Journal of Behavior in Clinical Psychology
Year:2019 | Volume:14 | Issue:53|Papers Count:8

Emotional regulation as the cognitive style of information management Can be an emotional trigger that encompasses a wide range of cognitive, behavioral, emotional, and physiological responses, it Helps to manage or regulate emotions and facilitates one's adaptation to the environment. The purpose of study was determine the effectiveness of education emotional regulation techniques on reducing perceived stress, difficulty in emotional regulation and increasing resilience among students. For this purpose, a pre-test, post-test and follow-up study with a control group, 100 students with high stress and low resilience at Imam Khomeini International University in Qazvin were selected by available sampling and randomly assigned to experimental and control group. The members of the experimental group were exposed to the emotion regulation education program during 8 sessions and the control group did not receive any interventions. The analysis of covariance data showed that the education program of emotional regulation significantly decreased the perceived stress, the difficulty of emotional regulation and increasing the resiliency analysis of variance with repeated measurement of data showed that the results were consistent during the follow up period. The results showed that the education of emotional regulation techniques affect the components of genralized stress and distress tolerance and it can be used as an effective interventional method to reduce stress, improve the emotional regulation difficulties, and increase resiliency.

Self-harm involves a variety of behaviors that are performed in a variety of direct and indirect forms with different psychological and interpersonal goals, and although they may or may not lead to committing suicide, they are not socially and culturally accepted by the majority. One of the common components of direct and indirect self-harm is emotion regulation skills. The study sought to evaluate the effectiveness of acceptance and commitment therapy on emotion dysregulation and self-compassion among self-harm students in Sari. For this purpose, a quasi-experimental study with pre-test, post-test and control group was adopted in which 30 high school students in Sari were selected as the study sample through available sampling and were randomly divided into two groups of 15 experimental and control groups. The treatment protocol was administered to the experimental group for 10 90-minute sessions. The participants in both groups were evaluated at the beginning and the end of the study based on the symptoms of behavioral problems, self-harm, difficulty in emotion regulation and selfcompassion. The results of covariance analysis showed that in the significance level of 0. 05, the acceptance and commitment therapy led to improvements in among emotional dysregulation Self-harming students in both the post-test and follow-up stages. It was also found that the acceptance and commitment therapy led to increased levels of self-compassion for self-harming students in both the post-test and follow-up stages.

There is increasing evidence that people with obsessive-compulsive disorder have emotional regulation problems that may play a key role in the development and maintenance of this disorder. Some believe that controlling the emotional reactions of patient with OCD may be a necessary factor in the development of obsessive thoughts. So, the aim of this study was to develop quality of life promotion program and determine its effectiveness on emotion regulation in people with obsessive-compulsive disorder. To this purpose, in a pretest– posttest semi-experimental research with control group, 30 patients with OCD were selected through convenience sampling method and randomly divided into experimental and control group. The experimental group underwent 11 sessions of training program and the control group did not receive any training. Score of emotion regulation in experimental and control groups was evaluated at beginning, after the training, and at 2-month follow-up. The results of covariance analysis showed quality of life promotion program improves emotion regulation in people with obsessive-compulsive disorder. Also, results of repeated measure test showed a persistent effect over a two-month follow-up period. Overall, this study emphasizes on controlling emotional reactions (for example, weak emotional regulation strategies) in people with obsessive-compulsive disorder.

Studies in various areas have emphasized the neuropsychological basis of Attention Deficit/Hyperactivity Disorder (ADHD). This study aims to evaluate the effect of neurofeedback training (NFT) on quantitative electroencephalography (qEEG) baseline and sustained attention in children with ADHD. For this purpose, a quasi-experimental study with the pretest-posttest control group design was conducted on 30 ADHD children selected by convenience sampling method and randomly divided into two experimental groups, namely a Neurofeedback Group and a Sham-controlled Neurofeedback Group (Placebo conditions). The Neurofeedback Group received 30 training sessions for 15 weeks (two sessions per week). The groups were evaluated before, immediately after, and two months after the intervention in terms of the q-EEG baseline and continuous performance. The multivariate analysis of covariance (MANCOVA) showed that the Neurofeedback Training Group had a significant improvement in terms of the q-EEG baseline and continuous performance compared to the control group, and these improvements were maintained later. In the Neurofeedback Training Group, the theta wave activity and the theta/beta ratio (TBR) decreased in the posttest scores, and the beta wave activity and the sensorimotor rhythm (SMR) increased significantly in the posttest scores compared to the pre-test ones. In addition, the reaction time, omission error and commission error of the children were significantly lower in the Neurofeedback Training Group in the posttest and follow-up test compared to those of the Sham-controlled Neurofeedback Group. Neurofeedback training seems to improve abnormal q-EEG and is effective in improving the sustained attention of children with ADHD.

Eating disorder refers to inappropriate behaviors and attitudes that are defined as a chain of eating disorders. Some consider anorexia as primary avoidance and bulimia as secondary avoidance. The purpose of this study was to provide a conceptual model and test it for eating behaviors based on rumination, dysfunctional thoughts, and avoidant performance. For this purpose, during a descriptive study, 312 students (198 females and 114 males) were selected through convenience sampling and evaluated in terms of symptoms of eating disorder, rumination and dysfunctional thinking and avoidance of experience. Results of study of relationships between variable based on this structural model, showed Fits well with the data of this study and the pathways of dysfunctional thoughts and rumination with symptoms of eating disorder by mediate avoidance function are significant. Based on this structural model, rumination and dysfunctional thought as exogenous variables affect avoidance performance and avoidance performance on eating disorder as well. Based on findings of this study, it can be concluded that avoidance performance, in addition to having a direct relationship, also regulates the relationship between dysfunctional thoughts and rumination with eating disorder.

Borderline and antisocial personality disorder is a common and chronic disease that disrupts all aspects of life. Therefore, the present study aimed to compare the affective and emotional temperament among patients with borderline and antisocial personality disorder and normal individuals. The study method is descriptive and causal-comparative. The statistical population consisted of all patients with antisocial and borderline personality disorder in Ardabil central prison and Isar and Fatemi psychiatric hospital in 2018. The sample included 50 patients diagnosed with antisocial personality disorder and 50 patients diagnosed with borderline personality disorder, as well as 50 normal individuals. All subjects were selected based on availability. The data were collected by structured clinical interview for personality disorders and Lara et al. ’ s affective and emotional composite temperament questionnaire. Data were analyzed using multivariate analysis of variance and LSD test. The results showed that there were significant differences among the three groups of antisocial and borderline personality disorders and normal individuals in different dimensions of affective and emotional temperament (p<0. 01). It seems that individuals with antisocial and borderline personality disorder are different emotionally and affectively. It is suggested that using the results of the present study and with the differential diagnosis of borderline and antisocial personality disorder can be provided an appropriate and comprehensive treatment plan by psychologists and psychiatrists to improve these individuals.

Adolescents are at risk for behavioral and emotional problems. Most of the disorders that firstly are diagnosed in adulthood have roots in late adolescence. The aim of the current study was to develop a preliminary version of Mental Health Problems Scale-Teacher Report for Iranian in late adolescent age (15-18 years). For this purpose, 207 teachers from Fars, Sistan and Baloghestan, Kermanshah, Khorasan razavi, East Azarbaijan, and Alborz Provinces were selected by convenience sampling method and asked him to complete the Mental Health Problem Scale and Achenbach’ s Behavior Problems Scale-Teacher Report Form. Item analysis and exploratory factor analysis showed that the 7-component model has the best fit with the theoretical framework of the study. Also, correlation coefficients of the subscales of mental health problem scale and the subscales of the Achenbach Scale indicated the appropriate criterion validity of this instrument. Generally, the findings indicate that the Adolescents Mental Health Problem Scale-Teacher Report has the psychometric adequacy to screen the behavioral problems of students in late adolescent age (second high school).