Psychology
Fahimeh Sajedifar; Parvin Ehteshamzadeh; Alireza Heydarei; Sahar Safarzadeh
Abstract
Introduction: The early years of life are very important in the interventions and progress of autistic children, and it seems necessary to examine the role of parents in this field. The present study was conducted with the aim of determining the effectiveness of early interventions of the Denver-parent ...
Read More
Introduction: The early years of life are very important in the interventions and progress of autistic children, and it seems necessary to examine the role of parents in this field. The present study was conducted with the aim of determining the effectiveness of early interventions of the Denver-parent model on improving the developmental profile of children with autism spectrum disorder.Materials and Methods: The current research is applied with AB-type single-subject designs and the statistical population was autistic children in Mahshahr, 3 autistic children were selected by purposive sampling and parents, during 12 individual sessions and 1 hour per week, learned P-ESDM. The evaluation was done in 7 stages with the questionnaire of ASQ3 and descriptive statistics, visual analysis by calculating the percentage of non-overlapping and overlapping data, and comparing graphs were used to analyze the data.Results: The results of the analysis showed that the use of early interventions of the Denver-Parent model increased the scores in the subscales of the developmental profile, with 100% PND and 0% POD, and the increasing trend of scores in various areas of growth continued until the follow-up stage.Conclusion: The implementation of early interventions of the Denver-parent model can lead to the improvement of developmental areas in autistic children and parents have a prominent role in this process, so it seems that introducing and Active participation of parents in the intervention process can be an important step to improve developmental delays in autistic children.
Psychology
Mohammad Ali Toosang; Reza Pasha*; Sahar Safarzadeh
Volume 29, Issue 4 , September and October 2022, , Pages 461-474
Abstract
Introduction: The social situation of the society has progressed in a direction that the levels of tensions entering the educational environment has increased. Cognitive-behavioral therapy (CBT) training can be important in controlling stress and conflict in students. The aim of this study was to investigate ...
Read More
Introduction: The social situation of the society has progressed in a direction that the levels of tensions entering the educational environment has increased. Cognitive-behavioral therapy (CBT) training can be important in controlling stress and conflict in students. The aim of this study was to investigate the effect of cognitive-behavioral therapy training on the hardness and individual-social adjustment the in students of Dezful University of Medical Sciences.
Materials and Methods: A quasi-experimental study with pre-test-post-test design was performed on 200 students of Dezful University of Medical Sciences (100 in experimental group and 100 in control group) by random sampling method in 2020. Data were collected using standard questionnaires including hardiness (Kobasa) and adjustment. Data were analyzed by SPSS software version 16 using descriptive statistics including mean, standard deviation and repeated measures ANOVA.
Results: In the post-training period of cognitive-behavioral therapy, there was a statistically significant difference between the mean total score of hardiness, adaptation and their dimensions in the two groups (P< 0.05). These differences were also observed in the follow-up phase after 4 months of intervention (P< 0.05).
Conclusion: The Cognitive-behavioral therapy has a positive effect on the level of hardness and adjustment of the students and also, this method of treatment can be used to promote students' health and mental health. It is suggested that this educational-therapeutic approach be used in the counseling centers and student psychological services.