Houra Ebrahimi rad; ilnaz sajjadian
Abstract
Introduction
In the past years, paying attention to the child and related issues has become important in psychology, and much research has focused on examining the psychological problems of this group, its causes and treatment. Experts divide these problems into two main groups based on behavioral characteristics: ...
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Introduction
In the past years, paying attention to the child and related issues has become important in psychology, and much research has focused on examining the psychological problems of this group, its causes and treatment. Experts divide these problems into two main groups based on behavioral characteristics: the first group is externalizing disorders, and the second one is internalizing disorders. Internalizing disorders include feelings of inferiority, high self-awareness, social withdrawal, shyness, fear, excessive attachment, and chronic sadness, which are often manifested due to irregularities in mood and emotions. Studies have shown that mood disorder is one of the main characteristics of internalizing disorders in children, so it can be expected that the clinical manifestations of these disorders will decrease with the improvement of mood. In addition to mood, weakness in self-expression causes the child to not be frank in expressing his feelings and opinions and not to act decisively, his self-confidence and social adaptability decrease, and he becomes vulnerable to internalizing disorders such as anxiety and depression. It seems that it is possible to draw their attention to the outside world by increasing positive self-expression in children with internalizing disorders. Therefore, the best solutions for treating children's mental disorders are family-based interventions, and one of the most efficient interventions is mindful parenting training. Empirical evidence supports the effectiveness of mindfulness parenting training in improving child behavioral problems. Therefore, the purpose of this study is to determine the effectiveness of mindful parenting training on the positive self-expression and mood of students with internalizing disorders.
Method
The present research method was quasi-experimental with a pre-test and post-test design with a control group and a one-month follow-up. The statistical population was made up of all female students with internalizing disorder in the second year of primary school in Isfahan city in the academic year of 2018-2019 with their mothers. After coordinating with the mothers who were willing to participate in the research (n=104), Achenbach's child behavior list was provided to them in both software and paper forms. Among these people, mothers who reported T scores higher than 63 in the dimension of internalizing disorders in this list for their children were examined based on the inclusion and exclusion criteria (48 people), and of these 30 mothers along with their children who met the entry criteria and were selected. After assigning 30 student mothers in two groups of 15 people, test and control, a meeting was held to express the goals of the training course, the goals of the research, and the implementation of the pre-test. The research tools included the temperament scale (Malhotra, 1993), self-expression scale (Gambrill and Reggie, 1975), which were provided to the research groups in the form of software. Then, 8 90-minute sessions of mindful parenting training were conducted for the experimental group. The control group remained on the waiting list during this time and did not receive any intervention. Finally, after one month of the training sessions, the mothers were invited to participate in the follow-up session, and the questionnaires were provided to them again. For statistical analysis, SPSS software version 22 was used in this research to analyze the data, and the analysis of variance test with repeated measurements was used to test the hypotheses.
Results
In the variables of positive self-expression and mood, the difference between the two experimental and control groups in the pre-test is insignificant. However, in the post-test and follow-up stage, the difference between the control group and the group of mindful parenting education is significant in positive self-expression and mood (p<0.05). The effect of parenting training in improving positive self-expression in the post-test and follow-up phases is equal to 18.7 and 21 percent, respectively, and in improving mood in the post-test phase is equal to 27.6 percent and in the follow-up, phase is equal to 36 percent. According to the results, it can be concluded that mindful parenting training is effective on positive self-expression and mood of students with internalizing disorder, and the effects of training remain in the follow-up phase.
Discussion
Considering that this research was conducted on female students in 2018-2019, therefore, caution should be taken in generalizing the results to other groups and time periods, and it is also suggested to conduct similar research on male students in other educational levels. And other cities to provide a benchmark to compare the results. It is also suggested to conduct follow-up sessions in 3-month periods and study boys and girls with externalizing disorder in order to check the effectiveness of the intervention. According to the obtained results, it is suggested to the experts in this field to use conscious parenting training in order to increase positive self-expression and improve the mood of the female students of the second year of elementary school.
fateme Torkladany; Asghar Aghaei; ilnaz sajjadian
Abstract
The present study was performed to compare the effecctiveness quality of life related lived experiences and integral deep listening treatment on the insomnia intensity and sleep quality of female adolescents. Methods Research method of this study was semi-experimental with pretest-posttest and two months ...
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The present study was performed to compare the effecctiveness quality of life related lived experiences and integral deep listening treatment on the insomnia intensity and sleep quality of female adolescents. Methods Research method of this study was semi-experimental with pretest-posttest and two months follow-up. The statistical population consisted of 45 female adolescents suffering from insomnia from Isfahan secondary high school who, as a target, were selected and randomly divided into two groups of intervention and control. Research tools include the Pittsburgh Sleep Quality Index and the Insomnia Severity Index that completed by both participants. Data were analyzed by Variance analysis test with repeated measurements and bonfroni pursuit test. Results according to the results analysis repeated measures with the effect time and group intraction showed that these two interventions had a significant effect on improving the severity of insomnia and sleep quality in the two experimental groups compared to the control group and this effect is persisted at follow-up(p<0/05) .In comparison, integral deep listening treatment was more effective in improving the severity of insomnia than the quality of life therapy (p<0/05). In both post-test and follow up there was not any significant difference in regard to effectiveness of sleep quality in quality of life therapy group and the group with therapy based on integral deep treatment.( P>0/05).
Bahar Shayegh Borojeni; Gholamreza Manshaee; ilnaz sajjadian
Abstract
The present study aimed to compare the effectiveness of teen-centric mindfulness education with emotion regulation education on aggression and anxiety in adolescent girls with type II bipolar disorder. The study employed a pre-test, post-test and follow-up quasi-experimental research design. The participants ...
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The present study aimed to compare the effectiveness of teen-centric mindfulness education with emotion regulation education on aggression and anxiety in adolescent girls with type II bipolar disorder. The study employed a pre-test, post-test and follow-up quasi-experimental research design. The participants consisted of all adolescent girls with type II bipolar disorder who referred to Al-Zahra hospital of Isfahan. A total of 45 girls with type II bipolar disorder were selected using voluntary sampling method and based on inclusion and exclusion criteria. They were randomly divided into two experimental and one control group (each group was 15 participants). The participants responded to Eysenck and Glenn Wilson's Aggression Questionnaire and Beck Anxiety Inventory (BAI) before and after the intervention and 45 days later in the follow-up phase. One of the experimental groups was treated with Bordic-Package Teen-Centric Mindfulness, and the other underwent Grass Emotion regulation teaching. The results indicated that teen-centric mindfulness training and emotion regulation education were effective on decreasing aggression and anxiety in adolescent girls with type II bipolar disorder in post-test and follow up stages. Teen-centric mindfulness education was more effective than emotion regulation education (P<0.001). Therefore, the results can be used to reduce aggression and anxiety in adolescent girls with type II bipolar disorder.
sara taheri; ilnaz sajjadian
Abstract
Introduction Chronic fatigue syndrome is a complex disabling disorder and the symptoms of the disease are common. It can be named as weakness, muscle aches, memory weakness and mental disorientation, insomnia, chest pain, confusion, night sweats, weight loss and psychiatric problems such as depression ...
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Introduction Chronic fatigue syndrome is a complex disabling disorder and the symptoms of the disease are common. It can be named as weakness, muscle aches, memory weakness and mental disorientation, insomnia, chest pain, confusion, night sweats, weight loss and psychiatric problems such as depression and early suffering, anxiety, and so on. People with this syndrome, often show the occurrence of a unique fatigue that differs from other symptoms of fatigue. Most patients with diagnostic criteria for chronic fatigue syndrome, also receive some diagnostic criteria for psychiatry, in particular, anxiety and depression disorders. Method The purpose of this research was to determine the effectiveness of mindfulness-based cognitive therapy on fatigue, anxiety, depression of staff of Islamic Azad university, Isfahan (Khorasgan) branch, suffering from chronic fatigue syndrome. Research method was quasi-experimental with a pre- and post-test design with a control group. For this purpose, 200 staff, according to Cohen et al. (2000), who had entry criteria for research, were selected by a randomized sampling method and responded to chronic fatigue syndrome (Jason, 2010), and quality of life questionnaire (Ware and Hays,1998). Twenty-eight persons who received diagnosis of fatigue syndrome were selected and assigned randomly to experimental and control groups (each group 14 persons). The subjects in the two groups, before and after intervention, and one month later, answered to research instruments, including fatigue scale (Chalder, 1993), hospital anxiety and depression scale (Zigmond and Snaith, 1983). Mindfulness based cognitive therapy was applied to experimental group, in 8 sessions with each session of 90 minutes, but no intervention was carried out in control group. Results For data analysis, multiple analysis of covariance was used. Findings indicated a reduction in means of fatigue, anxiety and depression in experimental group, in comparison to control group (p ≤ 0.05). Findings indicated that mindfulness-based cognitive therapy has been effective on fatigue, anxiety and depression of staff with chronic fatigue syndrome. Conclusions Based on the findings of this research, reduction of fatigue, anxiety, and depression in staff suffering from chronic fatigue syndrome, mindfulness-based cognitive therapy can be a useful as intervention.
