Background and Purpose: Obsessive-compulsive disorder is a serious disorder that affects psychological, communicative, social, and emotional processes. Accordingly, the present study was conducted with the aim of investigating the effect of mindfulness therapy on tolerance of uncertainty, and thought-action fusion in patients with obsessive-compulsive disorder. Method: This was a semi-experimental study with pre-test-post-test control group design with a follow-up of two months. The sample consisted of 30 patients with obsessive-compulsive disorder in Isfahan during the academic year of 2017-2018.They were selected by purposeful sampling. The experimental group received mindfulness intervention in 10 sessions of 75 minutes during three months. Maudsley obsession questionnaire (Hajson and Rachman, 1980), tolerance of uncertainty (Mcleen, 1993), and thought-action fusion questionnaire (Shefran et.al, 1996) were used to collect data. Data were analyzed by repeated measure ANOVA. Results: The results showed that mindfulness therapy had a significant effect on the tolerance of uncertainty and thought-action fusion in patients with obsessive-compulsive disorder (F = 11.13, F = 79.98, P <0.001). Also, the effect of this treatment is maintained during the follow-up phase (P <0/001). The degree of statistical effect of mindfulness therapy on tolerance of uncertainty and thought-action fusion were 40% and 73% respectively. Conclusion: Based on the findings of the present study, it can be concluded that by creating knowledge of thoughts and feelings, the mindfulness therapy can increase tolerance of uncertainty and reduce the thought-action fusion in patients with obsessive compulsive disorder.
Background: The aim of this research was to compare mindfulness, psychological capital, and self-compassion between students with externalizing problems and normal students in Isfahan city, Iran. Methods: The statistical population of this case-control study included all the students with externalizing problems and normal students in Isfahan city in the academic year of 2017 - 2018. We used purposive non-probability sampling to collect the samples. In this regard, 100 students with externalizing problems and 100 normal students were selected and asked to complete questionnaires. The questionnaires used in this study included Mindfulness Skills questionnaires, Self-compassion questionnaire, and PSY CAP questionnaires. The data were analyzed by SPSS23 using analysis of variance. Results: The results showed that the mindfulness, PSY CAP, and self-compassion were significantly different between the two groups (P-value < 0.0001). The students with externalizing problems had lower scores in mindfulness, PSY CAP, and self-compassion than the normal students. Conclusion: Students with externalizing behavior problems had lower mental health due to their vulnerable cognitive and psychological processes. Accordingly, mindfulness, PSY CAP, and self-compassion scores were significantly different between the normal students and those with externalizing problems. Considering this difference, we suggest the authorities to pay enough attention to such varieties and conduct appropriate interventions accordingly. Keywords: Mindfulness, Psychological Capital, Self-Compassion, Externalizing Problems
Background and Purpose: Children and teenagers who are poorly supervised, experience different psychological traumatic damages. These students have inappropriate developmental background that makes them prone to suffering from psychological and emotional disturbances. Therefore, the purpose of this study was to investigate the effectiveness of cognitive emotion regulation training on emotional knowledge and emotional control of poorly supervised students. Method: The research method was semi-experimental with pre-test and post-test with control group. The statistical population of this study consisted of all poorly supervised students between the ages of 12 to 16 years old in the academic year of 2017-18. The sample consisted of 30 people who were selected by purposeful sampling and were assigned to experimental and control groups. The experimental group received cognitive emotion regulation intervention in eight 90-minute sessions over two and a half months, while the control group did not receive this intervention during the research process. Questionnaires used in this study included Emotional Control Questionnaire (Roger and Nesshoever, 1987) and Emotional Knowledge Test (Izard et al., 2003). The data were analyzed using SPSS 23 software using covariance analysis. Results: The results of data analysis showed that cognitive emotion regulation was effective on emotional knowledge and emotional control of poorly supervised students (p <0.001). The effect size also showed that 84% and 77% of changes in emotional knowledge and emotional control of poorly supervised students, respectively, were explained by cognitive emotion regulation intervention. Conclusion: Cognitive emotion regulation using techniques such as recognizing different types of emotions, teaching ways to reduce negative emotions, conscious attention to current emotions, reevaluating and expressing positive and negative emotions, and training to change negative emotions can affect the emotional processing and emotional control of poorly supervised students.
Background: divorce causes emotional and psychological damages to children. On this basis, emotional processing, emotional failure, and emotional adjustment of students with divorced and non-divorced parents were compared in Isfahan city, Iran. Methods: In this descriptive-analytic causative-comparison study, all students with divorced and non-divorced parents were investigated in Isfahan. In this research, non-probability sampling method was used. In order to conduct the study, 200 middle-school students with divorced and non-divorced parents were selected (100 students had divorced and 100 had non-divorced parents).The questionnaires used in this study included emotional processing questionnaire, emotional failure, and emotional adjustment questionnaire. The data were analyzed using analysis of variance. Results: The results showed that emotional processing, emotional failure, and emotional adjustment were significantly different between the two groups of students with divorced parents and non-divorced parents (P-value < 0.001). Although students with divorced parents had lower scores in components of emotional processing and emotional adjustment, they had higher scores in emotional failure. Conclusion: Based on the findings, emotional processing, emotional failure, and emotional adjustment of students with divorced parents should be considered. In this regard, a suitable method of intervention is required, such as treatment based on acceptance and commitment therapy and mind-consciousness to reach acceptable normal level of transformational process.
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