parvin ehteshmzadeh

Autism is a neurodevelopmental disorder characterized by deficits in communication skills as one of its most prominent diagnostic criteria, and the initiation of intensive early interventions is a critical determinant in the prognosis of this disorder and the reduction of its severity. This study was conducted to determine the effect of the Parent-Implemented Early Start Denver Model (P-ESDM) interventions in improving communication skills and reducing the severity of symptoms in children with autism. This experimental case report with an A-B design was conducted on 4 children (3 boys and 1 girl) under the age of 60 months diagnosed with autism, who were referred to the Shekoufeha Autism Center in the city of Mahshahr, Iran during 2021. Initially, their parents received training in the P-ESDM interventions through 12 individual, one-hour, weekly sessions. The Autism Treatment Evaluation Checklist (ATEC) was used to assess communication skills, and the Gilliam Autism Rating Scale-Second Edition (GARS-2) was employed to assess autism severity. Assessments were conducted in 7 phases (2 baseline assessments, 3 assessments during the intervention, and 2 follow-up assessments). Data analysis involved descriptive statistics, within-condition and between-condition analyses, and an examination of the percentage of overlapping data (POD) and the percentage of non-overlapping data (PND). The implementation of the P-ESDM training culminated in the decreased mean scores, improved communication challenges, and decreased autism severity scores across all 4 subjects. In the within-condition analysis, the subjects’ communication challenges and autism severity scores exhibited a descending and stable trend. Moreover, in the between-condition analysis, the PND at the baseline and intervention phases was at its maximum (100%), and the POD was at its minimum (0%). The observed changes persisted until the follow-up stage. The findings of this study demonstrated that the implementation of the P-ESDM interventions could significantly reduce communication challenges and the severity of symptoms in children with autism, leading to improvements in their communicative skills.

Suicide is a complex social consequence and it is an increasing problem among female students, and many skills and interventions have been provided to prevent suicide. Therefore, the present study was conducted with the aim of determining the effectiveness of holographic treatment on social curiosity and academic vitality of female students attempting suicide.

Methods and Materials:

 The current research was a semi-experimental type with a pre-test and a post-test with a control group. The statistical population included all female students of Isfahan secondary school in 1402 who had a history of suicide in the last two years. Among them, 30 people were selected by the available sampling method and were replaced randomly and by lottery in two experimental and control groups (15 people in the experimental group and 15 people in the control group). The experimental group received holographic therapy (9 sessions) and one session every week for 90 minutes, and the control group did not receive any intervention during this period. The research questionnaires included the social curiosity questionnaire of Todd et al. (2018) and the academic vitality scale of Martin and Marsh (2006). For data analysis, univariate covariance analysis was used with SPSS version 25 software.

The results showed that holographic therapy was effective in increasing social curiosity and academic vitality in the post-test phase (p<0. 001).

The findings of the present study can be used in the selection and design of the most appropriate therapeutic approach to reduce suicidal thoughts of female students with psychological distress.

The latest recommended psychological choice for the treatment of OCD is a therapeutic intervention. The metaanalytic study has found that the strongest degree of scientific evidence for CBT is the effect of OCD psychiatric therapies. We conducted the present study to examine the efficacy of group cognitive-behavioral therapy in patients with enhanced obsessivecompulsive disorder. The study was a quasi-experimental with a manipulate group, pre-test, and post-test. 32 women were referred to counseling offerings and psychological services in Bandar Abbas province from November 2019 to April 2020, who were purposefully chosen from the 80 individuals narrowed down according to the inclusion criteria. Afterwards, they were randomly (by envelopes) assigned to the experimental and control groups. The experimental group (n=16) was treated with cognitivebehavioral therapy for 12 weekly 90-minute sessions while the control team (n=16) obtained no treatment. At the beginning of the study, after 10 weeks, all the participants were tested with the Yale-Brown Obsessive-Compulsive Questionnaire. In addition to descriptive statistics, standard deviation, and the mean and inferential statistics, we employed one-way analysis of covariance and LSD. For the statistics analysis SPSS software program model 18 was used. In the current study, the mean and standard deviation of the ages were 26.78±2.80 in the experimental team and 28.50±3.56 in the control group, respectively. We discovered a significant effect in the experimental group’s obsessive-compulsive signs following the cognitive-behavioral therapy (P=0.005). In addition, the suggested ratings for the participants in the experimental team were significantly lower than those in the control group (p <0.001). According to the findings, it could be inferred that cognitive-behavioral therapy could significantly reduce OCD symptoms. It is recommended that the therapists, particularly in Iranian clinicians, apply this method.