فصلنامه مطالعات روانشناسی بالینی
پیاپی 29 (زمستان 1396)

The purpose of this study is to evaluate the effect of acceptance and commitment therapy for children with chronic pain on internalizing symptoms of 7 to 12 year-old children. In this quasi-experimental study, a number of children suffering from chronic pain were selected by available sampling method from specialty and subspecialty pediatric hospitals of Tehran (Such as Children's Mofid, Children's Medical Center, Hazrat Ali Asghar and Bahrami), in 2014. Then, among the children, 20 children who according to their parents were prepared to participate in this study and met the inclusion criteria, were selected and placed in the experimental group (n = 10) and control group (n = 10). The CHACT protocol applied on the experiment group, for 8 sessions. The Child Behavior Checklist (CBCL) was administered in both groups at the pre-test, post-test, first and second follow-up (Respectively, 1.5 and 5 months after treatment) and analyzed with MANCOVA analysis of variance. The results showed that the experimental group compared with the control group showed significant change in internalizing symptoms in multiple stages. These changes continued after the treatment, first and secondary follow-up. Generally, it can be said that this protocol can be used in clinical fields, especially in the area of ​​improving the internalizing symptoms of children.

The aim of this study was to investigate the effectiveness of the training of emotional competence in the improvement of anxiety, problem solving and working memory in children. It was a semi experimental research in which pre- test, post -test design with control group was used. Through the cluster sampling method 30 female children were selected from the primary schools of Babol city and then they were randomly put into two experimental and control groups. The assessment was performed using Multi-dimensional Children's Anxiety Scale (MASC), Social Solution Scheduler (SPSI-R) and Dunnian and Carpenter Working Memory Test (1980). The experimental group received an emotional competence training program based on two, EBP emotion-based prevention programs (Izard et al2004, 2008) and Cole's emotional knowledge intervention (2009), adapted from Hesarsorkhi (1395), for 10 group sessions for 60 minute. There was no intervention in the control group. The results of one-variable and multivariate covariance analysis showed that there is a significant difference between the experimental group and control group in the post-test in anxiety score constructive problem solving and memory working in the children. The results of this study showed that emotional competence training program can be an effective way to reduce anxiety and increase the ability of constructive problem solving, working memory of children.

Depressed people tend to process or recall negative information easier than positive or neutral information. A recent method that promises modifying the intrusive memories is cognitive bias modification (CBM). The aim of this study was to investigate the effects of four weeks training of interpretation (CBM-I) and CBM-I based on self-generation among the students with depressive symptoms and to compare them with computerized cognitive behavior training. The present study is a quasi-experimental research with three groups including pre-test, post-test and follow-up. Fifty one students were randomly assigned into groups of standardized CBM-I, self-generation, and computerized cognitive behaviour training. Instruments included a questionnaires related to the mood, interpretation bias, memory bias and dysfunctional attitudes. Standardized CBM-I, self-generation, and computerized cognitive-behaviour training significantly showed reduced symptoms of depression, enhanced mood, increased positive interpretation bias, increased positive memory bias and reduced negative memory bias. In none of the variables no significant difference was observed between the interventions. Only for positive memory bias, self-generation method was significantly superior to cognitive-behaviour therapy—but not to standardized CBM-I.

Breast cancer, being the most common type of cancer among women, causes anxiety, depression, hopelessness, and anger. Metacognitive therapy is a new approach that puts emphasis on reducing useless cognitive processes instead of the cognitive content of thoughts and also on facilitating metacognitive processing. Based on the single-case experimental research, the study intended to examine the effectiveness of metacognitive therapy on depression and hope-to-life in women with breast cancer. The study drew on a multiple-baseline design in which three individuals from Women’s Breast Cancer Association in Tabriz received the intended 8-session treatment. The instruments used for data gathering were Beck Depression Inventory (BDI –II) and Life Expectancy scale. Results show that the highest percentage of improvement was related to physical and emotional symptoms of depression and also to the life expectancy, which was 75% and the lowest percentage was 50%. Concerning the cognitive symptoms of depression, the highest percentage of improvement was 100% and the lowest was 50%. Findings also suggest that the effectiveness of the metacognitive therapy for the three participants was consistent at the follow-up testing. Therefore, it is suggested that metacognitive therapy be used for reducing depression and increasing life expectancy in women with breast cancer.

Shyness is significant trait that influences wildly internal and external disorders in adolescents. This study investigated the effectiveness of mindfulness-based cognitive therapy in the treatment of shyness and assertiveness failure puberty girls. The research method was quasi-experimental design with pre-test and post-test with two experimental and control groups. The population of the study is all female high school students (school year 95-94) (7th and 8th grades) that studied in Regions 7 and 3 in Tehran. 4 schools were selected using simple random sampling. After a test run shyness and assertiveness in the 4 schools, 30 people who agreed to receive 10 sessions of treatment were selected in available and randomly assigned to two experimental and control group. For experimental groups 10 one-hour sessions of mindfulness-based cognitive therapy was performed. Then both groups were post analysis of covariance was used to analyze the test data. The findings showed that mindfulness-based cognitive therapy have had significant effect to reduce shyness and increase assertiveness (P

The present study aimed to study the effects of mindfulness training to mothers on improving parent-child relationship. The statistical population of this research comprised all high school students with their mothers in first grade in academic year 1393-1394 in Baharestan District of Tehran Province, where were studying together with their mothers. The present research subjects were 24 students with their mothers selected through cluster sampling method and interview. The measurement used in this study was questionnaire of parent-child conflicts of Murray Straus (2002) (mother and child forms).The mothers in the experimental group got mindfulness training for eight 120-minute sessions and a session per week, then, pre-post and follow up tests were carried out. Data were analyzed through MANOVA and ANOVA. The results showed that mindfulness training to the mothers improves parent-child relationships and its dimensions (increasing the reasoning skills of parent-child and decreasing their verbal aggression and physical aggression) between mothers and sons (p

Marital interactions are known as one of the most important predictors of marital quality. The present study aimed to investigate the effectiveness of Schema Therapy on interactional pathology of married men with avoidant personality traits. For this purpose, the single case method with multiple baselines design was used. Participants of the study were four married men with avoidant personality traits who were selected by purposeful sampling. Two men received 19 sessions and two others received 20 sessions of Schema Therapy, and follow-up was performed in a two-month period. To determine the participant's scores in interactional pathology, the researcher-made questionnaire was used. Visual analysis of the data based on the parameters of descriptive statistics and visual analysis showed that Schema Therapy reduced the interactional pathology among married men with avoidant personality traits. Schema Therapy can be used to reduce the interactional pathology and increase marital quality of married men with avoidant personality traits.

Bullying is an antisocial phenomenon to be addressed. Although there are several anti-bullying interventions that are effective in reducing bullying, more sophisticated interventions are more effective than educational changes. The purpose of this study was to determine the effectiveness of positive thinking training on reducing bullying and increasing emotional independence in adolescents in Tabas. The present study is a semi-experimental two-group pretest-posttest design. The statistical society of all first grade high school students in Tabas was in academic year 1396-1395. To collect data, a sample of 30 people was selected by random sampling method. The tools used to achieve the research goals were Illinois Zurge Scale (1999) and Stanberge and Silverberg (1986) for the Independence of Stanberger and Silverberg (1986) for data analysis, descriptive statistics such as mean, standard deviation, and single variable and multivariate covariance analysis used. The mean of bullying in the control group before education was 56.66, but the post-training was 54.80 and the mean bullying in the experimental group before the training was 13.52 and the education level was 86.42. Also, the mean of emotional independence of the control group before training was 26.28 and after training 30.20, while the mean of the experimental group before training was 26.27, but after training, it was 60.34. The results showed that the mean of the experimental group decreased in the components of bullying and the emotional independence increased compared to the control group. Therefore, it can be said that positive thinking has been effective in decreasing bullying and increasing emotional independence in adolescents.