فهرست مطالب sohail rahimi

Cognitive therapy training reduces the negative thoughts of pregnant women and increases the likelihood adapting to normal delivery. 

The purpose of this study was to investigate the effect of mindfullness based cognitive therapy on the self-efficacy of pregnant women in adapting to with normal vaginal delivery.

This research was a quasi-experimental pretest-posttest study with a control group. The statistical population includes all pregnant women reffering to Kamali Hospital and Karaj Health centers affiliated to the Alborz University of Medical Sciences from January 2020 to July 2020 and the sample includes 80 pregnant women who selected by purposeful sampling method. Both groups completed the CBSEI-Standard Birth self-efficacy questionnaire before and immediately after the intervention. Data analyzed with Covariance by SPSS-25.

The mean self-efficacy for delivery adjustment increased from 2.99 in the pre-test to 3.08 in the post-test in the control group and in the intervention group from 1.92 to 4.06. After the intervention, a statistically significant increase was observed in the mean score of self-efficacy in coping with normal delivery in pregnant women in the intervention group  (P<0.05) and the effect of the intervention was 0.379.

Cognitive therapy based Mindfulness training increased the self- efficacy of pregnant women in adapting to normal vaginal delivery.

Entrance to a university is associated with a range of stressful academic, cognitive and emotional resources, and students may be frustrated and conflicted when experiencing these pressures as well as they may exhibit a range of psychological responses.

This study aimed at designing an educational program for mindfulness and its effectiveness in students’ cognitive, emotional, and educational processes.

The study was conducted by descriptive-correlational method among third-year medical students of Tehran University of Medical Sciences in 2017 - 18. The statistical population included 250 people. The sample size was determined at 30 patients by power analysis method for conducting a quasi-experimental intervention with two 1.5-month and 3-month follow-up. Data collection tools included Bauer’s mindfulness questionnaire (2006), Cassidy and Long’s Scale of Problem-Solving (1996), Maslach burnout inventory (2002), Dillon and Grout academic alienation scale (1976), and Grant and Langford self-reflection and insight scale (2002). Cronbach’s alpha coefficients of tools in this study were 0.75 for Bauer’s questionnaire, 0.70 for Cassidy and Long’s scale, 0.70 for Maslach, 0.73 for Grant and Langford, and 0.71 for Dillon and Grout. The intervention program was designed based on the Roeser and Schunert-Reichl (2016) mindfulness program. The face validity of the program was assessed by Fortalza Tool (2017) and a pilot study was carried out. Results (P < 0.01) were significant, indicating the acceptance of the designed package. Descriptive statistics and homogeneity tests, analysis of variance (ANOVA) and repeated measures multivariate analysis were performed with SPSS 23 software for statistical investigation.

The findings showed that at P < 0.01, mindfulness training program had a significant positive effect on all components of problem-solving ability and academic alienation. Mindfulness do not affect the environmentalism of emotional mindfulness (P < 0.05) and the pessimism component of academic burnout (P < 0.05). In all of the components, the sphericity assumption of the spatial distribution and the Levin test and the normal distribution were observed.

Mindfulness education program can affect students’ cognitive and emotional processes and can be effective in reducing educational problems such as academic burnout and academic alienation, meanwhile, in increasing problem-solving and emotional mindfulness. It is recommended that this educational program should be implemented for new students of the universities.