Showing 3 results for Attention-Deficithyperactivity Disorder
Arshida Sayadi, Fatemeh Houshmand, Seyedeh Reyhaneh Hashemi, Tara Sotvar, Arsalan Barekat,
Volume 19, Issue 2 (9-2025)
Abstract
Attention deficit hyperactivity disorder (ADHD) in adolescence is associated with persistent deficits in self-regulation, poor self-management skills, and increased social-emotional problems, including social anxiety. The aim of the present study was to investigate the effectiveness of a mindfulness-based stress reduction program on self-management skills and social anxiety in adolescents with ADHD. The study was conducted in a quasi-experimental manner with a pre-test-post-test design with a control group and a two-month follow-up. The study population included adolescents aged 13 to 15 years with this disorder, 30 of whom were selected using a convenience method and randomly assigned to two experimental and control groups. The experimental group participated in eight 90-minute sessions of a mindfulness-based stress reduction program, while the control group was on a waiting list. The research instruments included the Adolescent Self-Management Questionnaire and the Adolescent Social Anxiety Scale, which were administered in three stages: pre-test, post-test, and follow-up. Data were analyzed using repeated measures multivariate analysis of variance. The results showed that the implementation of the mindfulness-based stress reduction program significantly increased self-management skills and significantly reduced social anxiety in the experimental group compared to the control group, and these effects remained largely stable at the two-month follow-up. Based on the findings, the mindfulness-based stress reduction program can be used as a complementary and effective intervention in improving cognitive-behavioral functions and reducing social-emotional problems in adolescents with attention deficit hyperactivity disorder.
Mehrdad Salehi, Parinaz Ghabouli Asil, Mina Karimi, Mona Soleiman Heshmat, Arsalan Barekat,
Volume 19, Issue 4 (3-2025)
Abstract
The aim of the present study was to investigate the effectiveness of acceptance and commitment therapy on depressive symptoms and academic motivation in adolescents. This quasi-experimental study was conducted with a pre-test, post-test, and follow-up design with a control group. The statistical population included adolescents referring to counseling and psychological service centers in Tehran in 1404, from which 30 people were selected using a convenience sampling method and randomly assigned to two groups of 15 people each: experimental and control. The experimental group underwent acceptance and commitment therapy intervention, while the control group did not receive any psychological intervention. The research instruments included a depression symptoms questionnaire and an academic motivation scale, and the data were analyzed using multivariate analysis of covariance in SPSS software. The results showed that acceptance and commitment therapy significantly reduced depressive symptoms and increased academic motivation in the experimental group compared to the control group, and these effects remained stable in the follow-up phase. As a result, it can be said that acceptance and commitment therapy, as an effective psychological intervention, can play a role in reducing depressive symptoms and improving academic motivation in adolescents.
Mahdis Derakhshan Tale, Mina Karimi, Tayebe Derikvand, Mona Soleiman Heshmat, Arsalan Barekat,
Volume 20, Issue 2 (6-2026)
Abstract
The aim of the present study was to investigate the effectiveness of Dialectical Behavior Therapy on aggressive behaviors and interpersonal relationships in adults with Attention-Deficit/Hyperactivity Disorder. This study was a quasi-experimental research with a pre-test, post-test, and follow-up design همراه with a control group. The statistical population included adults with Attention-Deficit/Hyperactivity Disorder who referred to counseling and psychological services centers in Tehran in the year 1404, from whom 30 individuals were selected through convenience sampling and randomly assigned into two groups of 15, namely the experimental and control groups. The experimental group received Dialectical Behavior Therapy intervention, while the control group did not receive any psychological intervention. The research instruments included the Aggressive Behaviors Questionnaire and the Interpersonal Relationships Scale, and the data were analyzed using multivariate analysis of covariance in SPSS software. The results showed that Dialectical Behavior Therapy led to a significant reduction in aggressive behaviors and an improvement in interpersonal relationships in the experimental group compared with the control group,
