درخت حوزه‌های تخصصی

Persistent depressive disorder is a psychopathological entity with suicidal risk. This study aimed at comparing the effectiveness of emotional schema therapy (EST) and Schema Therapy (ST) on suicidal thoughts in patients with persistent depressive disorder (dysthymia). The present study was a type of quasi-experimental design with pre-test-post-test- multi-group follow-up. The statistical population of the present study consisted of all patients with permanent depression disorder (dysthymia) who were referred to the Shiraz County Psychological Counseling and Psychological Services Centers in 2017-2018. The sample consisted of 60 patients who were selected by a purposive sampling method and randomly assigned to two experimental groups based on emotional schema therapy (n = 20), a schema therapy group (n = 20), and a control group (n = 20). The therapies took eight sessions in 90 minutes, three days a week for three months. Additionally, the control group was provided with treatments as usual and did not receive any interventions. After finishing treatment sessions, the post-test was completed by three groups. In the present study, processing suicidal thoughts, a questionnaire was used. The research data were analyzed using repeated-measures analysis of variance using SPSS.21. The results showed that schema therapy reduced the suicidal thoughts in patients with persistent depressive disorder in the schema therapy group compared with the emotional schema therapy and control groups (p <0.001). Based on the research results, emotional schema therapy and schema therapy can be used as effective methods to reduce suicidal thoughts, but schema therapy was more effective.

Žižek supposes that traumas can turn into death-drives and offer the subject surplus jouissance. He warns that ideological systems can profit from traumas to further subjugate their citizens. Notwithstanding, Badiou construes that traumas can appear as tremendous moments of Truth/Events that betrays the voids of the Symbolic Order and actualizes the universal truths that postmodernism has constantly denied or endeavored to suppress. In so thinking, he hypothesizes that the Truth/Event will find/invent its own faithful subject that cooperate to actualize the suppressed or denied Real of their age. Badiou criticizes the Western Ethics for devising a secured mode of life that emasculates the subject of post capitalism age and deprives him of experiencing the sufferings that can confront him with the Real. Badiou states that the Western ethics deliberately ignores the positive effects of PTSD recoveries that can reveal a lot regarding the psychological and social weakness of the subject and the society as well. Defending the idea of traversing the fantasies and encountering the Real, Žižek, however, does not become convinced of the emancipatory force that Badiou attributes to traumatic Events. Instead, he announces that the subject’s fidelity to the Badiouian Truth/Event approximates to the devoted insurgents’ allegiance to the ‘mythic violence’ that enables them to disclaim responsibility for their deeds. Badiou himself is apprehensive of ever-present ‘simulacra’ that the sovereign ideology concocts to counterfeit the Truth/Event. What Žižek prescribes is an ‘Act’ that can be embodied in ‘divine violence’ that divulges the Symbolic Order’s void.

The present study was conducted to investigate the effectiveness of cognitive rehabilitation on the executive functions (behavioral and cognitive regulation) of students with specific learning disorder. The research method was experimental with a pre-test-post-test design and a control group. The statistical population of the research was made up of all the students with specific learning disorder who referred to the learning disorders center of Ardabil in the academic year of 2021-2022, from which 40 students were selected using the available sampling method. Then, they were randomly replaced in the experimental group (20 participants) and the control group (20 participants). The experimental group was exposed to cognitive rehabilitation intervention for 11 sessions. To collect data, the behavioral rating questionnaire of Gioia et al. (2000) was used. The data were analyzed through the analysis of covariance statistical test. The findings showed that cognitive rehabilitation intervention improved executive functions (behavioral and cognitive regulation) in students with specific learning disorder of the experimental group (P<0.01). Considering the effect of cognitive rehabilitation intervention in students with special learning disorder, schools and counseling centers can use this type of treatment in working with these children to improve their executive functions (behavioral and cognitive regulation).