Tibe Delshad, Soheila Rahmani, Amine Jalali, Leylasadat Modaresi, Parisa Kolahi, Arsalan Barekat,
Volume 19, Issue 3 (Volume19, Issue 3 2025)
Abstract
The present study aimed to determine the effectiveness of Mindfulness-Based Stress Reduction (MBSR) on aggression and self-esteem with the mediation of emotional self-regulation in adolescents with emotion dysregulation. This research was a quasi-experimental study with a pretest-posttest control group design. The statistical population included all female adolescents aged 13 to 18 years with emotion dysregulation who referred to counseling centers in Tehran in 2025. Among them, 30 individuals were selected through purposive sampling and randomly assigned to an experimental group (n=15) and a control group (n=15). The experimental group received eight 90-minute sessions of MBSR training, while the control group received no intervention. Research instruments included the Ahvaz Aggression Questionnaire, Rosenberg Self-Esteem Scale, and the Emotion Regulation Questionnaire (Gross & John). Data were analyzed using multivariate analysis of covariance and path analysis. The results showed that MBSR training significantly reduced aggression and increased self-esteem in adolescents of the experimental group. Furthermore, the results of path analysis confirmed that emotional self-regulation played a significant mediating role in the relationship between mindfulness with aggression and self-esteem. Based on the findings of this study, MBSR, through enhancing emotional self-regulation abilities, can be used as an effective intervention method for reducing aggression and increasing self-esteem in adolescents with emotion dysregulation.
Taeebeh Delshad, Parisa Kolahi, Leylasadat Modaresi,
Volume 19, Issue 4 (Volume19, Issue 4 2025)
Abstract
The present study aimed to evaluate the effectiveness of the paradoxical intention technique in enhancing perceived competence among school-age boys with stuttering disorder. Stuttering disorder is recognized as one of the most common speech disorders in children, which can exert significant negative impacts on their perceived competence, self-confidence, and psychosocial functioning. This study employed a quasi-experimental design with pre-test-post-test and a control group. The statistical population consisted of boys aged 7 to 12 years referred to the Atieh Darakshan Mind Clinic and Niaava Clinic in Tehran, with purposive sampling employed. Ultimately, 30 children were randomly assigned to experimental and control groups (15 participants each). The measurement instrument was the Children's Perceived Competence Questionnaire (Parandin, 2006). The experimental group underwent the paradoxical intention technique intervention over 10 sessions (twice weekly), comprising structured exercises designed to modify cognitive-emotional patterns related to speech performance and promote positive self-evaluation, whereas the control group received no intervention. Data were analyzed using analysis of covariance (ANCOVA). Results indicated that the paradoxical intention technique significantly enhanced perceived competence in the experimental group compared to the control group (p < 0.05). These findings suggest that the paradoxical intention technique can be employed as an effective psychological intervention to improve perceived competence and support mental health in children with stuttering disorder.
