived experiences of patients provided new information about the etiology, consequences, and treatment of this disorder. © 2022, Kerman University of Medical Sciences. All rights reserved.
Publication Date: 2024
Current Psychology (19364733)43(39)pp. 30989-30998
Therapists are crucial in addressing the multifaceted challenges of fostering psychological well-being. The demanding nature of their profession emphasizes the need for ongoing professional development and support. Within the field of mental health interventions, there is increasing interest in investigating transformative approaches to chronic mood disorders. The objective of this study was to compare the efficacy of cognitive-behavioral therapy (CBT) and treatment based on allegorical schema modes in mitigating chronic mood disorders and difficulties in emotion regulation among therapists. Using a quasi-experimental design, psychotherapists from Tehran’s 3rd district participated in pre-test and post-test assessments between December 2021 and December 2022. Fifteen therapists were included in each group through convenience sampling. Experimental Group 1 received 10 to 12 weekly face-to-face sessions based on allegorical schema modes, while Experimental Group 2 underwent cognitive-behavioral therapy sessions. Data collection included the Bromez Mood Questionnaire and the Difficulties in Emotion Regulation Scale (DERS). Analysis employed ANCOVA to compare outcomes between groups. The analysis revealed significant differences between research groups in chronic mood disorders and difficulty in emotion regulation, with F-values of 9.227 (p < 0.001) and 12.607 (p < 0.001), respectively. Post hoc tests showed significant differences in chronic mood disorders between the cognitive-behavioral group and both the allegorical schema modes group (MD = 4.583, p = 0.012) and the control group (MD = 7.333, p < 0.001). However, no significant difference was found between the allegorical schema modes group and the control group. Integrating cognitive-behavioral therapy and allegorical schema modes into therapists’ ongoing support systems can aid in fostering adaptive coping strategies and promoting overall psychological health in the face of the demanding challenges inherent in the therapeutic profession. © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.
Publication Date: 2014
Advances in Environmental Biology (19950756)8(13)pp. 716-721
Recent estimates have shown that approximately one million children annually experience the divorce of their parents and many of the studies on divorce likewise signify that children of divorced parents are at a greater risk of psychological, behavioral, and educational problems.Objectives: Therefore, The present investigation was carried out to study the effectiveness of optimismgroup intervention on psychological symptoms (depression, anxiety, and stress) of adolescent girls of divorced families in line withthe concept of attribution style. Method: The participants were 30 middle school students of Isfahan city. In order to select the sample, cluster random sampling was usedinitially and one district (cluster) was selected among 5 educational districts of Isfahanand one school was chosen out of this district. Subsequently, available sampling method was utilized for selectingtheparticipants. 15 participants were placed in experimental group which were alike the control groupin respect of gender, age, and school and they filled out the scale of depression, anxiety, and stress (DASS-42) prior to and following the intervention. Data were analyzed by making use of Covariance analysis (MANCOVA) of SPSS 16. Results:The results of Covariance analysis demonstrated that totally teaching optimism has a meaningful effect on the degree of depression, anxiety, and stress symptoms of adolescent girls in post-test and follow up stage (P<0.05). Conclusion: Teaching optimism incurs the decrease of depression, anxiety, and stress symptoms of adolescent girls. © 2014 AENSI Publisher All rights reserved.
