This article proposes a cognitive account of mindfulness derived from the quantum mechanics theory of symmetry. Contributing to theory development, we show how our definition of mindfulness in terms of symmetry restoration sheds new light on the intimate connection between mindfulness and creativity, a connection well documented in both Langer's and Chinese models of mindfulness. Contributing to research, we have suggested that our cognitive approach fosters a research paradigm that (a) makes theory-driven predictions and (b) makes it possible to have direct comparison across different models of mindfulness. For demonstration, we conducted an empirical study that made direct comparison between Langer's cognitive and Chinese relational mindfulness. Implications of this study for theory and research in mindfulness are discussed.

No abstract

Therapeutic interventions based on specific religious and spiritual teachings have proven to be effective in dealing with psychological disorders especially general anxiety disorders. Notwithstanding the signs of effectiveness within the integral approaches consisting of religious, spiritual and family therapy's interventions, there are few studies that indicate the exploration of the integrative implications of the aforementioned interventions. Objective: The present research was to examine the effectiveness of integrative therapeutic interventions consisting of spirituality and Cognitive Behavioral Family Therapy on treatment of generalized anxiety disorders. Method: Case study. Participants: Two clients (one male aged 43 and one female, 37 years old). Procedure: Data was obtained based on the clinical interview, DSM-IV-TR criteria, psychological tests and psychiatrist's diagnosis. In the course of 55 weekly therapeutic sessions for the male client and 39 weekly sessions for the female client, a series of techniques with a focus on cognitive restructuring were applied. The participants were also given coaching skills, relaxation skills, problem solving techniques, relationship management skills, and positive psychology techniques. The techniques were: a focus on the integrative implications of spiritual therapy and its emphasis on shared love for all human beings, love for others regardless of their ethnicity, belief in monotheism and belief in the day of judgment and hereafter. Findings: The results of pre-tests and post-tests along with a one year follow-up indicated the efficiency of the treatment while highlighting the vital role of integrative interventions based on spirituality and family cognitive behaviour therapy. The results also supported the role of families in contributing to the treatment of the anxiety disorder. Discussion for Further Research: The enhancement of family members social competencies based on a focus on spirituality and cognitive behavior techniques may facilitate the process of modification of thinking patterns of clients.

Psychology’s infatuation with precision, objectivity, universality, refutability, and verifiability brought about a focus on the legitimacy of the perspective of the knower namely the expert who, at the center of discourse of power, could collect and analyze the data and then embark on generalizing the information for the sake of generative theories. The article argues that mainstream psychology has mainly acted from the perspective of the observer and not perspective of the actor and this has largely silenced the reality of the actor. While focusing on the underlying components of the perspective of the expert, the article calls for questioning the unquestionability of the perspective of the observer and indicates how the process of questioning may help us understand the often concealed-to-oblivion dimensions of the actors.

No abstract

The study examined the effect of a self-control training program on enhancing social skills in students with ADHD. Method: The study selected a pre-test-posttest control group design for a sample of twenty male students in an elementary school in Tehran, Iran. The sample was divided into experimental and control groups with the implementation of the treatment for the random assignment of the experimental group for the period of one month. A repeated measure method was performed to analyze the data. Results: The results indicated that the self-control training procedure was significantly effective in improving the social skills of students with ADHD. The follow-up data indicated the effectiveness of the treatment after the lapse of one month. Conclusion: The results suggested that teaching self-control techniques to students with ADHD would enhance their social skills.

No abstract

No abstract