The Effectiveness of Mindfulness-Based Cognitive Therapy on Reducing Symptoms and Psychological Acceptance of Individuals with Emotional Breakdown

سال انتشار: 1404
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 17

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شناسه ملی سند علمی:

JR_HRS-5-4_003

تاریخ نمایه سازی: 11 آذر 1404

چکیده مقاله:

Objective: The current study aimed to investigate the effectiveness of mindfulness-based cognitive therapy on psychological acceptance and symptom reduction in individuals experiencing emotional breakdown.Methods:  The population of this study included all individuals aged between ۱۸ and ۳۸ residing in Tehran during the years ۲۰۲۲-۲۰۲۳ who had experienced emotional breakdown in their relationship between six months to ۲۴ months prior. A single-subject experimental design of a single baseline type was employed. Five participants were selected through convenience sampling from eligible individuals responding to advertisements. Participants were assessed at three baseline stages,  during the third, fifth, and eighth therapy sessions, and at a one-month follow-up using the Ras Emotional Breakup Scale and the Acceptance and Action Questionnaire – Second Version (AAQ-II). Data was analyzed using graphical analysis, percentage of improvement, and effect size.Results: The results showed that mindfulness-based cognitive therapy has a significant effect on individuals with emotional breakdown (PND=۱۰۰% for three participants and PND=۶۶% for two participants). However, the therapy was not significantly effective on the acceptance variable.Conclusion: The results indicate that mindfulness-based cognitive therapy is a promising and effective method for helping individuals suffering from emotional breakdown. This therapy is recommended for reducing the adverse effects of emotional breakdown.

نویسندگان

Donya Fami-Tafreshi

Department of Psychology and Educational Sciences, Khatam University, Tehran, Iran.

Marzie Hashemi

Department of Psychology and Educational Sciences, Faculty of Humanities, Khatam University, Tehran, Iran.

Mandana Niknam

Department of Psychology and Educational Sciences, Khatam University, Tehran, Iran.

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