A Comparison of the Efficacy of Integrated Schema Therapy and Mindfulness-Based Intervention with Schema Therapy and Cognitive-Behavioral Therapy on Psychological Flexibility in Women with Obsessive-Compulsive Symptoms
سال انتشار: 1403
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 115
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شناسه ملی سند علمی:
JR_JPCP-13-1_001
تاریخ نمایه سازی: 12 آذر 1403
چکیده مقاله:
The objective of this study was to compare the effectiveness of integrated schema therapy and mindfulness-based intervention with schema therapy and cognitive-behavioral therapy on the psychological flexibility of women exhibiting obsessive-compulsive symptoms. The study utilized a quasi-experimental pre-test-post-test design with control and follow-up groups. The research was conducted on women with obsessive disorder who were referred to the Nedaye Agahi and Zehne Pouya Clinic in Tehran during the fall and winter of ۲۰۲۱. A total of ۶۰ participants were selected using a convenience sampling method and were randomly assigned to three intervention groups: an integrated schema therapy and mindfulness-based intervention group, a schema therapy group, a cognitive-behavioral therapy group, and one control group. Data was collected using the Psychological Flexibility Questionnaire (Bond et al., ۲۰۱۱) and the Yale-Brown Obsessive-Compulsive Scale (۱۹۸۹). A repeated measures analysis of variance was conducted using SPSS software. The findings revealed significant differences among all three treatment groups compared to the control. In particular, the Integrated interventions of schema therapy and mindfulness, as well as schema therapy and cognitive behavioral therapy, demonstrated a notable effect on psychological flexibility scores (P < ۰.۰۵) compared to the control group. However, the two-way comparisons for other differences were not found to be significant (P > ۰.۰۵). Given the emotional and cognitive challenges faced by patients with obsessive disorders, it is essential to prioritize these aspects in the treatment process.
کلیدواژه ها:
نویسندگان
Pouyan Ahanian Moghaddam
Associate Professor, Department of Psychology, Faculty of Educational Sciences and Psychology, Isfahan, Iran
Seyed Hamid Atashpour
Department of Psychology, Faculty of Educational Sciences and Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Mohsen Golparvar
Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran