جستجوی مقالات مرتبط با کلیدواژه « آموزش شناختی » در نشریات گروه « پزشکی »

Procrastination significantly impacts students' academic performance, and addressing it is crucial to prevent lasting harm. This study aimed to assess the efficacy of attributional retraining and emotional regulation interventions in reducing procrastination symptoms among students at Aja University of Medical Sciences.

This semi-experimental study included pre-test and post-test phases. Thirty students from the first semester of the 2022 academic year, selected through available sampling, and exhibiting sound mental health based on the SCL-90 questionnaire, with the highest scores in the Solomon and Rothblum academic procrastination questionnaire, were chosen as participants. They were randomly assigned to two experimental groups. The two groups received seven sessions of attributional retraining or eight sessions of emotional regulation training. The procrastination scale was administered in both pre-test and post-test phases, with data analyzed using univariate analysis of covariance.

After accounting for pre-test effects, both intervention methods were effective in reducing procrastination symptoms. Post-hoc analysis indicated that attributional retraining was more effective than emotional regulation in alleviating procrastination symptoms.

The findings of this study can inform the development of preventive educational programs and enhance students' academic performance.

Epilepsy can impact cognitive ability in children. This study aimed to compare the effectiveness of task-oriented cognitive rehabilitation programs and computer-based cognitive rehabilitation programs on cognitive flexibility in children suffering from epilepsy.

This study was a semi-experimental study with a pre-test and post-test design with a control group. The statistical population of the study included all children with epilepsy who were referred to the neurology clinic of Mofid Children's Hospital, Tehran in 2021. Using the purposeful sampling method, 45 eligible children were included in the study and were randomly divided into two experimental groups and one control group (15 people in each group). In order to collect data, the Wisconsin cards test from Grant and Berg (1948) was used.

The results showed that both task-oriented cognitive rehabilitation programs and computer-based cognitive rehabilitation programs significantly increased cognitive flexibility in children with epilepsy compared with the control group. There was no significant difference in the computer-based cognitive section on the increase of cognitive flexibility in children with epilepsy.

Task-based cognitive rehabilitation programs and computer-based cognitive rehabilitation programs can be a useful approach to increase the cognitive flexibility of children with epilepsy.

Transcranial electrical stimulation (tES) is a non-invasive brain stimulation technique that can produce temporary changes in the excitability of cortical areas by applying a weak electrical current to the skull. The specialists’ tendency to use tES as a complementary or alternative tool for the treatment of psychiatric and neurological disorders has grown significantly in the last decade. This research has explained the nature of electrical stimulation of the brain, the stimulating devices, its history, underlying physiological mechanisms, and their applications in the treatment of neurological and psychiatric disorders. It also has taken a coherent look at the effects of cognitive training along with tES in the treatment of psychiatric patients.

In the field of the effectiveness of tES intervention on mood disorders, anxiety, attention deficit-hyperactivity disorder, autism, obsessive-compulsive disorder, and schizophrenia, research conducted and showed that this treatment method is effective in improving the cognitive performance, moderating the negative emotions, and reducing the symptoms of individuals’ disease. Based on this, along with psychotherapy and medical treatment, tES can be used as a non-invasive treatment to help patients with psychiatric problems.

People with math learning disabilities have severe cognitive impairments that brain-centered empowerment can reduce. The present study is conducted to determine the effectiveness of brain-centered empowerment on executive functions in students with such learning disabilities.

The present research project was quasi-experimental with two subjects. The statistical population was all students with learning disabilities in Tabriz in 2019. The training and control group each included 20 people with math learning disabilities. The sampling method was targeted. The research tools included a computer-based brain empowerment program, a continuous performance test, and a problem-solving test. First, attention and problem-solving tests were taken from all subjects as a pre-test. Then, 20 sessions of brain-centered empowerment intervention were performed for the experimental group, while no intervention was performed for the control group. These tests were carried out again as a post-test on the experimental and control groups. Data analysis was performed using multivariate analysis of covariance.

Data analysis showed a significant difference between the mean of pre-test and post-test scores of the experimental and control groups (p<0.001). The F-test score for attention-deficit error, attention-response error, and problem solution was 5.72, 5.14, and 11.78, respectively; thus, brain-empowerment improved attention and problem-solving in people with math learning disabilities.

Given the positive effects of this method on the attention and problem solving of people with mathematical learning disabilities, this study showed that brain-centered empowerment could be an effective strategy to achieve optimal performance of executive functions in people with such disabilities.

Women with postpartum depression have problems in executive functions especially in conceptualization, mental flexibility, initiation and design, inhibition and auditory memory. As a result, this research aimed to determine the effect of cognitive training on promotion of executive functions in women with postpartum depression. This research was a semi-experimental study with a pre-test and post-test design with an experimental and a control groups. The population of research included all women with postpartum depression that referred to health care centers of Bushehr city in 2017 among which 40 persons were selected by available sampling method and randomly assigned to two equal groups. The experimental group took 10 sessions of 45 minutes of cognitive training. Groups were evaluated for conceptualization, mental flexibility, initiation and design, inhibition, auditory memory in pre-test and post-test stages. The data were analyzed using SPSS19 and by multivariate analysis of covariance method. Results showed that there was a significant difference between the experimental and control groups in all five executive functions. In other words cognitive training significantly led to promote the conceptualization, mental flexibility, initiation and design, inhibition and auditory memory of women with postpartum depression (P<0/001). The results indicate that cognitive training can promote the rate of conceptualization, mental flexibility, initiation and design, inhibition, auditory memory of women with postpartum depression. So, counselors and therapists can use cognitive training method to promote the executive functions of mothers with postpartum depression.

Premenstrual syndrome (PMS) is a common disorder in women that affects their quality-of-life and performance.The present study aimed at studying the therapeutic effectiveness of combined clinical psychology and nutrition on PMS.
This study was performed on 45 women, were randomly divided into three groups1: Cognitive Behavioral Training (CBT), 2: CBT with nutrition, 3: control group, for two months. The nutrition content was adjusted in a form and the subject started two weeks prior to menstruation and followed it up to the end of the menstrual period. Cognitive-behavioral training was provided over 8 90-minute sessions. Data were recorded before and after training and two months follow-up. Anxiety questionnaires (0 to 63 scores), aggression (0 to 90 scores) were used to evaluate the variables.
There was a significant difference in the anxiety (28% reduction in CBT and 31% in CBT and nutrition) and anger (65% reduction in CBT and 55% in CBT and nutrition) variables in both groups except control (p0.05).
The results of this study showed that the use of both CBT and nutritional training methods is effective in controlling anxiety and anger.

Background and Currently, the main objectives of psychology are alleviating anxiety and hopelessness and evaluating the role of spirituality in promoting life expectancy and reducing anxiety. Thus, we aimed to investigate the effectiveness of a Quran-based religious-cognitive training program on reducing pensioners’ anxiety and hopelessness in Torbat-e Jam.
This was a quasi-experimental study with pretest-posttest design and a control group. The statistical population included 102 army retirees in Torbate-e-jam, who were selected using the convenience sampling method. Both groups filled out the anxiety and hopelessness subscales of the Identity Crisis Questionnaire (ICQ). Then, 40 subjects obtaining the highest scores were randomly selected and assigned to two groups of 20 (experimental and control). The experimental group received ten 90-minute sessions of religious-cognitive training based on Quran verses. After the intervention, a post-test was taken from both groups. To analyze the data, covariance analysis was used in SPSS 20.
The research hypothesis was confirmed and religious-cognitive training based on Quran verses was influential on the pensioners’ hopelessness and anxiety.
Quran-based religious-cognitive training (verses related to purpose and finding meaning in life) enhanced hopefulness and assuaged anxiety in the experimental group.

The purpose of this study was to investigate the effectiveness of group cognitive-behavioral training in reducing the psychological problems and irrational beliefs of mothers of children with intellectual disabilities. One of the experiences for each family is the management of a child with a disability or chronic illness. Among the developmental disabilities, intellectual disability is the most common psychiatric disorder in children and adolescents. The birth and presence of a child with an intellectual disability in any family can be considered as an undesirable and challenging event that can lead to stress, frustration, sadness, and despair. Excessive roles that are imposed on the parents due to the birth of a child with disability create a lot of stress for them. Mothers can be at increased risk of these problems, placing them at great risk of mental disorders compared to mothers of normal children. On the other hand, researchers find that many of the problems of mothers with children with intellectual disabilities are the result of their irrational beliefs. Irrational beliefs are negative thoughts that dominate the individual's mind and are a determinant factor in how to interpret events and regulate the quality and quantity of behaviors and emotions. The irrational beliefs of these mothers have an effect on their behavior and cognitive dissonance and can change their interaction with their children.
The present study is of the applied type regarding purpose. The research method was quasi-experimental, with a pretest, posttest, and a control group. The population of this study included all mothers of children with severe intellectual disabilities under the auspices of Abarkouh Welfare organization. Purposeful sampling was used to select the subjects. After clinical interviews, 40 mothers of children with severe intellectual disabilities who had low psychological health were selected and randomly divided into two groups of experimental and control (20 in each group). In the pretest, Goldberg General Health Questionnaire and Jones irrational belief's questionnaire were performed individually on the two groups of experimental and control. Reliability and validity of the Goldberg General Health Questionnaire using Cronbach's alpha and the coefficient of internal consistency of the questionnaire were 0.90 and 0.88, respectively. Reliability and validity of Jones irrational belief's questionnaire using Cronbach's alpha coefficient and internal consistency validity were 0.88 and 0.87, respectively. Therefore, the questionnaires used in the research had acceptable reliability and validity. The experimental group participated in cognitive–behavioral training sessions 2 times per week for 8 weeks. Control group was placed on the waiting list for receiving training. After the end of the training sessions, both the experimental and control groups completed the Goldberg General Health Questionnaire and Jones's irrational beliefs again. Data were analyzed using descriptive statistics (mean and standard deviation) and ANOVA by SPSS software.
The results of covariance analysis showed that participants in the experimental group of cognitive behavior training had significantly lower scores on psychological problems and irrational beliefs than the control group in the posttest (P With the help of group cognitive-behavioral training, mothers of children with intellectual disability can benefit from their abilities and become more resistant to life stresses which ultimately leads to increased psychological health and reduction of their irrational beliefs.

Pregnancy is associated with various physical and psychological changes. Pregnant women may experience a lot of anxiety. The present study aimed to determine the effectiveness of cognitive-behavioral education on anxiety during pregnancy and delivery method in Primiparous women.
This was a semi-experimental study using a pre-test post-test control-group design. The study population included all primiparous women admitted to Asalian Hospital in Khorramabad, Iran, in 2014. 24 women were selected via convenience sampling based on certain inclusion and exclusion criteria and were randomly divided into experimental and control groups. In addition to providing both groups with normal medical care during pregnancy, only the experimental group received twelve 90 minute sessions of cognitive-behavioral education. Data were collected using a researcher-made demographic questionnaire and the Van den Berg Questionnaire Pregnancy Related Anxiety. Data were analyzed by descriptive statistics, analysis of covariance, and chi-square using SPSS (v. 20).
Mean scores of anxiety during pregnancy in the experimental group decreased significantly as opposed to the control group (p Prenatal cognitive-behavioral education was effective in reducing the anxiety of pregnant women and in referring them for vaginal delivery method. Therefore, establishing and promoting various methods for low pain childbirth and training pregnant women for choosing the vaginal delivery method is recommended.

Introdution: Studies have shown that perfectionists have less self-esteem and life satisfaction. Considering self-esteem and life satisfaction as the main mental health elements and in regard to thought, sensation and behavior as three inseparable human functions that have transactional relationships together, this study was carried out with the aim of examining the effectiveness of teaching cognitive methods on self-esteem and life satisfaction of female perfectionist students. This is an experimental research. The sample size was 60, chosen from female perfectionist students at the dormitory of the Islamic Azad University of Yazd in 2012. They were randomly assigned into two groups of trial and control. Cognitive methods were taught to the trial group. After two months of teaching, the data gathered from theresearch were analyzed through descriptive and analytic statistics. It was shown that in the trial group, both self-esteem (p0.001) and life satisfaction (p0.001) were significantly higher compared with the control group. Considering the effectiveness of cognitive methods on increasing self-esteem and life satisfaction, teaching of these methods is recommended for cognitive rehabilitation, correction of the patterns of irrational thinking and belief and finally increasing mental health.

This study was conducted in order to investigate the effectiveness of cognitive - behavioral instruction techniques on reducing the symptoms of secondary traumatic stress (STS) in PTSD veteran's women.Method and materials: The method of this research was semi-experimental with pre-test - post-test and control group. Sample size was estimated by Kohn method (in each group 12 participants). The statistical population consisted of PTSD veteran's women, admitted to Sadr hospital in Tehran in 1392. After screening, twenty fore veteran's wives, that attained high score (38 or more) in questionnaire of secondary traumatization, were randomly assigned to experimental and control groups. Experimental group were trained for 13 sessions. Participants completed 2 questionnaires: secondary traumatic stress (STS) and DASS. Data were analyzed with ANCOVA and MANCOVA tests. The results showed that cognitive - behavioral techniques instruction effect on reduction of the symptoms of secondary traumatic stress (STS) in PTSD veteran's women (with controlling of depression, anxiety and stress via DASS questionnaire) (p<.05). Method of teaching the cognitive – behavioral instruction techniques is an effective strategy for reducing the symptoms of secondary traumatic stress. Keywords: Behavioral-Cognitive instruction, Secondary Traumatization, PTSD Veteran's spouses.

High levels of stress in the health professionals and deficit in communication skills of this group can endanger their mental health and reduce their job efficacy. Current study aimed to identify the effectiveness of the group cognitive-behavioral training on physiological indicators and communication skills of the hospital staff. This was a semi-experimental study using pre-test-post-test design. The sample group consisted of 32 people (16 experimental and 16 control groups) in one of the randomly selected Tehran hospitals. Intervention program was conducted weekly in 4 sessions each 4 hours on the subjects of the experimental group. Data were collected using Physiological Reactions to Stress (PRS) and Communication Skills Test-Revised (CSTR) before and after the intervention from both groups and was analyzed by analysis of covariance using SPSS software (v. 19). The results showed that the cognitive-behavioral training significantly increased the mean of communication skills and a significant reduction of physiological indicators in the experimental group compared with the control group. Group cognitive-behavioral training is an effective way to improve mental health of health staff. Therefore, more attention from the health managers and clinical health researchers is needed in this field.

Nurses are important resources in a community health system. Therefore, attention to mental health to this group seems to be essential. The aim of this research was to determine the effect of cognitive- behavior religious training on hopelessness, worthlessness and dissatisfaction on nurses’ life. This study was quasi-experimental, in which 66 employed nurses in the Shahid Hashemi Nejad Hospital in Mashhad were selected and divided into two groups of experimental and control. The intervention was formed of 10 sessions of 90 minute long. Sessions were held three days a week for the experimental group. The instrument for collecting data was "Identity Crisis Questionnaire". Content validity was measured by 12 experts and reliability was determined by Cronbach's alpha (α=0.93). The questionnaires were completed before and after a month of intervention. The data was analyzed by SPSS/18 and use of descriptive and analytical statistics includes paired and independent and covariance. Overall mean scores of hopelessness, worthlessness and dissatisfaction on nurses’ life was 44.12 ± 11.76 before intervention and 33.47 ± 14.18 one month after change of intervention (P<0.001). While control group did not have any significant change, but overall mean scores of one month before and after had a significant change (P<0.06). Cognitive- behavior religious training is inexpensive, effective, essential and safe method to help mental health of nurses. It is recommended to enhance mental health of nurses and improve the quality of care, from this type of training is used.