yazdan movahedi; Mansour Bayrami
Volume 6, Issue 2 , February 2018, , Pages 9-20
Abstract
Background: Attention deficit hyperactivity disorder is one of the most common disorders in childhood. This study also aims to examine the effect of neuropsychological rehabilitation on cognitive function due to the attention deficit hyperactivity disorder.Materials and Methods: This study is a quasi-experimental ...
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Background: Attention deficit hyperactivity disorder is one of the most common disorders in childhood. This study also aims to examine the effect of neuropsychological rehabilitation on cognitive function due to the attention deficit hyperactivity disorder.Materials and Methods: This study is a quasi-experimental design with the two groups: A group of 15 participants with attention deficit hyperactivity disorder and a control group with disorders without receiving any intervention. Instruments included neuropsychological rehabilitation program and the Continuous Performance Test. The SPSS version 19 was run to analyze the data applying MANCOVA.Results: Results of data analysis showed a significant difference between the mean scores of the pre-test and post-test experimental and control groups (p
Mohsen Oftadeh Hall; yazdan movahedi
Volume 5, Issue 1 , August 2016, , Pages 9-19
Abstract
Introduction: Achieving the optimal performance of improved attention is among the most important goals of students. This study was conducted to investigate the effectiveness of neurofeedback training on the improvement of Continuous Attention. Method: The method was quasi- experimental and had pre-post ...
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Introduction: Achieving the optimal performance of improved attention is among the most important goals of students. This study was conducted to investigate the effectiveness of neurofeedback training on the improvement of Continuous Attention. Method: The method was quasi- experimental and had pre-post tests as well as control and experimental groups. The sample consisted of 30 student athletes in Tabriz. The 15 participants of the experimental and control groups were selected randomly. The experimental group took Neurofeedback training for 20 sessions, 3 sessions per week. Results: Data were analyzed using analysis of covariance. The results showed that the difference in mean score of the experimantal and control groups was significant (P
Mansor Bayrami; Yazdan Movahedi; Jaber Alizadeh Goradel
Volume 4, Issue 1 , September 2015, , Pages 41-52
Abstract
Aims: In psychotherapy research, mindfulness has been conceptualized as an enhanced state of self-awareness thought to promote well-being. This research studied the efficacy of Mindfulness Cognitive Therapy on Social Anxiety and Dysfunctional attitude in Adolescent’s. Method: The research ...
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Aims: In psychotherapy research, mindfulness has been conceptualized as an enhanced state of self-awareness thought to promote well-being. This research studied the efficacy of Mindfulness Cognitive Therapy on Social Anxiety and Dysfunctional attitude in Adolescent’s. Method: The research method was experimental with control group. The samples included 30 students in khoramabad city and the sampling method was head counting. At first, 357 participants passed the Social Anxiety and Dysfunctional Attitude tests. Then, 30 students with the highest scores were selected as sample group and were divided randomly to two experimental and control groups each with 15 members. The experimental group received group mindfulness training for 8 sessions (one 90 minutes session each week). At the end, the questionnaire was administrated again as the post-test. Results: Based on the results of co-variance analysis, there was significant differences between the experimental and control groups' marks (p
ali Farhadi; yazdan movahedi; amir azizi; Fazlullah GhasemiKeli; kolsom karimi nejad
Volume 3, Issue 2 , January 2015, , Pages 55-66
Abstract
Introduction: The present study was administrated to determine the effectiveness of social skills, training on promoting the theory of mind in aggressive adolescents. Method: The statistical population consisted of male students of high schools in Bukan city in the academic year of 2014. The statistical ...
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Introduction: The present study was administrated to determine the effectiveness of social skills, training on promoting the theory of mind in aggressive adolescents. Method: The statistical population consisted of male students of high schools in Bukan city in the academic year of 2014. The statistical sample included 40 students who had higher scores after completing the Buss and Perry Aggression Questionnaire. These students took part in the theory of mind test as well. The collected data were analyzed using the statistical test of multivariate variance. Resultss: The results of multivariate variance analysis indicated that social skills training in experimental group had a significant effect on promoting the theory of mind and decreasing aggression. It can be claimed that social skills training leads to decrease of aggression in adolescents.
Mansour Beyrami; yazdan movahedi; Masoumeh Movahedi
Volume 3, Issue 2 , January 2015, , Pages 109-122
Abstract
Introduction: Nowadays a large population of the world uses the Internet. Despite the numerous advantages of this technology leading to positive changes in communication, unfortunately some studies, have attributed dangerous complications to the Internet, the most destructive one being Internet addiction. ...
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Introduction: Nowadays a large population of the world uses the Internet. Despite the numerous advantages of this technology leading to positive changes in communication, unfortunately some studies, have attributed dangerous complications to the Internet, the most destructive one being Internet addiction. The present study was conducted with the aim of determining the relationship among components of Perceived Social Support and the Feeling of social- Emotional loneliness with Internet addiction in students. Method: To do this, 173 students from Tabriz University (78 males and 95 females) were selected by multiphase cluster-random sampling and in addition to demographic information, they completed the Perceived Social Support, Feeling of social- Emotional loneliness, and Internet addiction questionnaires. The data were analyzed by descriptive statistical methods, Pearson’s correlation coefficient, and multivariate regression. Results: Based on the results, there were significant relationships among Perceived Social Support and the Feeling of Social- Emotional Loneliness with Internet addiction (P
Mansour Bayrami; Yazdan Movahedi; Abdolkhalegh Minashiri
Volume 2, Issue 2 , March 2014, , Pages 38-46
Abstract
Introduction: Anxiety disorder, particularly social phobia, is one of the most important disorders. The main aim of the present study was to assess the relationship among metacognitive beliefs, problem solving ability and social phobia disorders symptoms in students. Method: The subjects were 284 male ...
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Introduction: Anxiety disorder, particularly social phobia, is one of the most important disorders. The main aim of the present study was to assess the relationship among metacognitive beliefs, problem solving ability and social phobia disorders symptoms in students. Method: The subjects were 284 male students selected from the University of Tabriz using cluster-random sampling. All of the subjects were asked to answer demographic questions as well as problem solving scale, metacognitive beliefs and social phobia questionnaires. Data was analyzed using descriptive statistics, Pearson correlation coefficient and multivariate regression analyze. Findings: The results showed that there were significant relationships among metacognitive beliefs, social problem-solving ability and social phobia symptoms. Among these, positive beliefs about worry need to control thought and social problem solving had a significant role in predicting social phobia disorder symptoms, but cognitive awareness, cognitive confidence, and uncontrollability did not have a significant role in predicting social phobia disorder symptoms. Conclusion: Metacognitive beliefs are effective factors in general health. In addition, it is possible to promote students’ mental health by changing metacognitive beliefs which enhance maladaptive and negative thinking styles or general negative beliefs.
