جستجوی مقالات مرتبط با کلیدواژه "آموزش کنترل تکانه" در نشریات گروه "روانشناسی"

The aim of this study was to compare the effectiveness of schema mode therapy and impulse control training on self-control and behavioral-emotional self-efficacy in children with disruptive mood dysregulation disorder. The research method was quasi-experimental: pretest-posttest and follow-up (2 months) with the control group. The statistical population of this study was all male students aged 10 to 17 years in Shiraz in the academic year 2019-2020. The research sample was 60 male students with disruptive mood dysregulation disorder who were selected from male students who had a high score in Laporte et al.'s (2019) screening questionnaire by multi-stage cluster random sampling method and in two experimental groups and control group (20 people in each group) were assigned. The research instruments were structured clinical interview, adolescent emotional self-efficacy questionnaire (Dacre Pool & Qualter, 2012), behavioral self-efficacy (Choi, Fuqua, & Griffin, 2001) and self-control scale (Tangney, Baumeister & Boone, 2004). The collected data were statistically analyzed using repeated measures covariance analysis. The results showed that both subjective schema therapy and impulse control training had a significant effect on increasing self-control and behavioral-emotional self-efficacy in children with disruptive mood disorders (P≤0.001). The results of Bonferroni post hoc tests showed that there is a significant difference between impulse control training and schema mode therapy in emotional self-efficacy scores (P≤0.001). However, there was no difference in behavioral self-efficacy and self-control between the experimental groups in the post-test and follow-up stages.

This study aims to compare the effectiveness of schema modes therapy and Impulse Control Training was performed on the impulsivity and self-control of adolescents with disruptive mood dysregulation disorder.

 The experimental method and design of the present study were pre-test-post-test and multi-group follow-up. The statistical population of this study consists of all adolescents aged 10 to 17 years old in Shiraz who are studying in the schools of this city in the academic year 2019-2020. The sample consisted of 60 male adolescents with disruptive mood dysregulation disorder among the male adolescents who scored high on the self-report scale of the Achenbach child behavior inventory and the disruptive mood dysregulation disorder Laporte et al. Multi-stage cluster random sampling method was selected from education areas of Shiraz and randomly assigned to two experimental groups and a control group. The research instruments were structured clinical interviews, the self-report scale of the Achenbach child behavior Inventory, the self-control scale by Tangney and et al, and the Impulsiveness of Patton et al scale. The collected data were statistically analyzed using repeated measures covariance analysis.

The results showed that group training of subjective schema modes therapy and impulse control training was effective in reducing impulsivity and increasing self-control of adolescents with disruptive mood dysregulation disorder (P≤0.001).

Therefore, it can be concluded that subjective schema modes therapy and impulse control training can be used as appropriate intervention methods along with drug therapy.

The purpose of this study was to determine the effectiveness of impulse control training on aggressive behaviors of students with specific learning disorder. The research method was semi-experimental with pre-test and post-test design with control group. The statistical population of the study consisted of all students with specific learning disorder in the elementary schools of Ahwaz in the 2018-2019. The research sample included 30 students with specific learning disorder which were Multi-stage cluster selected from students with specific learning disorder from elementary schools in Ahwaz. They were randomly assigned to either experimental (15 students) or control (15 students) groups. The impulse control training was provided for the experimental group in 8 sessions of 45 minutes for one month. To assess aggressive behaviors, Bass and Perrychr('39')s (1992) questionnaire on aggression was used. The results of  Multivariable Analyze of Variance indicated that impulse control training significantly reduces the aggressive behaviors of students with specific learning disorder. This finding suggests that impulse control training can be effective as a learning method for improving the psychological and educational processes and behavioral problems of children with specific learning disorder.

The aim of this study is to investigate the effectiveness of Impulse Control Training on Impulsiveness and Anxiety and Depressions sisters of children with childhood onset fluency disorders: by using a single case design. Three consecutive chronic outpatients fulfilling DSM-5 and criteria for Impulsiveness were treated according to Core treatment manual of Impulse. Patients were assessed with a battery of measures,Including the Barrat impulsivity scale (BIS), Beck Depression Inventory-II (BDI-II), Beck Anxiety Inventory (BAI).The treatment was associated with large reductions in the specific measures of Impuls (BIS), reductions in general measures of anxiety (BAI), depression (BDI-II).The results of Effect of Impulse Control Training on Impulsiveness and Anxiety and Depressions sisters of children with childhood onset fluency disorders. Although this study is limited by the absence of a control group, these results clearly imply strong and generalized results for Impulse therapy. The treatment appears therefore promising, although a controlled evaluation of its effectiveness is necessary to draw a definitive conclusion.

Multidimensional and complex nature of children`s behavioral problems requires assessment and usage of modern treatments. The present study aimed to investigate the efficacy of Impulse Control Training on Impulsiveness and reduce the symptoms of Students with Oppositional Deficit disorder. This was an experimental research، and a pre-test، post-test، follow-up and control groupdesign was applied. The statistical Universe of the study included elementary school boys in Delfan city in the academic year 1390-91 (A. H.) with oppositional deficit symptoms. The sample consisted of the study included 40 male students from among the male students in Delfan city identified by the scales of Defiant Disorder Rating Scale (ODDRS) Hommersen، Murray، Ohan & Johnson parent & teacher form and Structured clinical interview and chosen selected cluster through simple random sampling. Then They were assigned to two groups of control and experimental (20 students in each group). In order to measure Structured، clinical interview، scales of Defiant Disorder Rating Scale (ODDRS) Hommersen and Etal and Impulsiveness Barrette Scale، Both the pret-est، post-test، and follow-up was two months old. The implementation process Experimental group received Impulse Control Training for 2 months (8 sessions of 1 hour) while the control group received no training at all. For statistical data analysis، variance analysis with repeated measures is used. The results of multivariate analysis of covariance (MANCOVA) showed that impulse control training of Impulsiveness and reducing symptoms of students with Oppositional Defiant disorder was effective. Results indicated that there is a meaningful difference between the rate of symptoms of impulsiveness and oppositional defiant disorder in both control and experimental group in post-test and follow-up stages. Results of this research showed that Impulse Control Training is on reducing symptoms of oppositional defiant disorder and impulsive behavior in students and can be used as an effective intervention to eliminate or decrease oppositional defiant behaviors.

The purpose of the present research was to examine the effectiveness of impulse control training on the self-efficacy of students with ADHD symptoms. This is a experimental study with a pretest/post-test design using an experimental and a control group. The statistical universe of this research consisted of all second and third-grade junior high school male students in Delijan city in the academic year 2011-2012. The sample comprised 40 boys with ADHD who were assigned to the two experimental and controlgroups. To collect data, a clinical interview, Adult ADHD Rating Scale-Self report form and the Self-Efficacy Scale were used. Multivariate analysis of variance showed that impulse control training significantly decrased ADHD symptoms and increased domains of self-efficacy in the experimental group (p<0/001). This finding has important implications as regards the education and mental health of students.