JOURNAL OF CLINICAL PSYCHOLOGY
Year:2014 | Volume:5 | Issue:4 (20)|Papers Count:11

Introduction: The main objective of this study was to comparsion the effectiveness of executive functional and play therapy on the bases of attention on improving of working memory, attention and academic achievement in students with math learning disorder.Method: The research method of this study is a pilot study with clinical trial that pre-test and post-test has done with control group. To attain this goal, target population includes students all of fourth, fifth and sixth grade with math learning disability, specific learning disabilities schools of Bilesavar in grade school year 92-1391 (N=136), 32 students with math learning disability in the population were selected by simple random sampling. Tools used in this study include: Researcher made questionnaire, Raven's IQ test, Key- Matt math test, Shelve math achievement test, Wechsler Numerical Memory Scale and continuous performance test.Data were analyzed by MANCOVA test.Results: The results showed a significant difference between experimental and control group in working memory, attention, and achievement after the independent variable (001/0M P). Also Bonferony test results pro mean comparison showed influence more significantly more effective executive functions Training on working memory and play therapy on attention care.Conclusion: According to the findings, it can be concluded executive function intervention and play therapy, Improves working memory, attention, and academic achievement of students with disabilities in math and they can be an effective intervention technique advantage.

Introduction: Attention is one of the cases which the current theories about learning disabilities emphasis them. The purpose of this study was comparing sustained attention performance in children with learning disabilities and normal children.Method: This study's research design was causal-comparative design. The study population consisted all of third, fourth and fifth elementary grade children in Tabriz city. The statistical sample included 30 children with reading learning disability, 30 children with math learning disability and 20 children with writing expression learning disability who were selected by Nama reading and dyslexia, Iran Key Math Diagnostic Arithmetic and writing expression tests, respectively and 30 normal children (control group). To select children with learning disabilities and normal children, available and randomly sampling manners were used, respectively. All of samples were in the age range of 9-12 years and IQ range of 90-115. To assess IQ, the Raven test and to measure sustained attention, Continuous Performance test were used.Results: The data analyzed by MANOVA, ANOVA and LSD POST HOC statistical tests showed that children with reading and math learning disabilities have different and poor performance in Continuous Performance Test compared to normal children. There was no different between performance of children with writing expression learning disability and normal in the mentioned test.Conclusion: Based on research findings, children with reading and math learning disabilities have poor performance in sustained attention compared to normal children. So, it would be better for responsible people to prepare programs to improve attention performance in such children.

Introduction: Multidimensional and complex nature of children’s behavioral problems requires assessment and usage of modern treatments. The present study aimed to investigate the efficacy of Impulse Control Training on Impulsiveness and reduce the symptoms of Students with Oppositional Deficit disorder.Method: This was an experimental research, and a pre-test, post-test, follow-up and control group design was applied. The statistical Universe of the study included elementary school boys in Delfan city in the academic year 1390-91 (A.H.) with oppositional deficit symptoms. The sample consisted of the study included 40 male students from among the male students in Delfan city identified by the scales of Defiant Disorder Rating Scale (ODDRS) Hommersen, Murray, Ohan & Johnson parent & teacher form and Structured clinical interview and chosen selected cluster through simple random sampling. Then They were assigned to two groups of control and experimental (20 students in each group). In order to measure Structured, clinical interview, scales of Defiant Disorder Rating Scale (ODDRS) Hommersen and Etal and Impulsiveness Barrette Scale, Both the pret-est, post-test, and follow-up was two months old. The implementation process Experimental group received Impulse Control Training for 2 months (8 sessions of 1 hour) while the control group received no training at all. For statistical data analysis, variance analysis with repeated measures is used.Results: The results of multivariate analysis of covariance (MANCOVA) showed that impulse control training of Impulsiveness and reducing symptoms of students with Oppositional Defiant disorder was effective. Results indicated that there is a meaningful difference between the rate of symptoms of impulsiveness and oppositional defiant disorder in both control and experimental group in post-test and follow-up stages.Conclusion: Results of this research showed that Impulse Control Training is on reducing symptoms of oppositional defiant disorder and impulsive behavior in students and can be used as an effective intervention to eliminate or decrease oppositional defiant behaviors.

Introduction: The study aimed to examine the effect of cognitive–behavioral stress management training on anxiety, depression and cognitive disorder of individuals with Multiple Sclerosis.Method: The statistical society was all the patients with MS in Bandar Abbas city. In a semiexperimental design and using convenience sampling, 54 participants were selected among those patients and they were divided in two groups of intervention and control by random. Mental evaluation includes a clinical interview by two clinical psychologist, completion of depression, anxiety, stress (DASS) and cognitive impairment (MMSE) measures. Anxiety, depression and cognitive impairment measures were completed at three stages; prior to, six weeks later and two months after the intervening sessions. Data were subjected to descriptive statistics and the analysis with a mixed ANOVA design.Results: Findings showed significant decreases in the measures of depression and anxiety and in posttest and follow up after cognitive-behavioral intervention. In addition, the cognitive performance of patients showed significant improvement after intervention.Conclusion: The results indicated the effectiveness of cognitive-behavioral stress management in reducing anxiety, depression and cognitive impairments in Multiple Sclerosis patients; therefore, serious attention to psychological treatments for these patients appears to be useful.

Introduction: The present study aims to studying the therapeutic effects of the acceptance and commitment therapy on self-management of Diabetes type2 patients.Method: The study was conducted by a pre-test post-test design with control group. Group of 24 patients with diabetes type 2, referring to a diabetes clinic in Gharazi Hospital were randomly selected and assigned into experimental and control groups. First group was exposed to 10 sessions of two hours acceptance and commitment psychotherapy, while no intervention made on control group’s subjects. Subjects for both groups filled the revised version of Diabetes Self-Management Questionnaire. The data were analyzed using an analysis of covariance (ANCOVA).Results: The results revealed that the acceptance and commitment therapy is effective in promoting self-managements of diabetes type 2 patients. About 66% of self-management behaviors of diabetes patients could be explained by group acceptance and commitment therapy.Conclusion: According to the findings of this research, the acceptance and commitment group therapy is recommended for improving self-management of type 2diabetes and reducing the mortality and morbidity rate caused by this disease.

Introduction: The aim of the present study was to compare metacognitive beliefs and difficulty in emotion regulation between substance dependence and normal individuals.Method: The design of this study was expos factor in which 50 substance dependence and 50 normal individuals who were selected using accessible sampling method, were compared with each other.Subjects completed Wells and Cartwright-Hatton metacognition Questionnaire and Gratz and Roemer difficulties in emotion regulation Questionnaire. Data were analyzed using T Hotling methods.Results: The result of this study indicated that there was significant difference between substance dependent and normal individuals in total scores of metacognitive beliefs and emotion regulation Conclusion: Based on the result, metacognitive beliefs and emotion regulation are key factors in substance dependency and could be helpful in its understanding, prevention and treatment.

Introduction: The purpose of this study was to investigate the effectiveness of brief group behavioral activation (BA) on depression, anxiety, and rumination in patients with depression and anxiety.Method: In a pretest-posttest quasi-experimental design including a control group, 27 University students with depression and anxiety subsequent to primary clinical assessment and obtaining study requirements, selected and randomly assigned to either BA (n=13; 8 females and 5 males) or a waitlist control group (n=14; 8 females and 6 males). The experimental group received 8-weekly BA sessions. The Beck Depression Inventory (BDI-II), Beck Anxiety Inventory (BAI), and Rumination Response Scale (RRS) were used as the outcome measures. All subjects completed measures at pretest, posttest and 2-months follow up periods. Data were analyzed with multivariate analysis of covariance (MANCOVA).Results: The results of MANCOVA test showed that BA has significant effect on reducing of depression, anxiety symptoms, and rumination. Treatment gains remained over 2 month's follow-up period.Conclusion: Brief group BA has remarkable effects on improvement of depression and anxiety symptoms and reduction of rumination in students.

Introduction: The aim of this study was to investigate the reliability, validity and factor analysis of the Iowa Personality Questionnaire (IPQ) and its relationship with Big-Five Factors of personality amongst the students of Azarbaijan Shahid Madani University as well as Tabriz University.Method: The present study was a descriptive- correlational.500 students including 263 females and 237 males were randomly selected from Azarbaijan Shahid Madani University and Tabriz University.Iowa personality questionnaire was administrated, and Neo-Five Factor Inventory (NEO-FFI) questionnaire was completed by the samples. Data were analyzed using correlation, factor analysis, and data variance analysis methods.Results: Factor Analysis using principal component analysis with Varimax rotation identified three factors; positive emotionality, negative emotionality and constraint which could explain the%58.03 of the variance. Test-retest reliability coefficient for total scores obtained 0.85 and for factors ranged from 0.72 to 0.87. Concurrent validity of the scale was calculated according to correlation coefficients between the score on the Iowa personality questionnaire and scales of Neo-five factor inventory.Comparison of the male and female students showed that there was not a significant difference in factors of Iowa personality questionnaire. However, there was a significant difference between the male and female students in scales called aggression, harm avoidance, social closeness, and Absorption. Finally, the results showed a good correlation between Iowa personality questionnaire and Big-Five Factors of personality.Conclusion: The results of this study supported the confirmatory factor structure, reliability and validity of the Iowa personality questionnaire and its applicability to students' population.

Introduction: The aim of this study is to investigate the effectiveness of a metacognitive based therapy on reducing anxiety and depression symptoms in patients with Post-traumatic Stress Disorder, by using a single case design.Method: Three consecutive chronic outpatients fulfilling DSM-IV and criteria for PTSD were treated according to Core treatment manual of PTSD. Patients were assessed with a battery of measures, including the Impact Event Scale-Revised (IES-R), Beck Depression Inventory-II (BDI-II), Beck Anxiety Inventory (BAI), and Subjective Units of Distress Scale (SUDs).Results: The treatment was associated with large reductions in the specific measures of PTSD (IES-R total score), reductions in general measures of anxiety (BAI), depression (BDI-II), distress (SUDs).Conclusion: The results of these case studies provide further support for the clinical efficacy of metacognitive therapy, and in a different culture than the treatment was originally developed.Although this study is limited by the absence of a control group, these results clearly imply strong and generalized results for metacognitive therapy. The treatment appears therefore promising, although a controlled evaluation of its effectiveness is necessary to draw a definitive conclusion.