Showing 3 results for عبداللهی
علی بيگی, محمود نجفی, محمدعلی محمدیفر, عباس عبداللهی,
Volume 16, Issue 1 (4-2018)
Abstract
Aim and Background: Positive cognitive behavioral therapy (CBT) is a new approach in psychotherapy that combines cognitive behavioral therapy with positive psychology and solution-focused therapy. The purpose of this study was to determine the effectiveness of positive cognitive behavioral therapy on resilience and self-esteem among the adolescents with depression signs. Methods and Materials: This was a semi-experimental study with pretest/posttests design, and with control group. Beck's Depression Inventory (BDI) was administered among the students in first grade of 5 randomly-selected high schools. Among the students who had scores upper than cut-off point of depression, and with consideration of inclusion and exclusion criteria, 34 students were selected, and randomly divided into two equal groups of control and experimental. Connor-Davidson resilience scale (CD-RISC), and Rosenberg self-esteem scale (RSES) were administered among the selected sample as pretest. Positive cognitive behavioral therapy was performed in experimental group, and again, the questionnaires were administered among the participants as posttest. Findings: Positive cognitive behavioral therapy significantly increased students’ scores of resilience and self-esteem in experimental group compared to control group. Conclusions: It seems that positive cognitive behavioral therapy can be applied as an effective approach for enhancing positive function components in adolescents with depression signs; further researches on this topic are recommended.
Mohammad Hadi Abdollahi, Fariba Bashardost Tajali, Nastaran Sharifi,
Volume 21, Issue 2 (7-2023)
Abstract
Aim and Background: One of the common emotions in people suffering from mood and anxiety disorders is anger syndrome. The main concern for those suffering from anxiety disorders whose performance in various activities is impaired is self-harming anger and sometimes suicide. This research was conducted with the aim of comparing the effectiveness of cognitive-behavioral therapy and metacognitive therapy on anger indicators in patients with anxiety disorders.
Methods and Materials: It was a semi-experimental study with a pre-test, post-test and three-month follow-up design. All the patients with anxiety disorders referred to specialized psychological centers in Tehran city in 2022 constituted the statistical population of the study. 45 people were selected by purposeful sampling method and replaced by random assignment in three equal groups of 15 people. respectively, cognitive-behavioral therapy (Leahy et al., 2009) and metacognitive therapy (Wells and Fisher, 2015) were applied in 10 sessions, 1 session per week and each session for 1 hour in the subjects of the experimental groups. but the control group did not receive treatment intervention. In addition to the demographic information checklist, researcher-made form, data collection was done with state-trait aggression questionnaire. Data analysis was done with descriptive statistics, mixed analysis of variance and Bonferroni post hoc test with SPSS statistical software number 26.
Findings: The results showed that both cognitive-behavioral therapy and metacognitive therapy were effective in reducing symptoms of state anger, trait anger, and occurrence of anger and increasing symptoms of anger control at the end of treatment and after a three-month follow-up. the three-month follow-up results of the interventions also showed the stability of the treatment. also, the results of Bonferroni's post hoc test showed that cognitive-behavioral therapy has been more effective in improving the scores of anger indicators in patients with anxiety disorders than metacognitive therapy (P<0.05).
Conclusions: Based on this, it can be stated that both cognitive-behavioral and metacognitive methods are beneficial in improving anger indicators in people with anxiety disorders. Also, the existence of the behavioral activation session can be the reason for the superiority of cognitive-behavioral therapy.
Seyed Milad Abdullahi, Saeed Rezaei, Mahnaz Staki,
Volume 22, Issue 1 (4-2024)
Abstract
Aim and Background: Low achievement is viewed as an ability-productivity discrepancy rather than a learning-ability discrepancy; Therefore, the purpose of this research was to investigate the effectiveness of the cognitive rehabilitation program on the cognitive abilities and academic performance of the gifted with low achieving.
Methods and Materials: This research was semi-experimental with a pre-test-post-test design with a control group. The statistical population of this research was the students of the second secondary level of the gifted schools of Khoy city, who are known as gifted students. Among them, 30 students who met the criterion of low academic achievement were purposefully selected as a statistical sample and were randomly assigned to two experimental and control groups. To collect data, Salehi's academic performance questionnaire (2013) and Nejati's cognitive abilities questionnaire (2013) were used. The training program of the intervention group consisted of eight weeks of two sessions (16 sessions in total), 60 minutes of cognitive rehabilitation program training. The control group also followed their normal daily schedule. At the end of the sixteenth week, a post-test was conducted for all participants. The data were analyzed using the analysis of covariance test at the error level of 0.05 with SPSS-19 software.
Findings: The results showed that the sixteen-week cognitive rehabilitation program significantly increased academic performance (P=0.001) and cognitive skills (P=0.001) of gifted students with low progress.
Conclusions: Therefore, it can be concluded that the cognitive rehabilitation program can be used to improve the academic performance and cognitive skills of the gifted with low progress.