جستجوی مقالات مرتبط با کلیدواژه "mindfulness" در نشریات گروه "پزشکی"

Methadone users face psychological challenges that require training to support their treatment.

This study aimed to compare the effectiveness of mindfulness group training and cognitive-behavioral therapy (CBT) groups in enhancing resilience and self-efficacy among individuals undergoing methadone treatment.

This study used a quasi-experimental design with pre-test, post-test, control groups, and a follow-up phase. The research population included 2,500 individuals under the welfare organization’s supervision, receiving methadone treatment at addiction treatment centers in two Tehran cities in the second half of 2018. A total of 45 participants were chosen using convenience sampling, then randomly assigned to mindfulness, CBT, and control groups (15 people per group). Mindfulness training comprised eight 60-minute sessions, while CBT involved weekly 90-minute sessions for the experimental groups; the control group received no intervention. Participants completed the General Self-Efficacy Scale (Scherer & Maddox)
and the Connor-Davidson Resilience Scale at pre-test, post-test, and one month post-treatment. Data were analyzed using two-way repeated measures ANOVA and Bonferroni post hoc tests, with a significance level of 0.05.

The findings revealed that, post-intervention, the average resilience score in the mindfulness training group rose to 100.85±8.1, with self-efficacy also increasing to 66.70±5.20. In contrast, the CBT group showed an increase in resilience to 85.95±13.77 and in self-efficacy to 57.85±7.50 (P<0.001). Compared to CBT, mindfulness group training demonstrated a more enduring effect over a one-month follow-up period (P<0.005). Post-hoc tests confirmed that both interventions enhanced resilience and self-efficacy, with mindfulness training having a significantly greater impact (P<0.001).

The results confirmed that group mindfulness training and cognitive-behavioral group therapy positively impact the resilience and self-efficacy of individuals undergoing methadone treatment. It is recommended that counselors and therapists use these two therapeutic approaches when working with individuals in methadone treatment.

University students are the future builders of any society, and achieving this goal necessitates ensuring their psychological well-being.

The present research aimed to develop a structural model of university students’ psychological well-being based on mindfulness and ambiguity tolerance, with the mediating roles of cognitive flexibility and emotion regulation.

The current study employed a descriptive-correlational design using structural equation modeling. The statistical population consisted of all undergraduate students at Islamic Azad University, North Tehran Branch, in 2023, from which a sample of 367 participants was selected using a convenience sampling method. The research instruments comprised Ryff’s Psychological Well-being Scale-Short Form, the Freiburg Mindfulness Inventory (FMI), the Ambiguity Tolerance Scale, the Cognitive Flexibility Inventory, and the Emotion Regulation Questionnaire (ERQ). Structural equation modeling using AMOS software was employed for data analysis.

In the present study, the goodness-of-fit (GFI) indices supported a satisfactory fit of the model to the collected data (χ2/df = 1.945, comparative fit index [CFI] = 0.903, GFI = 0.931, root mean square error of approximation [RMSEA] = 0.059).

The results demonstrated that university students’ psychological well-being was predicted based on mindfulness and ambiguity tolerance, with the mediating roles of cognitive flexibility and emotion regulation. Thus, it is recommended that mindfulness and emotion regulation training courses be held for university students to foster improvements in ambiguity tolerance, cognitive flexibility, and psychological well-being

Mindfulness can be effective in reducing mind wandering and internet addiction. The present study aimed to predict Internet addiction based on mindfulness with the mediation of mind wandering in students of the second secondary school in Tehran.

The research method is descriptive-correlation. The statistical population of the research was all the secondary school students in Tehran in the academic year 2021-2022, from which 200 were selected by non-random sampling method. Research instruments included the demographic questionnaire, "Internet Addiction Test", "Five Facet Mindfulness Questionnaire" and "Mind Wandering Questionnaire". The validity of the instruments was measured using content validity using a qualitative method and reliability using the internal consistency method by calculating Cronbach's alpha coefficient. The collected data were analyzed in SPSS .26 and Amos. 24.

The mindfulness negatively and significantly predicts Internet addiction (β=-0.148, P=0.001). Mind wandering positively and significantly predicts Internet addiction (β=0.393, P=0.001). Mindfulness negatively and significantly predicts Internet addiction through the mediation of mind wandering (β=-0.085, P=0.001).

Mindfulness, with the mediation of mind wandering, predicts Internet addiction in high school students in Tehran. Therefore, it is suggested that health counselors and psychologists reduce their mind wandering and internet addiction by holding mindfulness courses for high school students.

Multiple Sclerosis (MS) is a chronic autoimmune disease affecting the central nervous system. Patients with MS suffer from problems such as negative emotions and poor emotion regulation. The present study investigated the effectiveness of mindfulness integrated cognitive behavioral therapy (MICBT) on negative emotions and emotion regulation in patients with MS.

This research was a semi-experimental study using a pre-test-post-test with a control group. A total of 52 patients with MS referring to Shafa Hospital in Kerman city, were selected by the convenience sampling method in 2023 and were randomly divided into two experimental (26 people) and control (26 people) groups. Patients completed the questionnaire of depression, anxiety and stress scale - 21 items (DASS 21) and cognitive emotion regulation questionnaire of Garnefski in the pre-test and post-test. The data were analyzed in the descriptive section using independent t-test and chi-square tests, and in the inferential section using multivariate analysis of covariance, using SPSS 24 software.

The results of covariance analysis showed that there was a significant difference between the groups in depression, stress, anxiety, positive and negative emotional strategies in the post-test (P < 0/001). Comparison of mean values showed that in the MICBT group, depression (14/46), stress (16/85) and anxiety (11/38) and negative emotion regulation strategies (M=35/38) decreased, while positive emotion regulation strategies (M=75/35) increased significantly.

MICBT is suggested as an effective method in reducing depression, stress, anxiety and improving cognitive regulation of emotions in patients with MS.

Attention Deficit Hyperactivity Disorder (ADHD) is considered a serious problem in educational environments and has significant negative impacts on the psychological well-being of students. The present study aimed to compare the effectiveness of child-centered mindfulness therapy and acceptance and commitment therapy on emotional-cognitive empathy of primary school students with ADHD experiencing bullying.

This semi-experimental study was conducted in 2023 using a pre-test and post-test design with a control group and a two-month follow-up over a six-month period in Isfahan city. A purposive sampling method was employed, and 54 boy students aged 9-11 years meeting the inclusion criteria were randomly assigned to three groups of 18 participants including child-centered mindfulness therapy (N=18), acceptance and commitment therapy (N=18), and a control group (N=18). Data were collected using the child and adolescent empathy questionnaire. Participants in the first group received child-centered mindfulness therapy in 10 60-minute sessions, conducted twice a week, while participants in the second experimental group received acceptance and commitment therapy in 9 60-minute sessions, conducted twice a week. By the end of the study, 15 participants remained in each group. Data analysis was performed using repeated measures ANOVA and Bonferroni post-hoc tests, utilizing SPSS software version 26.

The results indicated that both child-centered mindfulness therapy and acceptance and commitment therapy were effective in enhancing emotional empathy (p<0/05) and cognitive empathy (p<0/05).This effectiveness was also maintained at the follow-up stage (p< 0/05). However, no significant differences were observed between the effectiveness of the interventions (p>0/05).

The results of this study indicated that both child-centered mindfulness therapy and acceptance and commitment therapy significantly affected emotional and cognitive empathy in students with ADHD and can be utilized by therapists.

Burn injuries significantly impact the quality of life of survivors, often causing psychological distress and spiritual challenges. Given that psychological factors influence quality of life, employing psychological therapies in this context is essential. Among these, mindfulness-based cognitive therapy (MBCT) has been proposed as a promising intervention to address these challenges. This study aimed to evaluate the impact of MBCT on the quality of life of burn patients attending Imam Khomeini Hospital in Urmia.

This quasi-experimental study, using a pretest-posttest control group design, was conducted with 60 burn patients at Imam Khomeini Hospital in Urmia. After obtaining ethical approval and registering the study, participants were randomly assigned to either the control group (n = 30) or the intervention group (n = 30). The intervention group received MBCT training over eight two-hour sessions, while the control group received routine care. Data were collected before the intervention using demographic and specialized burn quality-of-life questionnaires. The questionnaires were completed and collected from both groups immediately after the sessions and four weeks post-intervention. Data were analyzed using SPSS version 16.

The ANOVA statistical test revealed no significant difference in overall quality-of-life scores between the control and intervention groups before the intervention (P > 0.05), indicating comparable baseline quality of life. However, immediately after the intervention and one month after intervention, a significant improvement in overall quality-of-life scores was observed in the intervention group compared to the control group (P < 0.001). These findings demonstrate that MBCT effectively enhanced quality-of-life scores in the intervention group.

Mindfulness-based cognitive therapy is an effective intervention for improving the quality of life of patients with burn injuries. The findings suggest that integrating MBCT into burn rehabilitation programs can support psychological recovery and enhance patients' quality of life. Furthermore, MBCT can effectively reduce depression, anxiety, and rumination while improving social relationships and sleep quality.

Currently, the most important concern of the educational system is to create a suitable platform for effective and sustainable learning through education. Education helps students expand and improve their lifestyles. One of the important factors that can promote a positive educational environment among students is academic progress, which can be influenced by many factors, such as students' tendencies, standards, and persistence in school activities. On the other hand, academic progress is undoubtedly one of the most important psychological concepts in education, which plays a unique role in the energy, direction, stability, and activation of students, and it will be essential to investigate the effective and related factors. In the past decades, teachers and researchers in education and training have tried to identify the background factors that cause the success and failure of learners and stated that success cannot be attributed to one factor. Still, many factors are involved; among these factors are academic motivation and academic meaning. Therefore, the present study was conducted to investigate the effectiveness of teaching mindfulness–based techniques on academic motivation and meaning in students with poor academic progress.

The present study was quasi–experimental and employed a pretest–posttest design with a control group. The statistical population of the current study included all students in the 11th grade of the senior high schools in Tehran City, Iran, in the academic year of 2020–2021. The statistical sample comprised 40 students with low academic achievement randomly assigned to the experimental (20 people) and control (20 people) groups. A sample size of at least 15 people is recommended for experimental and causal–comparative research. The inclusion criteria were as follows: not using psychology and psychiatric services simultaneous with this study intervention, lacking psychiatric disorders or using psychiatric drugs, and not being under group consultation during the study period. The exclusion criteria were as follows: dissatisfaction with the study procedure, absence of more than two sessions from the educational program, and failure to do the educational assignments.
 They received the academic motivation questionnaire (Ali and McInerney, 2006) and the meaning of education questionnaire (Henderson–King and Smith, 2006) to collect data. The experimental group participants received eight mindfulness techniques sessions (Kabatzin, 2003). The obtained data were analyzed by multivariate analysis of covariance using SPSS–22. The significance level of the tests was considered 0.05.

The participants of this research were 40 students with poor academic progress. The results of covariance analysis showed that, after removing the pretest effect, mindfulness–based techniques effectively increased students' academic motivation and meaning (p<0.001). In other words, according to the eta square, the average increase of each variable of academic motivation and academic meaning was 48% and 19%, respectively, affected by the intervention with the training of mindfulness–based techniques.

The results showed that mindfulness–based techniques were effective in academic motivation and academic meaning in students with poor academic progress. Increasing concentration while studying leads to increasing self–awareness in students, improving the quality of studying and learning, which increases academic motivation. The Mindfulness method, due to its hidden mechanisms, such as acceptance, increasing awareness, desensitization, being present at the moment, and observation without judgment and confrontation, is effective in expanding the meaning of education. On the other hand, the effectiveness of treatment remains for a long time.

Due to the high importance of mental health in different sections of society and the pivotal role of psychology, promoting students' mental health can help uphold mental health in society. Mindfulness is one of the factors affecting self–acceptance and positive interaction with others. They are necessary elements to develop mental health. Mindfulness means moment–by–moment awareness of thoughts, feelings, behaviors, and the environment. Mindfulness–based interventions, considered one of the third–wave cognitive–behavioral therapies, emphasize flexible attention, openness, and curiosity. As an ability to confront difficult situations and a flexible response to the pressures of daily life, resilience is among the examples of mental health. Emotional intelligence, on the other hand, is one of the psychological characteristics of an individual that includes a set of emotions and abilities that increase a person's ability to cope, control, and create proper functioning in self–awareness, social awareness, relationship management, and self–management. This study investigated mindfulness's effectiveness on resiliency with emotional intelligence as the moderator.

The research method was quasi–experimental with a pretest–posttest and a 3–month follow–up design with a control group. The study's target population consisted of psychology students who were studying at Islamic Azad University, Tehran Science Research Branch, in the academic year 2019–2020. Data were collected using the Bar–On Emotional Quotient Inventory (cited in 26). A total of 60 students with an emotional quotient less than 3 standard deviations below the mean and 60 students with an emotional quotient more than 3 standard deviations above the mean were purposively selected (a total number of 120 subjects). They were randomly assigned to the experimental (30 subjects) and control groups (30 subjects). Before the intervention, the experimental group completed the Conner–Davidson Resilience Scale (CD–RIS) (Conner & Davidson, (2003). Then, the experimental group received 8 sessions of mindfulness, whereas the control group did not receive any intervention. After the mindfulness treatment, the resiliency of the control and experimental group students was measured again (immediately and 3 months later). Central and dispersion indices such as mean and standard deviation were used to describe the variables. It is worth mentioning that variance analysis with repeated measurements, the Tukey post hoc test, and the Chi–square test were used for data analysis. Statistical analysis was done using SPSS version 22 software. The significance level of the tests was considered 0.05.

The findings showed that analysis of variance was significant for the intragroup factor of time (p<0.001), the intergroup factor of emotional intelligence (p<0.001), and the intergroup factor of mindfulness intervention (p<0.001). In the experimental group, the average scores of the resilience variable in the posttest and follow–up phases were significantly higher than in the pretest (p<0.001). Also, no significant difference was observed between the follow–up and post–test stages in the average scores of the resilience variable (p=0.775), which indicated the persistence of mindfulness therapy in improving resilience in the follow–up phase.

According to the findings, mindfulness training can play a significant role in improving the resilience of students by moderating the role of emotional intelligence.

Attention deficit and hyperactivity are the two early symptoms in children with Attention–Deficit/Hyperactivity Disorder (ADHD). Mindfulness–based interventions are among the strategies used in various studies in recent years to treat this disorder. Despite promising evidence of their efficacy, no consistent results have been obtained regarding the possible treatment outcome. A recent meta–analysis on the effectiveness of mindfulness–based therapies has shown a moderate reduction in ADHD symptoms. Recent studies highlight the relevance of noninvasive brain stimulation for modulating cortical excitability. On the other hand, transcranial direct current stimulation (tDCS) is a brain stimulation technique by which a weak direct current applied on the scalp modulates cortical excitability by shifting resting neuronal membrane potential. This study aims to compare the effectiveness of mindfulness interventions and transcranial direct electrical stimulation on symptoms of children with ADHD.

This quasi–experimental study employs a pretest–posttest with a 1.5–year follow–up design. It was conducted among children aged 7 to 10 years with ADHD referred to the Children's Psychiatry Clinic in Kermanshah City, Iran. A total of 45 boys and girls were selected to participate in the present study and were randomly assigned to three groups: tDSC stimulation, mindfulness training, and sham stimulation. In the pretest phase, parents completed the standard questionnaire on attention–deficit hyperactivity disorder. The intervention phase was carried out in 15 sessions where the training groups dealt with the desired interventions. Immediately after the 15th stimulation session, the posttest stage and follow–up were conducted in 1 and 6 months. The data was analyzed using the analysis of variance test with repeated measurements (composite analysis of variance) and post hoc Bonferroni test in SPSS version 24 software at a significance level of 0.05.

Analysis of variance with repeated measurement (3 groups x 4 measurement steps) was used to analyze attention deficit and hyperactivity symptoms. Results showed that the main effect of time and group were significant for attention deficit and hyperactivity (p≤0.001). The post hoc Bonferroni test results showed that in both intervention groups, the scores of attention deficit and hyperactivity in the posttest and follow–up stages significantly decreased compared to the pretest (p≤0.001). This decrease was significantly higher in the transcranial brain direct electrical stimulation group than in the mindfulness program group (p≤0.001).

According to the research findings, direct transcranial electrical stimulation of the brain in the dorsolateral prefrontal cortex (DLPFC) region of the brain was superior to the mindfulness program in improving and perpetuating the symptoms of attention deficit. DLPFC hypoactivity is hypothesized to underlie attention deficits, impaired inhibitory control, and executive dysfunction in ADHD. Therefore, the pathophysiological rationale for therapeutic tDCS is to increase DLPFC activation by anodal stimulation.