Showing 10 results for Adolescent
R. Sheykhan, Sh. Mohammadkhani, H. R. Hasanabadi,
Volume 1, Issue 1 (12-2013)
Abstract
The purpose of current study was to investigate the effect of Attention Training Technique (ATT) on the anxiety, self-focused attention and metacognitions in socially anxious adolescents. Of 200 participants, 34 participants were selected considering their scores in social anxiety scale (SAS), Beck Depression Scale and Structured Clinical Interview which was based on DSM-IV-TR. Finally, 16 participants were selected based on their high scores in Focus of Attention Questionnaire (FAQ) and metacognition questionnaire and after a social task in front of two adults then, these participants were randomly classified into experimental and control groups. Following the 4th and 8th sessions and following a month after the training, the two groups completed self-focused attention scale, metacognition questionnaire, cognitive-attentional syndrome scale and social anxiety questionnaire. According to the results of the study, resulting from analysis of variance with repeated measures, the experimental group showed significant reduction in self-focused attention, positive and negative metacognitive beliefs, cognitive control, cognitive attentional syndrome and social anxiety. The results of this study suggested that anxiety could be lastingly modified through a brief attention manipulation without the use of other cognitive behavioral techniques however, cogent decision making needs more studies
Fatemeh Ramezanzadeh, Alireza Moradi, Shahram Mohammadkhani,
Volume 2, Issue 2 (9-2014)
Abstract
Introduction: Emotion regulation problems can cause important disorders in children and adolescents. Since emotion dysregulation has major role in internalizing and externalizing problems of children and adolescents, adolescence is an important opportunity for changes in emotional experiences, emotional regulation and also increasing mental disorders and generalized changes in social relationships. The aim of this research is to study the effectiveness of training emotion regulation skills in improvement of executive function and emotion regulation strategies of at risk adolescents. Method: The method of this research is experimental that we used pre- test and post -test with control group.24 teenage girls have been selected from hazardous areas of Tehran with accessible manner and randomly they have been appointed in experimental and control group.The members of experimental group got education program of emotion regulation skills in the base of dialectical behavioral therapy that was derived from Linehan model in 8 group sessions,while the control group don’t take any intervention.Results: Training emotion regulation skills increased the scores of adaptive strategies and decreased the scores of maladaptive strategies. Also there was an increase in total number correct of executive function variable and number of categories completed rather than control group.Conclusion: Training of emotion regulation skills can affect in modifying and moderating of emotional reactions in adolescents and also it can affects on involved cognitive processes.
Ms. Somaye Keshavarzi, Mr. Eskandar Fathi Azar, Mr. Mir Mahmoud Mirnasab, Mr. Rahim Badri Gargari,
Volume 5, Issue 1 (6-2017)
Abstract
This research aimed to investigate the effect of metacognitive awareness on decision-making styles and emotion regulation in female high school students during 2016 in Tabriz, Iran. We conducted a pre- and post-test quasi-experimental research design with a control group. Two classes were selected by cluster sampling method and randomly assigned to experimental (n=19) and control (n=19) groups. A metacognitive awareness intervention program was performed in eight sessions (once a week in 90-minutes) for the experimental group but the control group did not receive any intervention and served as the benchmarking point of the comparison. The Decision Styles Questionnaire (Leykin & DeRubeis, 2010) and Regulation of Emotion Questionnaire (Phillips & Power, 2007) were administered. Data were analyzed by multivariate analysis of covariance (MANCOVA). The result showed a significant decrease in the score of the avoidant, anxious, intuitive, and spontaneous dimensions as well as a significant increase in the score of the dependent dimension of decision-making styles in the experimental group compared with the control group. Moreover, the scores of the dysfunction dimension of emotion regulation decreased significantly in the experimental group, while, the scores of the function dimension increased significantly.
Adeleh Moayedi Pour, Jafar Hasani, Shahram Mohamad Khani,
Volume 8, Issue 4 (2-2021)
Abstract
The aim of this study was to investigate the effect of emotional induction on physiological characteristics and cognitive functions of adolescents based on psychological hardiness. In order to meet this aim, 400 students from 2 high schools in 2nd district of Tehran completed the Ahvaz Hardiness Questionnaire (AHI), of which two groups of 20 participants were selected based on the mean and standard deviation (10precent). One group included participants with a low hard score, and the other included hard participants. The pieces of films that create positive and negative emotional experiences (Mixed) were used in order to induce emotional experiences. The pieces of films (5 minute) were displayed individually for participants in each group. Physiological responses of the participants (systolic blood pressure, diastolic blood pressure, and heart rate) were measured by the digital barometer and the participants’ cognitive performance were measured in two areas of attention and memory using the WAIS(III) as cognitive function - Wechsler Adult Intelligence Scale-revised (WAIS-R) - before and after watching the films. The results of the study showed that there was a significant difference between the three baseline measurements of positive excitement induction and negative excitement induction for heart rate, systolic blood pressure or diastolic blood pressure at P <0.01. There was also a significant difference between the three baseline measurements of positive excitement induction and negative excitement induction for cognitive functions at P <0.01. Overall, the research findings indicate that people with high stubbornness have the power to prevent emotional and impulsive reactions to potentially stressful situations or events due to their hardiness and high self-control. They can effectively alleviate stressful situations and prevent mental and physical problems.
Shirin Rezvani, Ali Akbar Sharifi, Hossein Zare,
Volume 9, Issue 2 (8-2021)
Abstract
The aim of this study was to evaluate the effectiveness of cognitive rehabilitation on improving working memory of adolescents with traumatic brain injury. The method of this research was quasi-experimental pre-test-post-test with control and follow-up groups. To conduct this study, 20 adolescents aged 9-18 years with traumatic brain injury referred to medical centers in Sadaf Shahriar (Parandmehr Clinic) were selected by convenience sampling and randomly assigned to two groups of 10 experimental and control. To measure the dependent variable of working memory, Wechsler scale 4 subtests (auditory measurement of working memory) and Benton test (visual-spatial measurement of working memory) were used. The experimental group underwent cognitive rehabilitation intervention (12 sessions of 45 minutes). Analysis of variance with repeated measures was used to analyze the data. The results showed that there was a significant difference between the experimental and control groups in pre-test, post-test and follow-up of working memory performance. The results showed a significant difference between the mean scores of working memory (auditory and visual-spatial measurements) of the experimental group and the control group in the post-test. In addition, there was no significant difference between post-test scores and follow-up in the experimental group, which showed the effect of cognitive rehabilitative perstability on working memory performance in adolescents with brain injury. Therefore, cognitive rehabilitation has a significant effect on improving working memory performance in patients with brain injury and can be used as an effective and useful method to improve working memory performance in adolescents with brain damage.
Ms Elahe Bigham Lalabady, Dr Niloofar Mikaeili, Ms Raziyeh Hajimoradi,
Volume 9, Issue 4 (1-2022)
Abstract
Reduced specificity of memories is one of the significant cognitive processes in depression. The aim of this study was to reduce the symptoms of depression and sedentary behavior in female adolescents with depressive disorder through memory specialization training. This research was applied in terms of purpose and quasi-experimental method with pre-test, post-test with control group. The statistical population of this study included all students of 4 public and private schools in Kermanshah in 1400 who were selected by cluster random sampling. Depression test (Rindells, 1989) and sedentary behavior (Fisher et al., 2012) were then performed on 350 students of these 4 schools. From 67 students with depression higher than 60 and inactivity higher than 11 hours and 40 minutes per week, 30 were selected based on inclusion criteria and available in a simple random method in two experimental groups (15 N) and control (n = 15) were assigned. Then, the experimental group underwent memory specificity training (Rise, 2009), which was conducted in 6 group sessions of 90 minutes per week. The results of this study showed that the memory specificity training can reduce Mobility and depressive symptoms were significant at the level (P = 0.001) in female adolescents with depression. Generally, it can be concluded that autobiographical Memory Specificity Training is an effective way to reduce depression and Sedentary behavior. Due to the ease and a low number of sessions, this training can be used along with other treatments to reduce the vulnerability to depression.
Ava Behrouzi, Abbas Bakhshipour, Majid Mahmoud Aliloo,
Volume 9, Issue 4 (1-2022)
Abstract
| Making risky decisions in adolescents has become a major public health concern and understanding the correlations affecting this process makes it possible to implement prevention plans. Therefore, the present study was conducted to investigate the effect of positive and negative mood induction on risky decision-making by moderating high behavioral brain systems. In order to meet this aim, 327 adolescents aged 18-13 years in Isfahan were randomly selected and screened through the Behavioral Brain Systems Questionnaire (BAS / BIS). Based on the standard score, two groups of 24 participants including high BAS and BIS were selected. The members of each group were randomly divided into two equal subgroups, we induced positive mood in the first subgroup and negative mood in the second subgroup using Pieces of emotional movies. Participants completed the Balloon Risk Test (BART) and the Positive and Negative Emotion Scale (PANAS) before and after mood induction. Results of data analysis by univariate factor covariance analysis showed that there is a significant difference between inducing positive and negative mood on risky decision making (p≤ 0/05) and positive mood leads to increased risky decisions, The findings also showed that behavioral brain systems as biological personality traits significantly moderate the effect of mood induction on risky decision making (p≤ 0/05). This means that adolescents with a high behavioral activation system have more hyperactivity when faced with positive moods and they are more at risk than people with behavioral inhibition systems while adolescents with behavioral inhibition systems, on the other hand, are more sensitive to negative moods and signs of punishment and they are more cautious. |
Fateme Sharifmusavi,
Volume 10, Issue 2 (10-2022)
Abstract
This study examined the associations among the executive functions, family cohesion, positive youth development and emotional maturity in adolescents, as well as the mediating role of emotion regulation in the relationship between executive functions, family cohesion, positive youth development and emotional maturity. Participants of this study included 300 high school students in grades 10 to 12 from six schools in Qom, Iran who completed the BRIEF2 Scale, the FACES IV, Positive youth development–short form, Emotional maturity questionnaire and Emotion Regulation Scale. Structural equation modeling revealed was positively associated executive functions with family cohesion, emotion regulation with emotional maturity and positive youth development. Also, the results indicated that no significant relationship between emotion regulation and family cohesion. Interaction-mediation analysis demonstrated that emotion regulation in the relationship between executive functions and family cohesion plays a full mediating role and in the relationship between executive functions and positive youth development and in the relationship between executive functions and emotional maturity has minor mediating role. In generally, attention to the findings in this study can be used by researchers and therapists in the design and application of effective cognitive and psychological interventions to reduce the problems and mitigate the crises facing adolescents.
- Shayesteh Sajadi, - Mahboubeh Fooladchang, - Farideh Yousefi, Raziyeh Sheykh Alislami,
Volume 10, Issue 4 (3-2023)
Abstract
The aim of this study was to investigate the effect of mindfulness-based education on two structures related to cognition, namely self-blame and working memory in adolescents. The research design was quasi-experimental with a control group. Participants included 30 people (two groups of 15 people) from adolescents aged 14 to 18 years who volunteered to participate in the study. They responded to the Thompson and Containers' Self-Blame Levels (2004), and the Wechsler Active Memory Scale (1945) as pretest and posttest. The experimental group participated in a mindfulness-based stress reduction program for 8 sessions, each session lasting 2 hours and the control group was without intervention. Data were analyzed using analysis of ANCOVA. The results showed that mindfulness intervention had a significant effect on self-blame (P = 0.001) and working memory (P = 0.001) in the experimental group (P <0.05).
In a general conclusion, it can be stated that mindfulness-based education can be used in therapeutic and psychological programs to increase working memory and reduce self-blame in adolescents.
Younes Keihani Fard, Ali Salmani, Aysan Sharei,
Volume 11, Issue 4 (3-2024)
Abstract
Risky behaviors are common in adolescent populations worldwide. It is believed that the disturbance in emotion regulation and emotional inhibition leads to an increase in risky behaviors in teenagers. The aim of this study was to evaluate the effectiveness of metacognitive interpersonal therapy on the cognitive regulation of emotion and emotional inhibition in adolescents with high-risk behaviors. The method of semi-experimental study with pre-test and post-test with a control group was conducted on all girls with high-risk behaviors who referred to Tehran counseling center in 2022. 30 teenage girls with risky behaviors were included in the study. Controlled study. Participants were selected by purposive sampling method and randomly divided into two experimental and control groups (15 people in each group). After conducting the pre-test using Carver and White Behavioral Inhibition/Behavioral Activation Scale and Gross and John Emotion Regulation Questionnaire, the experimental group received metacognitive interpersonal training for 8 sessions of 90 minutes each week, while the control group received no training. did not. To evaluate the effect of training, a post-test was taken from both experimental and control groups. The obtained data were analyzed using SPSS.23 software and multivariate covariance analysis method. The results showed that metacognitive interpersonal therapy caused a significant difference between the cognitive regulation of emotion and emotional inhibition in adolescents with high-risk behaviors. (P≥0.001). Based on these findings, it can be concluded that metacognitive interpersonal therapy has a positive effect on the cognitive regulation of emotion and emotional inhibition in adolescents with high-risk behaviors. Therefore, it can be said that this program can be used to help teenagers with risky behaviors.
