Present research aimed to investigate the effect of mindfulness training on the psychological resilience and positive and negative cognitive emotion regulation strategies in female applicants for divorce. Present study was a semi-experimental with a pretest, posttest an More
Present research aimed to investigate the effect of mindfulness training on the psychological resilience and positive and negative cognitive emotion regulation strategies in female applicants for divorce. Present study was a semi-experimental with a pretest, posttest and two-month follow-up design with control group. The research population was female applicants for divorce in Tehran city in 2019 year. The research sample was 30 people who after reviewing the criteria for entering study were selected by purposive sampling method and randomly replaced into two experimental and control groups groups. The experimental group received 8 sessions of 70 minutes mindfulness training and the control group placed on the waiting list for training. The research tools were the questionnaires of psychological resilience (Conner and Davidson, 2003) and cognitive emotion regulation strategies (Garnefski and et all, 2001) and data were analyzed by repeated measures method in the SPS version 22 software. The findings showed that mindfulness training led to increase psychological resilience and positive cognitive emotion regulation strategies and decrease negative cognitive emotion regulation strategies in female applicants for divorce and the training results were maintained in the two months follow-up stage (p < 0/05). Regarded to the effectiveness of mindfulness training on psychological resilience and positive and negative cognitive emotion regulation strategies, planning can be effective to its use by therapists and health professionals to improve health-related traits.
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The aim of this study was to compare the effectiveness of positive cognitive behavioral therapy and Teaching cognitive emotion regulation strategies for resilience and self-efficacy of female students with nonclinical depression. This research is applied in terms of pur More
The aim of this study was to compare the effectiveness of positive cognitive behavioral therapy and Teaching cognitive emotion regulation strategies for resilience and self-efficacy of female students with nonclinical depression. This research is applied in terms of purpose; For data collection, field and experimental research methods were pre-test and post-test with control group. The statistical population of this study includes all female high school students with non-clinical depression in Ahvaz who were studying in the academic year 2019-2020, from which a sample of 45 people was selected by purposive sampling. The experimental and control groups were randomly equated . Positive Cognitive Behavioral Therapy Based on Regulatory Intervention Based on Positive Cognitive Behavioral Therapy (Bennink, 2014) in ten 90-minute sessions and Emotional Cognitive Regulation Cognitive Training Protocol in 8 90-minute sessions in experimental groups 1 and 2, respectively. The control group did not receive any training. Data were collected using Beck et al.'s (1996) Depression Inventory, Connor & Davidson Resistance Scale (2003) and Scherer et al.'s (1982) General Self-Efficacy Scale using univariate and Analysis of covariance of one variable (ANKOVA) and multivariate (MANCOVA). Were analyzed in SPSS-24 software. The results showed that the experimental and control groups in the post-test stage were significantly different in terms of self-efficacy and resilience (P <0.001). That is, positive cognitive-behavioral therapy and teaching cognitive emotion regulation strategies increased resilience and self-efficacy in female students with nonclinical depression. Also, the scores of positive cognitive behavioral therapy in both variables were significantly higher compared to cognitive emotion regulation strategies. Keywords: Positive Behavioral Cognitive Therapy, Cognitive Emotion Regulation Strategies, Resilience , Self-Efficacy, Students, Nonclinical Depression
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The present study was conducted with the aim of investigating the effectiveness of problem solving skills training on cognitive emotion regulation strategies and Happiness students. The method of the present study was semi-experimental with pre-test, post-test, and cont More
The present study was conducted with the aim of investigating the effectiveness of problem solving skills training on cognitive emotion regulation strategies and Happiness students. The method of the present study was semi-experimental with pre-test, post-test, and control groups with 3-month follow-up periods. The statistical population consisted of all boys' secondary high school students in the academic year of 2022-2023 in the city of Khoy. The sample consisted of 40 students who were selected by multi-stage random sampling and randomly assigned to two experimental and control groups. The data collection tool was the quality of emotion regulation questionnaire (Gross and John, 2003) and Oxford happiness questionnaire (Argyle & Lu, 1989), which all subjects completed in the pre - test phase. Intervention problem solving skills training D'zurilla and coldfried (1971) was conducted for the experimental group during 10 sessions of 90 minutes, and finally, post-test and follow-up were taken from the two experimental and control groups. Data were analyzed using repeated measures variance. The results showed that problem solving skills training had a significant effect on cognitive emotion regulation strategies and Happiness students (P< 0.01). It is suggested that this program be used by custodians of education and educational institutions to design preventive educational programs and improve educational achievements.
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