cognitive avoidance

The purpose of this research was to effect schema therapy on reducing negative attribution style and cognitive avoidance of students with specific learning disabilities.

The research design was semi-experimental with pre-test and post-test with control group. The statistical population included all students with specific learning disabilities in Dezful city, from among whom 30 were purposefully selected and tested in two groups of 15 each. The research instrument was children's attribution style questionnaire (Thompson et al., 1998) and cognitive avoidance (Sexton and Douglas, 2008). First, the pre-test was conducted in two groups and then the experimental group was trained in schema therapy for 8 sessions. These meetings were held in groups and weekly. At the end, both groups were evaluated in the post-test.

The results of univariate covariance analysis showed that the schema therapy program reduced the negative attribution style and cognitive avoidance of students with specific learning disorder (P<0.001).

According to the obtained results, it can be concluded that schema therapy training is an effective treatment for reducing the negative and avoidant attribution style and generally improve mentally healthy.

The aim of this research was the effectiveness of imago therapy training oncognitive flexibility and cognitive avoidance of mothers with mentally retarded children.

The method of this research was semi-experimental and was carried out usinga pre-test-post-test design with a control group. The statistical community consisted of all mothers withmentally retarded children in Birjand city in 2022-2023. 28 mothers of intellectually disabled children wereselected from among the statistical population using the available sampling method, and they were randomlyreplaced in the form of two experimental (14) and control (14) groups. In this research, in order to collectresearch data, cognitive flexibility questionnaire by Dennis and Vanderwaal (2010) and cognitive avoidanceby Sexton and Dagas (2008) were used. The experimental group underwent imagotherapy training for 10sessions of 9 minutes, while the control group did not receive the training certificate. The data were analyzedthrough multivariate analysis of covariance.

The results of the research data analysis showed that imago therapy training was effective inimproving cognitive flexibility and reducing cognitive avoidance of subjects (P<0.01).

The results of this research indicated the useful application of imago therapy training approachin improving cognitive flexibility and reducing cognitive avoidance of mothers with intellectually disabledchildren.

The aim of this study was to express emotional expression, appropriate cognition and social skills in students with and without special learning disabilities. The research method was descriptive-causal-comparative. All sixth grade female students who started with and without learning disabilities in Tehran schools in the academic year 2019-2018 constitute the statistical population of this study, of which 100 students (50 students) are available using the sampling method. With special learning abilities and 50 students without special learning disabilities) were selected as the sample and answered the King and Emmons Emotional Expression Questionnaire, Douglas and Sexton Cognitive Function, and Matson Social Social Skills. Multivariate analysis of variance was used to analyze the data. The findings showed that students with special learning disabilities showed lower emotional and social skills than students without special learning disabilities. Also, avoiding recognizing students with special learning disabilities more than students without special learning disabilities budget (p <0.05); It may, therefore, be able to express emotion, cognition and social skills may create the conditions for improving the performance of students and students by reminding them of existing disabilities.

The present study was conducted with the aim of investigating the efficacy of schema therapy on the cognitive avoidance of female students with early maladaptive schema. The present study had an experimental design with pretest, posttest, control group and two months follow up period. The statistical population of the present study included secondary school female students with early maladaptive schema in the city of Isfahan in the academic year 2019-2020.Thirty female students with early maladaptive schema were selected by purposive sampling and randomly divided into experimental and control groups (each group consists of 15 adolescents). The experimental group received eight seventy-five minute sessions of a schema therapy intervention over one month (Sayyadi et al., 2017). Two students from the experimental group and two from the control group withdrew from the study. The questionnaires used in the current study included Early Maladaptive Schema Questionnaire (EMSQ) and Cognitive Avoidance Questionnaire (CAQ). The data obtained from the study were analyzed by repeated measures method ANOVA using SPSS 23 software. The results showed that schema therapy has a significant effect on cognitive avoidance of female adolescents with early maladaptive schema (p<0.001). The results of the present study suggest that schema therapy can be used as an effective therapy to reduce cognitive avoidance in female adolescents with early maladaptive schema.

The aim of this study was to compare the attribution styles and cognitive avoidance in students with and without special learning disabilities. The research design of this study was causal-comparative. Statistical population of this study consisted of all students with special learning disorder and normal children in Kermanshah in 2015-2016 academic year. Form this population, 30 normal children and 30 students with special learning disorder was selected through available sampling. The data were collected by Children Attribution Style Questionnaire-Revised (1998) and Saxton and Dugas cognitive avoidance questionnaire (2008). The data was analyzed through multivariate analysis of variance, MANOVA. The results showed that there is a significant difference between attribution styles and cognitive avoidance in students with special learning disorder and normal students (P<0/001). Thus, a pessimistic explanatory style in students with specific learning disorder was more than that of normal students and cognitive avoidance in students with special learning disorder was more than that of normal students. Therefore, individual and group training of optimistic and cognitive engagement is necessary to improve the psychological state of students with special learning disabilities.

The objective of the present study was to investigate the effectiveness of Dialectical Behavior Therapy on psychological flexibility and cognitive avoidance in female students with exam anxiety. The present study was experimental with pretest, posttest and control group design and a two-month follow-up stage. The statistical population included second grade female high school students with exam anxiety in Shahr-e-kord City in academic year 2018-19. 30 students suffering from exam anxiety were selected using clustered random sampling method and were randomly assigned to experimental and control groups (each group of 15). The experimental group received Dialectical Behavior Therapy intervention (Linhan, 2004) in ten seventy-five-minutes sessions during two and half months. The applied questionnaires in this study included Questionnaire of Sarason Test Anxiety (QSTA), Psychological Flexibility Questionnaire (CFI) and Cognitive Avoidance Questionnaire (CAQ). The data obtained from the study were analyzed through repeated measurement ANOVA Using SPSS23 statistical software. The results showed that Dialectical Behavior Therapy has significant effect on the psychological flexibility and cognitive avoidance in female students with Exam anxiety (p<0.001). According to the findings of the present study it can be concluded that the Dialectic Behavior Therapy can be applied as an efficient therapy to improve psychological flexibility and decrease of cognitive avoidance in the students with exam anxiety.

The aim of this study is the comparison between Hypochondriasis, social anxiety and cognitive avoidance among mothers of students with and without learning disability. This study is causal - comparative. The population consisted of all mothers with children 9 to 14 years old with and without learning disability in 2013, in Ardabil city. The research sample consisted of 80 mothers of students with learning disability who were selected using available sampling method. 80 mothers of normal children through matching method (based on mother’s age, level of education and number of children) were selected. To collect data the Hypochondriasis, social anxiety disorder and cognitive avoidance scales were used. The gathered data were analyzed by multivariate analysis of variance. Results indicated that mothers of children with and without disability learning, there exist a significant difference in the Hypochondriasis, social anxiety and cognitive avoidance (P< 0/001). The results of current research indicate that mothers of children with learning disability are suffering more from Hypochondriasis, social anxiety and cognitive avoidance than mothers of children without learning disability. Therefore, educational and treatment interventions in order to improve psychological situation in mothers of children with learning disability is necessary.