SALAMAT-I IJTIMAI (Community Health)
Year:2023 | Volume:10 | Issue:2|Papers Count:4

Background and Objective: Epilepsy is one of the most common chronic neurological disorders in children, and caring for children with epilepsy is very challenging and stressful. The aim of this study was to determine the effectiveness of cognitive behavioral therapy on resilience and meaning of life among mothers with children with epilepsy. Materials and Methods: This semi-experimental study with a pre-test-post-test design and a control group with a two-month follow-up period was conducted with the participation of 32 mothers of children with epilepsy who referred to the Porsina, a teaching hospital, in Rasht city in 2022. Sampling was done by available sampling method. The participants were randomly assigned to two groups of cognitive behavioral therapy and control group (16 mother in each group). For the intervention group, Beck cognitive behavioral therapy was implemented for 10 sessions. The data were collected using the Conner and Davidson Resilience, and the Steger Meaning in Life Questionnaires. Data were analyzed using repeated covariance analysis test and SPSS Statistics for Windows, version 26. 0 (SPSS Inc., Chicago, Ill., USA). Results: In the intervention group, the mean (SD) of resilience increased from 42. 8 (8. 3) in the pre-test to 64. 3 (5. 1) in the post-test and 63. 9 (3. 6) in the follow-up. (P<0. 001). Also the meaning of life increased from 32. 3 (2. 3) in the pre-test to 54. 3 (1. 8) in the post-test, and 55. 5 (1. 8) in the follow-up (P<0. 001). No significant change was observed in the control group. Conclusion: This study showed that cognitive behavioral therapy has been effective in increasing resilience and meaning in life of mothers of children with epilepsy

Background and Objectives: Mothers with high levels of emotional literacy have the ability to perceive and convey their emotions correctly and communicate more effectively with their children. One of the interventions to improve mothers' emotional literacy is positive psychological intervention (PPI). Therefore, this study was conducted to determine the effectiveness of online PPI on the development of mothers' emotional literacy. Background and Objective: Mothers with a high level of emotional literacy have the ability to perceive and transmit emotions more effectively to their children. One of the interventions to improve emotional literacy is positive psychology intervention. The purpose of this research was to determine the effectiveness of online positive psychology intervention on the development of mothers' emotional literacy. Materials and Methods: This semi-experimental study with a pre and post-test and a concurrent control group was conducted with the participation of 60 mothers living in Hamedan city in the winter of 2021. The participants were selected by the available sampling method and randomly divided into two equal control and experimental groups. Iranian family psychological functions scale was used to collect data. The experimental group received positive psychology intervention in six sixty-minute sessions. Data were analyzed using t-test and covariance analysis test and SPSS Statistics for Windows, version 22. 0 (SPSS Inc., Chicago, Ill., USA). Results: The mean (SD) of emotional literacy in the experimental group increased from 47. 9 (3. 1) before the intervention to 57. 3 (3. 3) after the intervention (P<0. 001) but the changes in the control group were not significant. The results of univariate covariance analysis showed that online positive psychology intervention has an effect of 0. 145 on the development of mothers' emotional literacy (P<0. 02). Conclusion: The study showed that positive psychology intervention improves the level of emotional literacy among mothers of study. Results: The mean (SD) age of the participants was 42. 7 (7. 9) in the experimental group and was 39. 7 years (8. 3) in the control group. The mean (SD) of emotional literacy before the intervention in the experimental group was 47. 9 (3. 1) and in the control group was 47. 4 (4. 9) and there was no significant difference between the two groups (P <0. 05). The mean (SD) of emotional literacy in the experimental group increased from 47. 9 (3. 1) before the intervention to 57. 3 (3. 3) after the intervention (P <0. 001) but the changes in the control group were not significant. The results of univariate analysis of covariance showed that online positive psychological intervention with the development of mothers' emotional literacy has an effect of F (1, 56) = 2. 628, P <0. 011, η2 =0. 145. Conclusion: The study showed that PPI can improve the level of emotional literacy in mothers

Background and Objective: Depression does not appear only in adulthood, but also in childhood. The aim of this study was to compare the effectiveness of schema therapy and cognitive-behavioral therapy on depression in children aged 8 to 13 years. Materials and Methods: The study was conducted as a semi-experimental study with a pre-test-post-test design with the participation of 31 male and female students aged 8 to 13 in a two-shift school in District 1 of Qom city in 2018. The participants were selected by simple random sampling method and randomly placed in three groups: schema therapy, cognitive-behavioral therapy and control group. For the schema therapy experimental group, 90-minute sessions were held weekly for 16 weeks, and for the cognitive-behavioral therapy experimental group, 90-minute sessions were held weekly for 14 weeks. Measurements were taken before and after the intervention and four months after the last session. No intervention was done for the control group. The data were collected using Dusseldorf illustrated questionnaire for children (DISC) and Tischer children's depression scale and parents' long form (CDS). Data were analyzed using analysis of variance test with repeated measurements and SPSS Statistics for Windows, version 23. 0 (SPSS Inc., Chicago, Ill., USA). Results: The mean (SD) depression score in the schema therapy group decreased from 97. 3 (25. 3) in the pre-test to 83. 5 (21. 4) in the post-test and 82. 3 (20. 4) in the follow-up (P<0. 001). The cognitive behavioural therapy group's depression decreased from 96. 3 (25. 2) in the pre-test to 89. 5 (22. 1) in the post-test and 90. 9 (22. 4) in the follow-up (P<0. 001) too. In the control group, there was no difference between the pre-test, post-test, and follow-up. Compared to cognitive-behavioural therapy, schema therapy had more effective in reducing children's depression (P<0. 001). Conclusion: The study showed that both schema therapy and cognitive-behavioural therapy interventions reduced depression in children. But compared to cognitive-behavioural therapy, schema therapy had more effectiveness in the reduction of children's depression

Background and Objective: Psychological factors can play an important role in coronary artery disease and its treatment. This study was conducted to compare the effectiveness of compassion-focused therapy and interpersonal therapy on the difficulty in regulating emotions in women with coronary artery disease. Materials and Methods: This semi-experimental study was conducted with a pre-test, post-test and follow-up design with a control group with the participation of 41 women with coronary artery disease referred to the Cardiac Rehabilitation Clinic of Afshar Hospital in Yazd. The participants were selected purposefully and randomly assigned to two intervention groups and one control group. The first intervention group focused on compassion, and the second group received interpersonal therapy in eight weekly 90-minute sessions, but the control group did not receive any intervention. We collected data by using the Gratz & Roemer emotion regulation difficulty questionnaire. Data were analyzed using covariance analysis test and SPSS Statistics for Windows, version 24. 0 (SPSS Inc., Chicago, Ill., USA). Results: The mean (SD) age of participants in the compassion-focused therapy group was 48. 8 (6. 5), the interpersonal psychotherapy group 53. 7 (7. 4), and the control group 55. 7 (6. 1) years. In the compassion-focused therapy group, the mean (SD) difficulty in regulating emotions ranged from 108. 1 (22. 7) in the pre-test to 84. 6 (13. 7) in the post-test and 83. 5 (10. 2) decreased in the follow-up phase (P=0. 001). In the interpersonal psychotherapy group, the mean (SD) difficulty in emotion regulation decreased from 117(31. 8) in the pre-test to 82. 5(15. 7) in the post-test and 81. 5 (6. 4) in the follow-up phase (P=0. 001). However, there was no difference in the difficulty scores of emotion regulation in the pre-test and post-test in the control group. Conclusion: The study showed both treatment methods improved patients' difficulty in emotion regulation. But, they did not differ in terms of the effect