Showing 5 results for Anxiety Disorder
Fatemeh Ghayourkazemi, Dr Zohreh Sepehri Shamloo, Dr Ali Mashhadi, Dr Ali Ghanaei, Dr Frozan Pasalar,
Volume 4, Issue 1 (9-2016)
Abstract
The aim of this research was to compare the effectiveness of MCT and Neurofeedback on metacognitive believes and symptoms of SAD. This research was a single subject study with volunteer sampling method. 7 students from Ferdowsi and Farhangian universities with diagnosis of SAD have been matched and assigned into one of the three groups (control, MCT and Neurofeedback).DSM-IV structured interview,Conner's Social Phobia Inventory, Watson and Friend's social anxiety questionnair, metacognition questionnair have been used before and after intervention and in 45 days follow-up. Conner's Inventory also had been answered 2 times within the treatment. 8 session per week for MCT and 16 sessions 3 times each week for neurofeedback has been performed. Percent recovery is used for data analysis. Results showed MCT and neurofeedback were effective in treating SAD with different range of percent recovery in each one of the subjects. But the mean of percent recoveries weren't different between the two interventions. Although metacognitive believes changed more in MCT. Percent recovery has improved in the follow up. In general, MCT and Neurofeedback are both effective in reducing SAD but MCT was more effective in milder SAD and Neurofeedback was more effective in more severe SAD than MCT.
Mrs Fatemeh Gorjian, Dr Mohammad Hossein Abdollahi,
Volume 4, Issue 3 (12-2016)
Abstract
The aim of current study was to investigation the Compare executive functions and cognitive interpretation bias and cognitive estimation in social anxiety disorder patients and healthy controls. In this study, the sample was 100 students with Purposive sampling method selected from public university from the city of Tehran. This means that the first explanation was given about the research and the cooperation to sample every five Social Phobia Inventory (SPIN), Cognitive estimation, Cognitive Abilities Questionnaire and، Interpretation bias Questionnaire. Then 50 people who score above the cut-off point in Social Phobia Inventory And in the range of subclinical and clinical, and 50 people who score below the cut-off point gained in social anxiety questionnaire formed the sample. The data was analyzed through multivariable analysis of variance. In sum, the finding of current study Interpretation bias in social phobia patients is higher than normal Individuals and cognitive estimation and executive functions in individuals with social anxiety disorder compared to healthy individuals is flawed. So that students with social anxiety disorder have lower performance in the components of other groups of students. This problem must be identified and targeted intervention.
Mohsen Saeedmanesh, Mahdiyeh Azizi, Zahra Hematian,
Volume 8, Issue 2 (10-2020)
Abstract
The aim of this study was to evaluate the effectiveness of mindfulness and the attention bias program on attention, inhibition and emotional regulation among children with generalised anxiety disorder. This was a quasi-experimental study with a pretest-posttest design. The population of this study consisted of 30 children with generalised anxiety disorder referred to psychiatric clinics in Tehran's 20th district selected by the available sampling method and randomly divided into experimental and control groups. The experimental group underwent an integrated program of attention correction and mindfulness for 8 sessions and the control group did not receive any intervention. In addition, parents of all participants completed the brief executive functions test at pre-test and post-test. Data were statistically analysed at two levels of descriptive (mean and standard deviation) and inferential (multivariate analysis of covariance). The results of this study showed that the program of correcting attention bias and mindfulness had an effect on the amount of attention, inhibition and emotion control among children with generalised anxiety disorder (p < 0.001). According to the findings of this study, it could be concluded that the combination of the treatment of attention bias and mindfulness improves executive functions in children with generalized anxiety and can be used in clinical interventions.
Zahra Mohseninasab, Somaye Saket, Masoome Deilami Pooya, Samaneh Basiti, Sahel Jafari,
Volume 12, Issue 1 (6-2024)
Abstract
The purpose of this research was the effectiveness of mindfulness training on executive functions (working memory and attention) and self-efficacy in patients with anxiety disorders. The sample of this research included 30 people from the mentioned community who were selected by available sampling method. 15 people in the experimental group and 15 people in the control group were randomly divided. The research design was semi-experimental with pre-test-post-test with control and experimental groups. The measurement tools included Gioia et al.'s executive function questionnaire (2000) and Scherer's general self-efficacy. To implement, at first, a pre-test was taken from both groups. Then the experimental group underwent mindfulness intervention during 8 sessions of 90 minutes, then a post-test was taken from both groups. Data analysis was done using multivariate covariance analysis (MANCVA) and one-way covariance analysis (ANCVA). The results of the research showed that mindfulness training has a significant effect on executive functions (working memory and attention) and self-efficacy of patients with anxiety disorders.
Elahe Bagheri, Dr Kourosh Goodarzi, Dr Mehdi Roozbahani, Dr Keivan Kakabraee,
Volume 12, Issue 2 (9-2024)
Abstract
The purpose of this research is to compare the effectiveness of metacognitive therapy, solution-oriented therapy, and endurance exercises on the problem-solving styles of female students with social anxiety disorder. The design of this research is a semi-experimental pre-test-post-test type with a heterogeneous control group and a one-month follow-up. The statistical population was female students of the second level of high school in the three educational districts of Kermanshah in the academic year 1401-1402. From this population, 60 students with social anxiety were selected by screening and according to the criteria for entering the study. They were randomly assigned to 4 groups of 15 people (three experimental and one control). The research tools included social anxiety questionnaires (Kanor, 2000) and problem-solving styles (Dzurila et al., 2002). The data were analyzed with SPSS23 software and analysis of variance and Benferoni's post hoc test. The findings showed that metacognitive therapy, solution-oriented therapy, and endurance exercises increased efficient problem-solving styles and decreased ineffective problem-solving styles in people with social anxiety (P≤0.05) and among the three treatments, metacognitive therapy in efficient problem-solving styles and metacognitive and solution-oriented treatment in ineffective problem-solving styles were more effective than endurance exercises (P≤0.05). Based on these findings, it can be said that all three treatment models can be used in the Iranian clinical sample.
