Introduction: Dysgraphia (disorder in dictation, disorder of written expression) is considered as one of common disorders among students, where there are different methods on how to cope with and treat it. The present study aimed to compare the effectiveness of Neurofeedback (NFB) Training Method and Fernald's multi-sensory approach on students' dictation disorder in Rafsanjan city in 2015. Methods: Twenty six students (age 7-11 years), suffering from dysgraphia, were selected using convenience sampling method from those who referred to Rafsanjan's Javaneh Consultation Center and randomly divided into two groups, neurofeedback and Fernald. Initially, we conducted a dictation test (pretest) and Raven′s Progressive Matrices. The students that their dictations score were 50/100 or lower enrolled to study. In the NFB group, we applied 15 sessions of neurofeedback training in areas C3 and C4 to strengthen the SMR waves, whereas the second group received 15 sessions of training using Fernald's multi-sensory approach. Then, both groups were participated in a dictation test at the end of their training processes. Finally, data analyzed by using independent and paired t-test and Cohen′s effect size. Results: The mean score of dictation in NFB and Fernald groups were 34.2 ± 3.87 and 32.9 ± 4.66 respectively. The difference was not significance (P = 0.043). The mean scores of dictation in posttest in NFB and Fernald groups were higher than pretest. The difference was significance (P < 0.001). However, neurofeedback method showed a much more significant influence in mitigating this disorder as compared to Fernald approach. Conclusions:The results of our study indicated that each of both Fernald and neurofeedback training methods can be used to improve dictation performance among students suffered from dictation disorder, where depending upon students' circumstances and parents' choice, the process of selecting an appropriate method out of these methods can be proceeded.
Introduction: Cancer is one of the most common diseases in the world today that in addition to causing physical problems causes psychological problems for patients. One of these problems is pain catastrophizing. Aim: The purpose of this study was to investigate the role of psychological resilience and mindfulness in predicting pain catastrophizing through mediating role of positive emotions in patients with cancer. Method: This study was a descriptive and correlational research. The statistical population included all Adult cancer patients (over 18 years old) in Kerman in summer and autumn of 2021, that a total of 141 patients were selected as the sample using purposive sampling. For data collection, Standard Pain Catastrophizing Scale, PANAS Positive Affect Schedule, short form of the Freiburg Mindfulness Questionnaire and Connor and Davidson Resilience Questionnaire, were used. For data analysis, path analysis and Pearson correlation methods were applied by using AMOS software version 24 and SPSS version 23. Results: Results showed that the direct path of resilience (-0.27) and positive emotions (-0.32) to pain catastrophizing and direct path of resilience (0.24) and mindfulness (0.16) to positive emotions were significant. Also, the results of path analysis showed that the final model of the research had the goodness of fit (CMIN=0.373, NFI=0.99). Conclusion: The results showed that positive emotions mediate the prediction of pain catastrophizing based on psychological resilience and mindfulness. It is suggested that therapists and cancer-related institutions include treatment programs related to these factors.
Introduction: This study aimed to investigate the effectiveness of the acceptance, commitment and problem-solving skills training on reducing the emotional divorce and the marital frustration. Method: The research method, with regard to the quasi-experimental nature of the subject, was selected with a pre-test post-test design with a control group. The statistical population was the couples attending the Family counseling centers in Kerman city in 2019. The study sample involved 30 participating couples who were selected using convenience sampling and were divided into two experimental and control groups. Training the acceptance, commitment and problem-solving was presented to the couples in the experimental group during eight two-hour sessions. The educational content was about couples' problems in marital relationships, choosing a common marital value and offering a solution based on it, and identifying internal and external barriers to action based on values. To assess the subjects in both groups, the Emotional divorce questionnaire, and the Marital Frustration questionnaire Completed before and after the intervention. In order to analyze the data, mean value, standard deviation (SD), and multivariate analysis of covariance (MANCOVA) were used. SPSS version 22 was further used. The significance level of the study was considered to be p=0.05. Results: The results of the covariance analysis for the participants who were 30-60 years old couples with at least five years of marital experience showed that training the acceptance, commitment and problem-solving was effective on reducing the emotional divorce and frustration. While the mean value of emotional divorce for the pre-test was (M=14.33), the results for the post-test changed to (M=11.80). Marital frustration was also changed from (M=48.93) in the pre-test to (M=44.60). Conclusions: According to the results, maybe we need to consider a more serious role for training the acceptance, commitment and problem-solving in the educational and therapeutic interventions related to reducing the emotional divorce and the marital frustration of the couples.
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