Maladaptive Schemas and Affective Control in Students with Learning Disability: Benefits of Mindfulness-Based Cognitive Therapy
- سال انتشار: 1394
- محل انتشار: مجله توانبخشی ایرانیان، دوره: 13، شماره: 3
- کد COI اختصاصی: JR_IRJU-13-3_013
- زبان مقاله: انگلیسی
- تعداد مشاهده: 65
نویسندگان
Allameh Tabatabaii University, Tehran, Iran.
University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
University of Social Welfare and Rehabilitation Sciences, Tehran, Iran.
Shahid Beheshti University, Tehran, Iran.
چکیده
Objectives: This study intended to examine the effectiveness of mindfulness-based cognitive therapy on moderating maladaptive schemas and affective control in students suffering from learning disabilities. Methods: This experimental research was conducted using pretest-posttest and a control group. The population included all the female students who were studying in the Koohdasht's middle schools (academic year: ۲۰۱۲-۲۰۱۳). The sample included ۴۰ female students suffering from learning disabilities who had been randomly selected out of Koohdasht's middle school students after identification and a structured clinical interview and they were put into experimental and control groups (۲۰ students each group). For data collection, Affective Control Scale and Young Schema Questionnaire were used. Results: The results of multivariate covariance analysis showed that mindfulness-based cognitive therapy has significantly decreased maladaptive schemas, depression, anxiety, and anger in subjects (P< ۰.۰۰۱). Discussion: This finding represents important implications regarding education and mental health improvement in exceptional students. Therefore, it is recommended to use this therapeutic package in schools and clinics as a supplement to other therapies in order to decrease negative emotions and to prevent formation of maladaptive schemas in these students.کلیدواژه ها
Mindfulness-based cognitive therapy, Maladaptive schemas, Affective control, Learning disabilityاطلاعات بیشتر در مورد COI
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