The effectiveness training skills based on quality of life on hostility attribution and distress tolerance in students with Obsessive-compulsive disorder

نوع مقاله : مقاله پژوهشی

نویسندگان

1 Assistant professor, Department of Psychology, Eqbal Institute of Higher Education, Mashhad, Iran

2 Associate professor, Department of Psychology, Neyshabur Branch, Islamic Azad University, Neyshabur, Iran

3 M.Sc. in clinical psychology, Islamic Azad University , Branch of Birjand, Birjand, Iran

چکیده

Introduction: This study aimed to investigate the effectiveness of skills training based on improving quality of life on hostile documents and distress tolerance in obsessive-compulsive students.
 Materials and Methods: The statistical population of this study included all students with obsessive-compulsive disorder who referred to the centers and specialized clinics of educational psychology services in May 2020 in Mashhad city, Iran. The statistical sample included 24 students selected by convenience sampling method and randomly assigned to experimental and control groups (12 students). All students fulfilled Arendz et al. (2003) Hostile Document Questionnaire and the Simmons and Gahr (2005) Distress Tolerance Questionnaire, and Madsley obsessive-compulsive questuionnaire (1977). The quality-of-life skills-based skills training was conducted for the experimental group in 8 ninety-minute sessions. At the end, both groups fulfilled the questionnaires. The data were analyzed using univariate and multivariate analysis of covariance and SPSS software (version 22).
 Results: The skills training based on improving quality of life can improve distress tolerance and decrease hostile documents in the experimental group significantly compared to the control group. The ETA coefficient for the variables of hostile documents and disturbance tolerance is 0.480 and 0.463, respectively, so the effectiveness of the treatment was high in both variables and was slightly higher in the index of hostile documents than the disturbance tolerance variable.
 Conclusion: Based on the findings, treatment based on improving the quality of life is effective on hostile documents and distress tolerance in students with obsessive-compulsive disorder.

کلیدواژه‌ها

مراجع

  1. Joormann J, Gotlib I. Emotion regulation in depression: relation to cognitive inhibition. Cogn Emot 2020; 24(2): 281-98.
  2. Scarff JR. The potential application of obsessions to reduce compulsions in individuals with obsessive-compulsive disorder. Med Hypotheses 2020; 74: 216-18.
  3. Smith SD, Stephens HF, Repper K, Kistner JA. The relationship between anger rumination and aggression in typically developing children and high-risk adolescents. J Psychopathol Behav Assess 2016; 38(4): 515-27.
  4. Hasler G, LaSalle-Ricci VH, Ronquillo JG, Crawley SA, Cochran LW, Kazuba D, et al. Obsessive-compulsive disorder symptom dimensions show specific relationships to psychiatric comorbidity. Psychiatry Res 2015; 135(2): 121-32.
  5. Storch EA, McGuire JF, Schneider SC, Small BJ, Murphy TK, Wilhelm S, et al. Sudden gains in cognitive behavioral therapy among children and adolescents with obsessive compulsive disorder. J Behav Ther Exp Psychiatry 2019; 64: 92-8.
  6. Butler E, Matcham F, Chalder T. A systematic review of anxiety amongst people with Multiple Sclerosis. Mult Scler Relat Disord 2016; 10: 145-68.
  7. Foa GM. Beyond the parent-child dyad: Testing family systems influences on childrens emotion regulation. Ph.D. Dissertation. Milwauke, Wiscansin: Marquette University, 2020.
  8. Rector NA, Bartha C, Kitchen K, Katzman M, Richter M. Obsessive-compulsive disorder: An information guide. Toronto: Centre for Addiction and Mental Health; 2020.
  9. Pachi A, Bratis D, Moussas GE, Tselebis A. Psychiatric morbidity and other factors affecting treatment adherence in pulmonary tuberculosis patients. Tuberc Res Treat 2013; 2013: 489865.
  10. Razurel C, Kaiser B, Antonietti JP, Epiney M, Sellenet C. Relationship between perceived perinatal stress and depressive symptoms, anxiety, and parental self-efficacy in primiparous mothers and the role of social support. Women Health 2017; 57(2): 154-72.
  11. López-Mourelo O, Mur E, Madrigal I, Alvarez-Mora MI, Gómez-Ansón B, Pagonabarraga J, et al. Social anxiety and autism spectrum traits among adult FMR1 premutation carriers. Clin Genet 2017; 91(1): 111-14. 
  12. Zvolensky MJ, Vujanovic AA, Bernstein A, Leyro T. Distress tolerance: Theory, measurement, and relations to psychopathahogy. Curr Dir Psychol Sci 2020; 19(6): 406-10.
  13. Yoo YG, Lee DJ, Lee IS, Shin N, Park JY, Yoon MR, et al. The effects of mind subtraction meditation on depression, social anxiety, aggression, and salivary cortisol levels of elementary school children in South Korea. J Pediatr Nurs 2016; 31(3): e185-97.
  14. Joorman J, Quinn ME. Cognitive processes and emotion regulation in depression. Depress Anxiety 2014; 31:
    308-12.
  15. Kocak C, Onen A. The analysis on interpersonal relationship dimension of secondary school students. According to their ruminative thinking skills. Soc Behav Sci 2014; 143: 783-7.
  16. Quan F, Yang R, Zhu W, Wang, Y, Gong, X, Chen Y, et al. The relationship between hostile attribution bias and aggression and the mediating effect of anger rumination. Pers Individ Diff 2019; 139: 224-8.
  17. Clark DA, Beck AT. Cognitive therapy of anxiety disorders: Science and practice. New York: Guilford; 2010.
  18. Frisch MB. Quality-of-life-inventory. In Encyclopedia of quality of life and well-being research. Netherlands: Springer; 2014: 5374-7.
  19. Schneider Cory M. [Group therapy]. Bahari S. (translator). Tehran: Ravan; 2020. (Persian)
  20. Hosseini, M, Hashemi T. [Hostile attribution and aggression: The mediating role of social maturity]. Contemporary psychology 2017; 12: 595-600. (Persian)
  21. Simons JS, Gaher RM. The Distress Tolerance Scale: Development and validation of a self-report measure. Motiv Emot 2005; 29(2): 83-102.
  22. Tavakoli Z, Kazemi H. Effect of mindfulness-based stress reduction intervention on distress problems and self-regulation in patients with type 2 diabetes. Iranian journal of nursing research 2018; 13(2): 41-48. (Persian)
  23. McFall ME, Wollersheim JP. Obsessive-compulsive neurosis: A cognitive-behavioral formulation and approach to treatment. Cognit Ther Res 1979; 3(4): 333-48.
  24. Li W. Measuring students' perceptions of personal and social responsibility and the relationship to intrinsic motivation in urban physical education. J Teach Phys Educ 2017; 27(2): 167.
  25. Stiensmeier-Pelster J, Heckhausen H. Causal attribution of behavior and achievement. In motivation and action. Cham: Springer; 2018: 623-78.
  26. Chiu AW, Langer DA, McLeod BD, Har K, Drahota A, Galla BM, et al. Effectiveness of modular CBT for child anxiety in elementary schools. Sch Psychol Q 2013; 28(2): 141-53. 
  27. Rozenman M, Piacentini J, O'Neill J, Bergman RL, Chang S, Peris TS. Improvement in anxiety and depression symptoms following cognitive behavior therapy for pediatric obsessive compulsive disorder. Psychiatry Res 2019; 276: 115-23.

 

 

 

 

 

 

 

 

 

مجله اصول بهداشت روانی
دوره 24، شماره 2
فروردین و اردیبهشت 1401
صفحه 75-82

فایل ها

هم رسانی

ارجاع به این مقاله

آمار