Shirin Pouladi; Mohammad Mehdi Hasanshahi; Mohammad Rabiei; Naser Baghery
Abstract
IntroductionDisruptive Mood Dysregulation Disorder is a childhood condition characterized by extreme irritability, anger, and intense temper outbursts. This disorder significantly impacts a child's quality of life, school performance, and relationships with family and peers. Psychopathologists now recognize ...
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IntroductionDisruptive Mood Dysregulation Disorder is a childhood condition characterized by extreme irritability, anger, and intense temper outbursts. This disorder significantly impacts a child's quality of life, school performance, and relationships with family and peers. Psychopathologists now recognize that emotion dysregulation plays a crucial role in DMDD. Scientific findings suggest that individuals with DMDD experience difficulties processing emotions. Despite increased research attention, treatment options for DMDD remain limited. Consequently, integrated approaches that consider etiology and transdiagnostic treatment represent promising avenues for further investigation. The central question of our current research is whether unified Transdiagnostic treatment effectively reduces irritability and improves emotional regulation in children with DMDD. MethodThis study employed a single-case experimental design using the multiple baseline design type with different subjects and continuous measurement. The statistical population consisted of children aged 8–10 years who sought therapeutic interventions from psychiatrists and psychologists in Shahrekord. Among them, three children met the criteria for a definitive diagnosis of DMDD based on multidimensional evaluations, structured diagnostic interviews, and emotional irritability scales. These three participants were purposefully selected and entered the treatment phase. We evaluated the subjects at various time points: baseline, during treatment, post-treatment, and two follow-up periods (2 months each). We used the Emotion Regulation Checklist (ERC) and the emotional irritability scale for assessment. ResultsSpecifically, the percentage of recovery after the intervention in the emotion regulation subscale for the three subjects was as follows: Subject 1: 81.6%; Subject 2: 72.5%; and Subject 3: 58.2%. In the instability-negativity subscale: Subject 1: 53.8%, Subject 2: 52%, Subject 3: 54.7%. The recovery percentages after follow-up were as follows: Emotion regulation subscale: Subject 1: 77.7%, Subject 2: 65%, and Subject 3: 60.9%. Instability-negativity subscale: Subject 1: 54.8%, Subject 2: 50%, Subject 3: 51.1%. DiscussionOur findings indicate that unified Transdiagnostic treatment effectively enhances emotion regulation, reduces emotional instability and negativity, and ameliorates the symptoms of disruptive mood disorder during the intervention phase. Furthermore, these positive effects persist over time, extending from the treatment period to the first (2 months) and second (4 months) follow-up assessments.
M. R. Abedi; A. Sadeghi; M. Rabiei
Abstract
The purpose of this study was to prepare norm tables for the Wechsler Intelligence Scale for Children - IV (WISC-IV) in the students (6-16 years) of the province of Chahar Mahal Va Bakhteyri. 872 students were selected through stratified random sampling method and were assessed using WISC-IV (Farsi form). ...
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The purpose of this study was to prepare norm tables for the Wechsler Intelligence Scale for Children - IV (WISC-IV) in the students (6-16 years) of the province of Chahar Mahal Va Bakhteyri. 872 students were selected through stratified random sampling method and were assessed using WISC-IV (Farsi form). Results were presented using descriptive statistics. All scores were changed to percentile ranks and Z and T scores. Standard and percentile norm tables were developed for the students (6 to 16 gears) thereafter. The results indicated that WISC-IV is reliable and valid and the norm tables are suitable for assessing intelligence of children in the province of Chahar Mahal Va Bakhteyri. It is suggested that such norm tables be prepared for all Iranian students.
M. Rabeie; I. Baghban; M. Abedi; S. Hashemi Sheykhshabani
Volume 18, Issue 2 , December 2011, , Pages 87-112
Abstract
The purpose of the present study was to investigate the structure of vocational interests of Shahrekord teachers, based on the Tracey's Spherical Model. The population includes the whole teachers of primary, middle and high schools of Shahrekord from which 633 were selected through the stratified random ...
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The purpose of the present study was to investigate the structure of vocational interests of Shahrekord teachers, based on the Tracey's Spherical Model. The population includes the whole teachers of primary, middle and high schools of Shahrekord from which 633 were selected through the stratified random sampling. The research instruments was Tracey's Personal Globe Inventory. Data analysis, using CI statistical index, revealed that the teachers' interests fitted the data significantly according to the spherical, 8-type and 6-type models and their interests were in accord with a global model. Teachers mostly have helping, artistic and investigative interests and tend to prestigious ideas, people and prestigious occupations. Also the results of analysis of variance showed that there were differences between the teachers' interests, and demographic properties.
