فهرست مطالب hasan bani asadi

Due to the lack of enough researches on the impaired underlying mechanisms in the obsessive-compulsive disorder (OCD) and also existence of new psychological therapies such as metacognitive therapy and neurofeedback, the application of mentioned mechanisms in the new therapies can be introduced as a possible effective option with more long term effects to treat OCD.
The current study aimed to compare the effectiveness of metacognitive therapy, neurofeedback and treatment with fluvoxamine on the cognitive attentional syndrome and cognitive emotion regulation strategies in the patients with OCD.
In a quasi-experimental study, on the clients referring to two psychiatry and psychology centers in Kerman city, Iran, 40 patients with OCD were selected using purposive sampling and randomly divided into three experimental groups and one control group. Each of the experimental groups was under treatment for 10 weeks, while the control group was just followed-up during the mentioned period. The subjects were assessed before and after treatment using Yale-Brown obsessive-compulsive scale, cognitive attentional syndrome scale and cognitive emotion regulation questionnaire.
The results of covariance analysis and paired comparisons of the groups indicated that metacognitive therapy and neurofeedback had equal effects on the reduction of cognitive attentional syndrome scores, and little effect of treatment with fluvoxamine on this variable. In addition, the results indicated the effectiveness of metacognitive therapy and neurofeedback on cognitive emotion regulation strategies and the effectiveness of fluvoxamine on the maladaptive strategies. It should be noted that metacognitive therapy was more effective than neurofeedback to improve cognitive emotion regulation strategies of patients with OCD.
The current research showed that metacognitive therapy and neurofeedback can be used as effective treatments on underlying mechanisms of the obsessive-compulsive disorders such as cognitive attentional syndrome and cognitive emotion regulation strategies.

According to the previous studies, anxiety along with some other psychiatric disorders is common among mothers of children with attention deficit hyperactivity disorder (ADHD). Since maternal anxiety affects mother-child interactions, early treatment plays an important role in the prognosis of ADHD in children. This study aimed to determine the relationship between maternal anxiety and hyperactivity in children. This study was conducted on 112 mothers of ADHD children (aged 6-12 years), selected via convenience sampling from October to December 2012. The subjects lived in districts 2 and 6 of Tehran and were referred to consultation centers. Depression Anxiety Stress Scale 42 (DASS-42) and Swanson, Nolan and Pelham (SNAP-IV) questionnaires were completed by the subjects. Pearson’s correlation coefficient was used for the analysis of the relationship between variables. A positive correlation was found between maternal anxiety and children’s hyperactivity (P=0.05). In fact, high levels of maternal anxiety are accounted for various child-rearing problems such as children’s hyperactivity. High levels of maternal anxiety lead to child rearing problems, which in turn cause various disorders such as hyperactivity in children.

The present study aims at demonstrating the relationship between religiosity and mental health of teachers from city of Roudan using the descriptive - correlational method. A total of 274 teachers were selected, via a stratified cluster sampling method (by gender and education). They responded to the following questionnaires: Religiosity Khodayari Fard et al, NEO -Five Factor Inventory (NEO-FFI; Costa & McCrae, 1992) and Goldberg and Hillier's General Health Questionnaire (GHQ-28). Data analysis was performed in SPSS using the following statistical mean, percentage, frequency, standard deviation, Pearson correlation, simple stepwise regression, t-test and one-way analysis of variance. Results showed that, religiosity and personality dimensions are associated with teacher's mental health indicating that there is a positive relationship between low neuroticism, religiosity, extraversion, agreeableness, high conscientiousness, and teacher's high mental health. Variables such as gender, place of residence, marital status, education level and level of teacher's teaching were also effective in some of these relationships.

The research purpose is to find out the relationship between knowledge of nonverbal communication and social competence amongst 384 students of Shahid Bahonar University of Kerman who were selected using stratified-random sampling and tested with regard to knowledge of nonverbal communications and social competence. The results revealed that knowledge of nonverbal communications is significantly, positively correlated to social competence, furthermore, no significant difference was observed between the males’ and females’ nonverbal communications and social competence.