Volume 8, Issue 1 (3-2020)
Abstract
Aims: One of the most common childhood disorders that cause many problems during school years is Attention Deficit Hyperactivity Disorder (ADHD). This disorder requires counseling and treatment. Therefore, the aim of this study was to determine the effect of parents’ cognitive-behavioral group counseling on learning problems and anxiety of hyperactive children in primary school.
Materials & Methods: This experimental study with pretest-posttest design with control group was conducted on 60 parents of 7 to 13-year children who were referred to Counseling Center of Education Department of Ramhormoz, Khuzestan, Iran in 2017-2018 academic year. The subjects were selected by purposive sampling method and randomly assigned into two experimental (n=30) and control (N=30) groups. The ADHD of their children was assessed using Conner’s Parents Rating Scale. In experimental group, 9 sessions of cognitive-behavioral group counseling were conducted; however, the control group did not receive the intervention. After the sessions, hyperactivity of children in both groups was evaluated with the Conner’s Parent Parents Rating Scale. Data were analyzed by SPSS 21 using multivariate analysis of covariance (MANCOVA) and univariate analysis of covariance.
Findings: By controlling the pretest effect, a significant difference was observed between the experimental and control groups in terms of learning problems (F=177.94; p<0.001) and symptoms of anxiety (F=279.56; p<0.001).
Conclusion: Cognitive-behavioral group counseling for parents can reduce the symptoms of ADHD children in primary schools.
Volume 8, Issue 2 (6-2020)
Abstract
Aims: The aim of the present study was to determine the effectiveness of metacognitive therapy on the psychological hardiness of students referring to the Student Counseling Center of Shahreza University in 2016-2017.
Materials & Methods: The present study was a quasi-experimental research with pre-test-post-test design and follow-up with the control group. In this study, 34 subjects were selected by simple random sampling and were divided into two groups of control and experiment. The experimental group received an 8-session course of metacognitive therapy, and both groups answered a pre-test and post-test Kobasa’s Psychological Hardiness Questionnaire, followed by 4 weeks of follow-up.
Findings: There is a significant difference between the two experimental and control groups in the three stages of pre-test, post-test, and follow-up in the psychological hardiness variable (p= 0.001).
Conclusion: Metacognitive therapy helps to improve and enhance psychological hardiness in students and is a good way to increase the level of this positive trait.
Volume 10, Issue 3 (7-2022)
Abstract
Aims: To evaluate the effects of cognitive behavior therapy among randomized controlled trials on psychological stress, physical health, and self-care behavior among type 1 and type 2 diabetes patients.
Information & Methods: The preferred reporting items for systematic reviews and analysis statement was used in all review stages. Study selection and study quality were based on Jonna Briggs Institute. Relevant articles search from three databases, namely PubMed, CINAHL, and Google Scholar, was conducted. The search yielded 1143 articles and 19 randomized controlled trials met the inclusion criteria to evaluate the effects of cognitive behavior therapy.
Findings: Cognitive behavior therapy significantly ameliorated depressive symptoms, anxiety, diabetes-related stress, glycemic control, quality of life, and self-care behavior such as self-blood glucose monitor, medication adherence, and physical activity. However, heterogeneity in terms of cognitive behavior therapy delivery modes, follow-up duration, various outcomes, and long-term effects are considered when interpreting results.
Conclusion: Findings suggest that cognitive behavior therapy can be integrated into diabetes management to achieve diabetes outcomes regarding psychological and physical health as well as self-care behavior.
Farzin Bagheri Sheykhangafshe, Nazanin Haghighat Bayan, Mona Baheri, Vahid Savabi Niri, Forough Esrafilian,
Volume 31, Issue 4 (11-2024)
Abstract
Post-traumatic stress disorder (PTSD) is a devastating mental health condition that can arise following exposure to traumatic events. This study aims to investigate the effects of cognitive behavioral therapy (CBT) on the sense of coherence, social support, and spiritual well-being among students diagnosed with PTSD. The research employed a semi-experimental, pre-, post-test design with a control group. The statistical population included students diagnosed with PTSD at the University of Tehran during the 2023-2024 academic year. A total of 36 students with PTSD were selected using purposive sampling and were divided into experimental (n=18) and control (n=18) groups. The experimental group attended eight 90-minute CBT sessions, while the control group received no intervention. Data collection involved administering the Post-Traumatic Stress Disorder Scale (Keane et al., 1998), the Sense of Coherence Scale (Antonovsky, 1993), the Social Support Questionnaire (Sherbourne & Stewart, 1991), and the Spiritual WellBeing Scale (Paloutzian & Ellison, 2012). The data were analyzed using multivariate covariance (MANCOVA) analysis in SPSS-24. The results indicated that CBT significantly increased the sense of coherence (F=40.69, p=0.001, η²=0.58), social support (F=60.50, p=0.001, η²=0.67), religious well-being (F=52.16, p=0.001, η²=0.64), and existential well-being (F=54.50, p=0.001, η²=0.65) in students with PTSD. These results support the incorporation of CBT into therapeutic programs for students with PTSD to foster resilience and holistic well-being. Future research could explore the long-term effects of CBT and its impact on other psychological and behavioral outcomes in diverse student populations.
