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.
momeneh ghaderi; farideh dokaneei fard; panteh a jahangir; ahmad vosogh taghi dizaj
Abstract
Introduction
Infertility is a major problem among many families, especially in Iranian families. The phenomenon of infertility, having the conditions of a critical event, ie duration, complex conditions, unpredictability, and uncontrollable conditions, creates a comprehensive crisis in the life of infertile ...
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Introduction
Infertility is a major problem among many families, especially in Iranian families. The phenomenon of infertility, having the conditions of a critical event, ie duration, complex conditions, unpredictability, and uncontrollable conditions, creates a comprehensive crisis in the life of infertile couples and causes various injuries. Therefore, infertile women can be expected to suffer from various psychological and social problems. The psychological impact of infertility on the marital life of infertile women is often associated with family conflicts. Infertile women often consider infertility as the most stressful event of their lives and describe repeated and successive periods of treatment as periods of crisis and negative psychological responses such as anxiety, depression, lack of control, guilt, sexual problems, and lack of self-confidence. Shows that these negative emotions and stress caused by infertility can even lead to treatment discontinuation or affect treatment outcomes. According to this, the present study was conducted to offer a model of predicting psychological distress according to emotional regulation with the mediation role of adaptation to infertility in infertile women.
Method
The research method was descriptive-correlational and pathway analysis.
The statistical population of the present study included infertile women who were referred to the Royan Infertility Center in the city of Tehran in the summer of 2020. The statistical samples included 350 infertile women who were selected through a convenient sampling method. The applied questionnaires included the Psychological-Social Adaptation to Disease Scale (PSADS) (Drogits, 1986), Emotion Regulation Questionnaire (ERQ) (Garnefski, et.al, 2001), and Psychological Distress Questionnaire (Kessler, et.al, 2002). The data analysis was conducted via pathway analysis and Bootstrap test. The collected data were analyzed by SPSS and Amos 23 software.
Results
The results showed that positive and negative emotional regulation and adaptation to infertility have a significant relationship with the psychological distress of infertile women (p<0.01). Moreover, positive and negative emotional regulation and adaptation to infertility have a direct significant effect on the psychological distress of infertile women (p<0.01). Moreover, the results of Bootstrap showed that the adaptation to infertility has a significant mediation role in the relationship of positive and negative emotional regulation with the psychological distress of infertile women (p<0.01). Finally, the model enjoyed an appropriate goodness of fit.
Conclusion
Considering the significant mediation role of adaptation to infertility clinical therapists must improve the infertile women’s psychological-social adaptation through applying efficient psychological therapy methods. Because adapting to infertility can bring psychological and emotional relief to infertile women. This process also allows infertile women to follow their treatment process without stress and anxiety.
Amin Azizi; Abdolhassan Farhangi; Reza Hosseinpour
Abstract
Introduction
In any society, students are considered human assets. In addition, the second period of secondary school is one of the most important periods of education, in which students face special biological, social, and psychological conditions, and many mental and physical pressures and adaptation ...
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Introduction
In any society, students are considered human assets. In addition, the second period of secondary school is one of the most important periods of education, in which students face special biological, social, and psychological conditions, and many mental and physical pressures and adaptation problems are a special feature of this period. Target this study aimed to compare the effectiveness of acceptance and Acceptance Commitment Therapy (ACT) and Mindfulness-Based Stress Reduction Therapy (MBSR) on academic belief, emotional regulation, and academic adjustment in male high school students in Ilam.
Method
The current research is a type of clinical trial and experimental type with a pre-test and post-test design with a control group. The statistical population of this research includes all male students of the second secondary level of Ilam city in the academic year of 2019. that by one-stage cluster random sampling method, three high schools were randomly selected from among all boys' high schools in Ilam city, then 45 students were selected as sample members from among the students studying in these high schools and were completely randomly selected in three Acceptance and commitment-based therapy (ACT), mindfulness-based stress reduction therapy (MBSR) and control group were divided. Each group had 15 members. First, a pre-test was taken from all three groups, then for the experimental groups, related training programs were implemented in groups and 1 session per week. While the control group did not receive any training, a post-test was taken from all three groups after the completion of the training sessions. It should be explained that due to the spread of the coronavirus and absenteeism in schools, all educational sessions were conducted in virtual space and the tests were designed electronically and made available to the participants. Research instruments include Walland et al. (1992) Academic Belief Questionnaire, Gross and John's Emotional Regulation Questionnaire (2003), Jerusalem Academic Self-Efficacy Questionnaire (1986), Clark Academic Adjustment Scale (1976), and Hayes Acceptance and Commitment Therapy (ACT). The mindset was the stress reduction (MBSR) of Kabbalah. The research data were analyzed by SPSS-21 software at the descriptive level by frequency, percentage, mean, and standard deviation indices and at the inferential level by multivariate analysis of covariance and the Bonferroni test.
Results
Results showed that there was a significant difference between the experimental groups and the control group in terms of dependent variables (academic belief, emotional regula, tion and academic adjustment) (P <0.001). There is also a significant difference between acceptance and commitment therapy and mindfulness-based stress reduction therapy in terms of effectiveness on emotional regulation (P <0.001).
Discussion
According to the results of this study, both acceptance and commitment-based therapies and mindfulness-based stress reduction therapies increase academic confidence, cognitive reassessment, and academic adjustment, as well as reduce emotional inhibition in students. Acceptance and commitment- based therapy also increase cognitive reassessment and reduce emotional inhibition more than mindfulness-based stress reduction therapy.
Hosein Zare; fatemeh amini; Alireza Aghayoosefi; Seyed Esmaeil Hashemi; Ardavan Jalali
Abstract
The main purpose of this research was to study the effect of Cognitive Emotion Regulation on styles of decision-making style with considering Mediating role of self-reflection and insight. The study was correlational and population included all employees of Parsian Gas Refining Company (working there, ...
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The main purpose of this research was to study the effect of Cognitive Emotion Regulation on styles of decision-making style with considering Mediating role of self-reflection and insight. The study was correlational and population included all employees of Parsian Gas Refining Company (working there, in winter 1396). Of which, 178 people were selected through Stratified random sampling sampling method. Research instruments consisted of Cognitive Emotion Regulation Questionnaire by Garnefski and et al (2002), Self-reflection and Insight scale by Grant and et al (2002) and Decision Making Styles Questionnaire by Scotte and Bruce (1995) . Data were analyzed with use of Structural Equation Model (SEM) through AMOS-16 and SPSS-16 software packages. Analysis of structural equation modeling indicated that default model fit for data. The results also showed that effective strategies of emotional regulation, both directly and through self-reflection and insight, affect the effective decision making style . Hence, organizations can not only reduce decision-making errors by employing appropriate strategies to regulate and manage the emotions of their employees, but also reduce work accidents..
Esa Jafari; Fariba Ghazanfarian; Mahnaz Aliakbari; Hamid Kamarzarin
Abstract
Emotion regulation is an important factor in psychological well being, and successful performance in social interaction and deviation from it can lead to delinguent behaviors. This study aimed to evaluate the effectiveness of coping skills’ training on emotional adjustment of juvenile offenders. ...
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Emotion regulation is an important factor in psychological well being, and successful performance in social interaction and deviation from it can lead to delinguent behaviors. This study aimed to evaluate the effectiveness of coping skills’ training on emotional adjustment of juvenile offenders. The study population consisted of all juvenile offenders residing in the Correction and Rehabilitation Center in Tehran. The sampling mothed of this study was a convenience sampling type. The sample size was 50 patients who were selected and randomly assigned to experimental and control groups. Eight 90-minute sessions were conducted to train the experimental group, but control group received no training. The subjects were evalualed by the Difficulties in Emotion Regulation Scale before and after training. The results of multivariate analysis of covariance showed that mean scores of emotion regulation difficulties, in the experimental group, was significantly different from control group (p < 0.0001). The mean score of the control group did not change significantly from pre-test to post-test, which showed that the adolescents who receive coping skills’ training act in an appropriate emotion regulation style. Thus, it is suggested that correcting and training centers’ teachers should be taught coping skills so that they can use these sklils for clients.
