جستجوی مقالات مرتبط با کلیدواژه "self-management" در نشریات گروه "روانشناسی"

A review of previous studies shows that, among the variables that affect the underlying mechanisms of panic and depression disorders, are body awareness, difficulty in emotional regulation, and patient's self-management. Considering the lack of research background on the comparison of the above three components in patients with panic and depression disorders, the present study seeks to answer the question whether these three components are different in patients with panic, depression and nonaffected persons?

The purpose of this research was to compare body awareness, difficulty in emotion regulation and self-management among people with panic disorders, depression and nonaffected persons.

The current research design was descriptive and causal-comparative. The statistical population of the research included all people suffering from panic disorders, depression and non-suffering people in the city of Babol in the autumn of 2022. The sampling method was available and the sample size was 30 people for each group. The data collection tools in this study included three body awareness questionnaires of Shields (1989), the difficulty in emotion regulation questionnaire of Gratz & Roemer (2004) and the self-management questionnaire of Houthun and Neck (2000). The collected data were analyzed by multivariate analysis of variance and Benferoni post hoc test using SPSS22 software.

The obtained results showed that there is no significant difference in body awareness between people suffering from panic disorders, depression and non-suffering people. There was no significant difference in other variables, including difficulty in emotion regulation and self-management, between the two panic and depressed groups, but both groups had a significant difference compared to the group of non-diseased people. It was also found that three groups of people suffering from panic, depression and non-suffering people have a significant difference in the three strategies of self-management, including behavioral strategies, natural reward and constructive thought pattern and difficulty in emotional regulation (P< 0.05).

According to the obtained results, it can be concluded that people with panic disorders and depression have problems in emotion regulation and self-management compared to non-afflicted people. Therefore, it is suggested that psychiatrists and psychotherapists pay attention to the three variables of the present study in the therapeutic interventions of patients suffering from panic and depression in order to prevent the progression and exacerbation of disease symptoms.

The present study was conducted to compare the effectiveness of compassion-focused acceptance and commitment therapy and yoga exercises on the self-management of people with multiple sclerosis (MS). The research method was semi-experimental with a pre-test-post-test design and a control group with a follow-up period of two months. The statistical population of the research included all the MS patients of Borujerd City registered in the MS Association in 2022. In this research, 66 people were randomly selected into three groups of 22 people a group of compassion-focused acceptance and commitment therapy, yoga exercises, and a control group. The group of compassion-focused acceptance and commitment therapy included 10 90-minute sessions that were held once a week. Also, yoga training sessions were held in 24 90-minute sessions three times a week. To measure self-management in the measurement stages, the Multiple Sclerosis Self-Management Scale–Revised (MSSM-R) by Bishop and Frain (2011) was used. Data analysis was done using the statistical test of analysis of variance-repeated measurement. The results of the pairwise comparison of the groups showed that the changes in the treatment group compassion-focused acceptance and commitment therapy with the group of yoga exercises (P=0.028) and the control group (P=0.011) were significant (P<0.05). In general, it can be concluded that only the treatment based on compassion-focused acceptance and commitment therapy until the follow-up stage was effective in improving self-management.

Obesity is a pervasive problem that can severely impair physical health. The aim of this study was to compare the effectiveness of dialectical behavior therapy and cognitive-behavioral therapy on self-management in obese people.

The present study was a quasi-experimental pretest-posttest with follow-up and control group. The statistical population of the study included all patients referred to the counseling and psychological center of the best way in Qazvin in 1398 who were diagnosed with obesity by physicians and nutritionists. Using purposive sampling method, 60 people were selected and randomly assigned to three groups (dialectical behavior therapy and cognitive behavioral therapy and control) (20 people in each group). Cognitive-behavioral therapy and dialectical behavior therapy were performed for 10 sessions for the experimental groups and no treatment was performed for the control group. The bariatric surgery self-management questionnaire was completed by the participants in the pre-test, post-test and six-month follow-up stages. Mixed analysis of variance test was used to analyze the data.

Due to the difference between the test stages after performing two interventions of dialectical behavior therapy and cognitive-behavioral therapy, group membership and interaction of stages and groups were significant for self-management (P <0.05). The effectiveness of dialectical behavior therapy was greater than cognitive-behavioral therapy.

Based on the results of this study, it seems that dialectical behavior therapy and cognitive behavioral therapy can be effective in increasing self-management in obese people.

Self-management is the basis of diabetes treatment and is based on psychological and social factors. The purpose of the present study was to evaluate the empirical fit of a model in which structural relationships of cognitive representations of disease with self-management of adolescents with type 1 diabetes were considered with regard to the mediating role of self-regulation strategies. This study was a correlation study (structural equation modeling) with a sample size of 250 adolescents with type 1 diabetes in Tabriz. Research tools were: IPQ Disease Perception Questionnaire, CISS Stressful Coping Scale, Standard Diabetes Self-Efficacy Questionnaire, DSMS Diabetes Self-Management Scale. Data were analyzed by SPSS and LISREL. Evaluation of the hypothetical model by using fitness indices showed that the hypothetical model fitted to the measurement model (CFI = 0.95, NFI = 0.97, RMSEA = 0.09). The results showed that cognitive representations with standard coefficient of -0.73 and -0.50 had significant effect on self-regulation and self-management at p> 0.05 level, respectively. Also, self-regulation had a significant effect on self-management with standard coefficient of 0.47. Cognitive perceptions of adolescents about the disease through self-regulation (self-efficacy and coping methods) influence self-management of diabetes in adolescents. Therefore, self-management of this disorder can be improved by identifying and modifying dysfunctional cognitive perceptions and improving self-regulation strategies in diabetic adolescents.

Comparison of normal children with attention deficit/ hyperactivity disorder is important due to the identification of factors affecting the development and sustainability of a disorder in children. Therefore, the purpose of this study was to compare self-management strategies, responsiveness and rejection by peers in children with attention deficit/ hypertensive disorders and normal children. The descriptive study design was causal-comparative. The statistical population of this study included all normal school children and children with attention deficit/ hyperactivity disorder in Damghan city in 2018-2019 academic years. Among them, a sample size of 100 (50 normal children and 50 children with attention deficit/ hyperactivity disorder) were selected using available sampling method. The two groups were matched in terms of age, education, and gender. The tools used included self-management questionnaire (Humphrey, 1982), relationships with peers (Walter W. Hudson, 1992), students' responsibility questionnaire (Kendlo, 1393), and the short-range diagnostic scale for attention deficit/ hyperactivity disorder (Connerss, 1999). The results of multivariate analysis of variance showed that people with attention deficit/ hyperactivity disorder are less self-management and less responsibility compared to normal people, but there was no significant difference between normal and attention deficit/ hyperactivity disorder groups in the peer's rejection. The results of the study indicated that there are difference between two groups in self-management and responsibility. Therefore, attention to these variables is very important in the emergence and continuation of attention deficit/ hyperactivity disorder.

The present research carried out by the purpose of examining the effectiveness of self-management and emotion management training (a series of symbol packages) for mothers of Teen Girls of Tehran city, on aggression and Resiliency.

A quasi-experimental design was used in this research, using Pre-test and Post-test with control group and quarterly follow up. The statistical population consisted of all mothers of teen girls of Tehran city during the 1397-98 school year, whose daughters had high aggressiveness and low resilience. For the purpose of the research, a screening was carried out on 500 students who completed the Buss and Perry aggression questionnaire and the Connor and Davidson resiliency questionnaire and from among them 45 individuals with high aggressiveness and low resiliency were selected, then randomly divided into three groups (two experimental and one control groups). The experimental self-management group received self-management training during 10 sessions of 90 minutes and the experimental emotional management group received their training during 10 sessions of 90 minutes. The research tools were also included Buss & Perry`s (1992) aggression questionnaire and Connor and Davidson`s (2003) resiliency questionnaire. The data was also analyzed throughout the repeated measures analysis of variance.

The results showed that there is a significant difference in aggression, resiliency, between three phases of pre-test, post-test and follow-up (p < 0/01), and in two experiment and control groups (p < 0/05).  In follow-up phase, the effectiveness of performing self-management and emotion management training packages continued for aggression and resiliency variables.

Therefore, implementation of self-management and emotion management training packages for mothers of Teen Girls can have a significant impact on reducing aggression and increasing resiliency of their children.

The aim of this study was to compare the effectiveness of social skills training and self-management to educators and parents of preschool children on their theory of mind in Tehran in 1398. The present study was a randomized controlled application with two experimental and follow-up groups and using random assignment of subjects in experimental and control groups. The statistical population of the study consisted of all educators and parents of preschool children in Tehran, from which 60 people were selected by convenience sampling method and randomly divided into two experimental groups (20 people in each group) and one control group (20 people). N) were assigned. The first experimental group was trained in social skills training for 8 sessions of 90 minutes and the second experimental group was trained in 8 sessions of 90 minutes and the control group remained on the waiting list. The tools used in the present study included theory of mind (Stirmann, 1994), which were used in two stages: pre-test and post-test. Analysis of information obtained from the questionnaire through spss-v19 software in two parts: descriptive and inferential (univariate and multivariate analysis of covariance, repeated measures analysis of variance) Took. Findings showed that both interventions used in this study can significantly mind theory in preschool children. Also, the effect of training social skills and self-management on reducing emotional and behavioral disorders and increasing mind theory over time has been significant. Therefore, these educational services can be used in preschool centers to improve theory of mind in preschool children.

Numerous studies have examined flourishing. However, research to assess the validity of the flourishing pattern in the indigenous context of Iran and to address the shortcomings of this model, including the lack of tools to measure some of the components and relationships between the components of the model, has been neglected.

The goal was to predict flourishing based on pattern of psychological flourishing on HPMF human.

The research was correlational, the primary teachers of Saqqez were statistical society. 614 people randomly were chosen as sample by multi-step in categories and they responded questionnaire of rehabilitation Riff psychological(1995), Luthans psychological capital(2007), Goldberg five factor personality model(1999), private self awarenesn by Charles Carver(1990), Ahwaz stubbornness psychological AHI(1998), Hozhbaryan flourishing HPFS(2014) and two questionnaire of researcher made on environmental-social-cultural conditions and motivation to flourish(p< 0/01).

The result showed that between all variables of the model, therechr('39')s a positive correlation. The result of structural equations model showed that having purpose will directly meaningfully have positive effects on motivation flourishing. Variables of motivation flourishing, background conditions، intermediate conditions will directly affect self management and indirectly affect positive on flourishing (with interference of self management) Variable of self management also directly influences the flourishing meaningfully.

Based on current research, applying enough plans in order to increase conclusion, improvement of background conditions and intermediate conditions, promote flourishing motivation and self management are suggested for flourishing teachers.

Quality of life compared to health or illness has a special position for policymakers and health-care specialists. The goal of this study was to evaluate the expanded model of health-related quality of life in patients with coronary artery disease.

This is a descriptive correlational study that is based on structural equation modeling. The statistical population includes all patients with coronary artery disease who referred to Tehran and Karaj medical centers and received a diagnosis by a specialist. 650 persons were selected by available sampling method and responded to Illness Perception Questionnaire, Quality of Life Questionnaire, Self-Care of Heart Failure Index, Emotional Well-being Scale, Psychological Well-being Questionnaire of Reef, Social Well-being Questionnaire of Keyesand Seattle Angina Questionnaire.

The results of this study showed that the developed model of Wilson has a good fit. That is, by adding self-management and psychological, social, and emotional well-being, this model can be adopted to explain the quality of life. However, compared to the original model of well-being indices, due to the multidimensionality and the multiple relationships, it should be considered as a comprehensive well-being construct. Self-management can also explain comprehensive well-being.

Self-management and positive indicators of well-being can have a special role in the process of health-related quality of life in patients with coronary artery disease.

In new patient-training methods, the issue of patient empowerment has been presented which emphasizes the active role of patient in education and treatment. This study examined the impact of empowerment –based diabetes education (knowledge diabetes and embodied cognition) in promoting self-management behaviors in type 2 diabetic patients.

This randomized clinical trial study was performed on 21 patients with type 2 diabetes. Patients referred to the Iran Diabetes Association from October to February 1395. They were assigned randomly into three groups in 2 intervention and control groups. The questionnaires were the demographic and clinical information, IPQ-R, DMSES, K-10, DSCS, DQOL, and BDI-II. Also, hemoglobin A1C and blood sugar were assessed. Empowerment program were conducted according to regulatory protocols in six sessions in each group. Hemoglobin A1C was measured before and three months after the intervention.

The results indicated that there was a significant difference in relation to blood sugar, illness perception (consequence, Personal and Treatment control, Illness coherence, Emotional representations), self-care and quality of life between the experimental group before and after the first intervention (P<0.001, P<0.05). However, it was not significant in control group (p>0.05). Scores before and after the second intervention in testosterone levels, self-efficacy, feeling of power, self-care behaviors, K-10, blood sugar and hemoglobin A1c were significant difference (P<0.001, P<0.05). However it was not significant in control group (p>0.05).

The results showed that implementation of the empowerment program increased patients’ efficiency to self-management, change cognition and perception. The results that draw attention to the psychological factors effective in the prevention of diabetes complications and hence help in the conceptualization, planning and design of treatment policies for more effective control of type 2 diabetes.

Youth period is very important in life. This is a time of fundamental decision-makings. These decision-makings have deep influence on life of young peoples. In this investigation, the instructional plan of self-management with emphasis on components of consciousess and choice is codificated and then it,s effectiveness on improvement in self-management of young peoples in Tehran is studied. In this research, the assumption is that instruction of instructional plan of self-management with emphasis on components of consciousness and choice is influential on self-management of such young peoples. This research was quasi-experimental with pre-post test and control group. The statistical population of this research consisted of all young peoples between 20-30years old living in areas of 1, 5, 12 and 17 of Tehran. The sample consisted of 32 young peoples. Constructed self-management questionnaire is used in this study. Covariance test has been used for the analysis of the aggregate data. The results showed that instructional plan of self-management has a meaningful influence on the self-management and self-efficacy of young peoples. Therefore this instructional plan can be effective on increase of self-management of young people.

The purpose of this study was to investigate the Psychometric Properties and validation of Persian Version Self Talk scale.
Therefore, 684 men and women athletes in three skills level from two filed (team sport and individual) girls were chosen by random cluster sampling and completed the scales. At first data was confirmed with use of back translation, for translation accuracy methods. Confirmatory factor analysis (CFA) based on structural equations was used for Construct validity, cronbach alpha coefficient was used for validation of internal consistency of questionnaire, and intra-class correlation coefficient under test-retest method with 1-week interval was used to study temporal reliability of items. The results show that the model fit index (RMSEA, 00055; CFI, 0008 & TLI, 0001), Internal consistency (self-reinforcement 0000, self-management 0000, self-criticism 0001, and social-assessment 0000 whole 0001) and temporal stability (self-reinforcement 0005, self-management 0004, self-criticism 0001, social-assessment 0006, and whole 0001) showed Persian Version Self Talk scale have good reliability and validity. These findings indicated the Persian version of Self Talk scale could be applied as a tool to study and evaluate the Self Talk of Iranian men and women athletes.

Self-development, one of the main concepts in the ideological foundations of Islam and research findings in recent decades and about development and human excellence on self-development have been strongly emphasized. Therefore this study has aimed to explain the influence of psychological-behavioral mechanisms of self-development on human capital. The research method was descriptive-correlational and data analysis method was SEM. The study`s population consisted of all the staff and faculty of Psychology and Educational Sciences of Tehran University who were126 people from whom and by census methods, 118 valid questionnaires were collected. Self-development of human resources by four questionnaire of Abili and Mazari (2014), including Self-regulation questionnaire (α =0/94), Self-management (α =0/93), Self-leadership (α =0/96), Self-directed learning (α =0/95), and human capital questionnaire of Naderi (2011) with the reliability (α=0/95) were used to collect data. Results showed that self-development and human capital of Personnel was higher than the average. Self-development (r=0/80) has a significant positive correlation (p <0/01) with the human capital and through the dimensions of self-development, self-leadership, self-directed learning and self-regulation has had the ability to predict HC. Structural equation modeling showed that self-development has an impact on knowledge and cognitive skills (γ=0/89), metacognitive skills (γ=0/91) and emotion and communication competencies (γ =0/97).

The aim of this research was survey effectiveness of teaching goal setting on self-directed learning. The statistical society of this research contained all eighth grade students of high school (the first period) of Semnan in the 2014-2015 academic year that among them for example 40 students with the lowest scores on self-directed learning have been chosen and they randomly and equally were put in two experiment and control groups. At first, a pre-test was performed on both groups; and then goal setting was taught to the experiment group during 9 sessions. Intervention wasn't done for control group. In this research, the pretest-posttest pattern was used with control group. Data was collected by Fisher, King, and Tagoe self-directed learning questionnaire; and after that they were evaluated with multivariate covariance test. The results showed that goal setting has a meaningful effect on improving self-directed learning. Based on the obtained results, use of teaching goal setting for promotion of self-directed learning is recommended.