Community Health Journal
Year:2021 | Volume:14 | Issue:2|Papers Count:8

Introduction: Multidimensional and complex nature of children`s behavioral problems requires assessment and application of modern treatments. Therefore, this study was conducted to determine the effectiveness of attachment-based therapy on reducing symptoms of anxiety, loneliness, and self-esteem in orphaned boy children. Materials and Methods: This study was an educational trial with pre-test, post-test, and control groups. The statistical population included all orphaned boys living in institutional homes at Shahid Ghodoosi boarding center under the auspices of the Tehran Welfare Organization in 2019. By the available sampling method, 30 people were selected and divided into experimental (n=15) and control (n=15) groups. Then, they completed the Anxiety Inventory (Spence, 1999), the Loneliness Questionnaire (Asher et al, 1984), and the Self-Esteem Questionnaire (CoperSmith, 1976). In the experimental group, attachment-based therapy was conducted in 10 sessions, 1 per week for 1 hour. After the training, the groups were retested. Data were analyzed by t-test (independent and paired) and multivariate analysis of covariance. Results: The results showed the mean scores of the total anxiety, separation anxiety, social anxiety, obsession, phobia, and panic attack in the experimental group in the post-test phase to be significantly different from the control group(p<0. 05). There was a statistically significant difference between the mean score of loneliness and self-esteem of the subjects in the two groups in the post-test stage (p<0. 05). Conclusion: The study emphasizes the importance of attachment in orphaned children, potentially providing practical results for therapists to reduce the emotional-behavioral problems of orphaned children and adolescents.

Introduction: People with math learning disabilities have severe cognitive impairments that brain-centered empowerment can reduce. The present study is conducted to determine the effectiveness of brain-centered empowerment on executive functions in students with such learning disabilities. Materials and Methods: The present research project was quasi-experimental with two subjects. The statistical population was all students with learning disabilities in Tabriz in 2019. The training and control group each included 20 people with math learning disabilities. The sampling method was targeted. The research tools included a computer-based brain empowerment program, a continuous performance test, and a problem-solving test. First, attention and problem-solving tests were taken from all subjects as a pre-test. Then, 20 sessions of brain-centered empowerment intervention were performed for the experimental group, while no intervention was performed for the control group. These tests were carried out again as a post-test on the experimental and control groups. Data analysis was performed using multivariate analysis of covariance. Results: Data analysis showed a significant difference between the mean of pre-test and post-test scores of the experimental and control groups (p<0. 001). The F-test score for attention-deficit error, attention-response error, and problem solution was 5. 72, 5. 14, and 11. 78, respectively; thus, brain-empowerment improved attention and problem-solving in people with math learning disabilities. Conclusion: Given the positive effects of this method on the attention and problem solving of people with mathematical learning disabilities, this study showed that brain-centered empowerment could be an effective strategy to achieve optimal performance of executive functions in people with such disabilities.

Introduction: Couple burnout and marital infidelity indicate damage to a couple's emotional relationship. Reality therapy is a technique that can help couples in this regard emphasizing mental health. The purpose of this study was to evaluate the effectiveness of Glaser reality therapy on couple burnout and marital infidelity of the couples admitted to counseling centers in Rafsanjan. Materials and Methods: The present study was a quasi-experimental, pretest, posttest with a control group. The statistical population of this study included 200 couples admitted to family counseling centers in Rafsanjan from September 23, 2018, to March 20, 2019. Using the convenience sampling method, 40 people were selected and randomly divided into two groups. The experimental group participated in eight ninety-minute sessions of Glaser Reality Therapy training but the experimental group was not exposed to any intervention. Mark and Atley (2006) and Pain (1996) Marital Infidelity Questionnaires were administered before and after training. Data were analyzed using the analysis of covariance. Results: The results showed that Glacier reality therapy training reduced marital disgust and marital infidelity (p<0. 05). Conclusion: Reality education intervention affects cognitive, social, behavioral, emotional, and sexual aspects and causes intimacy in couples' relationships.

Introduction: Depression and anxiety are highly prevalent in patients with non-alcoholic fatty liver disease, reducing mental health and leading to dysfunction in various dimensions. Due to the significant role of psychological factors in the process of treatment and recovery of patients, this study was conducted to determine the effectiveness of the mindfulness-based stress-reduction training program on decreasing depression and anxiety symptoms in patients with non-alcoholic fatty liver. Materials and Methods: This randomized clinical trial study was performed in 2018 on 30 patients with non-alcoholic fatty liver disease referred to Ghadir specialized clinic in Aligudarz city. Subjects were randomly divided into two experimental and control groups (15 people in each). Mindfulness-Based Stress-Reduction (MBSR) training was conducted for the experimental group during 8 weekly sessions (each lasting 45 to 90 minutes). The control group did not receive any intervention. The data collection tool was Depression, Anxiety, and Stress Scale (DASS). Data were analyzed using two-way repeated-measures ANOVA by SPSS software version 24. Results: The results of two-way repeated-measures ANOVA showed a significant difference between the mean scores of the experimental and control groups in depression (p<0. 001, F = 74. 125 and η = 0. 726) and anxiety (p<0. 001, F = 015/158 and η = 0. 849). Thus, the score of depression and anxiety of people with fatty liver in the experimental group after mindfulness training significantly decreased compared to the control group. Conclusion: According to the obtained results, the mindfulness-based stress-reduction training program is recommended as an effective and complementary psychological intervention in patients with the non-alcoholic fatty liver to promote their mental health.

Introduction: In marital conflicts, couples show violent and hostile behaviors towards each other. Couple therapy is one of the techniques that can help couples in this regard. The aim of this study was to determine the effectiveness of compassion-focused couple therapy on increasing differentiation and reducing marital conflict. Materials and Methods: The present study was a quasi-experimental type of pretest, posttest and follow-up with a control group. The statistical population of this study included all couples who were admitted to counseling centers in Kerman in 2009. Using the available sampling method, 24 couples were selected and randomly divided into two groups. The experimental group received compassion-focused couple therapy training in 8 sessions of 60 minutes per week, but no intervention was performed on the control group. Skowron (1998) self-differentiation questionnaires and Sanaei Zaker (2008) marital conflict questionnaires were administered before and after the intervention. Data analysis was performed using analysis of variance. Results: The results showed that compassion-focused couple therapy had a significant effect on increasing differentiation (F=7612/114, p<0. 001) and reducing marital conflicts in couples (F=275/44, p<0. 001). Conclusion: According to the results of the present study and research background, compassion-focused couple therapy can be suggested as an effective way to increase differentiation and reduce marital conflict between couples with communication problems.

Introduction: Functional analytical therapy is a new method in the treatment of psychological disorders. Therefore, the aim of this study was to determine the effectiveness of functional analytical therapy on object relations and coping with stressful situations in patients with borderline personality disorder. Materials and Methods: The method of the present study was quasi-experimental pre-test-post-test with experimental and control groups with a quarterly follow-up phase. The statistical population of the study included all women referred to Asal Psychiatric Disorders Treatment Center in Karaj in 2020. 24 patients with moderate disease level were selected by simple random sampling and were replaced in two groups of 12 according to the lottery. The functional analytical therapy package of Tsai et al. was performed on the experimental group in 10 sessions of 45 minutes, but no intervention was performed on the control group. Pre-test and post-test were obtained using the Bell et al. 's Object Relations Questionnaire and the Endler and Parker's coping with stressful situations Questionnaire. Data were analyzed using mixed covariance analysis. Results: The results showed that functional analytical therapy had an effect of 92% on the improvement of object relations (F = 78. 34, p<0. 001) and an effect of 82% on avoidant style (F =36. 54, p<0. 001), of the variable coping with stressful situations in patients with borderline personality disorder. Conclusion: This study emphasizes the effect of functional analytical therapy on object relations and coping with stressful situations in patients, so it can provide therapists with practical implications for the treatment of people with borderline personality disorder.

Introduction: Given that students are the future makers of the country, their educational and training problems should be considered in order to be improved by psychological interventions. Thus, this study aims to determine the effectiveness of mindfulness-based stress reduction training on assertiveness and academic boredom of female high school students. Materials and Methods: This study was semi-experimental with pre-test, post-test, and follow-up with the control group. The study population consisted of 895 female students of the first-grade secondary school in Jolfa city in the academic year of 2019-2020. In total, 30 people, according to the inclusion and exclusion criteria, were selected using the purposive sampling method and randomly divided into two groups. Both experimental groups received their treatment in 8 sessions of 1. 5 hours; however, the control group did not receive any training. Measuring instruments were Gambrill and Richey's assertiveness and academic boredom questionnaire. The findings were analyzed using ANOVA with repeated measures. Results: The mean variables of assertiveness and academic boredom of the experimental group in the pre-test were 118. 80± 12/61 and 67. 13± 10/98, respectively. Additionally, the mean variables of assertiveness and academic boredom in the control group were 119. 20± 11/85 and 70. 80± 13/71, respectively. The results showed that in the post-test, the assertiveness score of the experimental group (109. 07± 11/70) improved compared to the control group (119. 13± 11/88) (p<0. 001); also, the academic boredom score of the experimental group (57. 93± 10/75), compared to the control (70/67± 13/89), decreased (p<0. 001). The results further showed that in the follow-up phase, the effect of mindfulness-based stress reduction training on assertiveness (109. 53± 11/85) and academic boredom (58. 80± 10/33) was lasting (p<0. 001). Conclusion: According to the obtained results, mindfulness-based stress reduction training can be used as an effective strategy to increase assertiveness and reduce academic boredom in students.

Introduction: Irrational beliefs, emotion regulation, and impulsive behaviors are variables that affect students' mental health. In this context, dialectical-behavioral and cognitive-behavioral therapy are effective approaches to reducing adolescent behavioral disorders. Thus, the present study aimed to compare the effectiveness of dialectical-behavioral and cognitive-behavioral therapy on irrational beliefs, emotion regulation, and impulsive behaviors of high school female students. Materials and Methods: The statistical population of this quasi-experimental study included all high school female students in Ramsar city in the academic year of 2015-2016. Forty-five subjects were selected through random cluster sampling from female high schools and were randomly grouped into control and interventions (15 persons in each group). The groups completed emotion regulation, irrational beliefs, and impulsiveness questionnaires in the pre-test, post-test, and follow-up stages. The experimental groups received 8-sessions of 90-minutes dialectical-behavioral and cognitive-behavioral therapy, and the control group did not receive any intervention. Data were analyzed using Bonferroni post-hoc test and repeated measures analysis of variance. Results: Compared to pre-test, post-test scores of impulsive behaviors (Md=4. 33, p<0. 001) and irrational beliefs (Md=3. 66, p<0. 001) in the cognitive-behavioral therapy group and post-test scores of impulsive behaviors (Md=8. 40, p<0. 001) and irrational beliefs (Md=13. 93, p=0. 001) in dialectical-behavioral therapy group significantly reduced. Also, post-test of emotion regulation of cognitive-behavioral therapy group (Md=-0. 20, p<0. 001) and dialectical-behavioral therapy (Md=-7. 46, p<0. 001) significantly increased compared to pre-test; these effects continued in the follow-up phase. Conclusion: Dialectical-behavioral and cognitive-behavioral therapies can be used as effective treatments to improve emotion regulation and reduce irrational beliefs and impulsive behaviors in female students; there is no difference between them in this respect.