درخت حوزه‌های تخصصی

Objective: Multiple sclerosis (MS) is a chronic and progressive nervous system disease. The present study aimed to compare the effectiveness of acceptance and commitment therapy (ACT) and cognitive behavioral therapy (CBT) on the psychosocial adjustment to illness and expanded disability of multiple sclerosis patients. Method: This research was a pretest-posttest controlled quasi-experimental study with a three-month and six-month follow-up. The research population was comprised of all MS patients in Tehran in 2021. Using the purposeful sampling method, 60 people were selected and randomly assigned to ACT and CBT experimental groups and the control group. Drogits' (1986) Psychosocial Adjustment to Illness Scale (PAIS) and expanded disability status scale (EDSS) were used to collect data. The ACT group received eight 120-minute sessions, the CBT group received eight one-hour sessions, and no intervention was provided for the control group. Covariance analysis and post hoc tests were used to analyze the data. Results: The results demonstrated that ACT had a higher effect than CBT in enhancing psychosocial adjustment to illness (P=0.024) and reducing expanded disability (P=0.024), which has been constant in the follow-up stages. Conclusion: In general, both ACT and CBT interventions significantly improved the psychosocial adjustment to illness and reduced the expanded disability of MS patients. However, it is suggested that professionals use ACT intervention for more effectiveness.

Objective: One of the most common childhood disorders is attention deficit-hyperactivity disorder (ADHD). The objective of the present study was to compare the effectiveness of child-parent relationship trianing and Barkley’s parent training in behavioral-emotional problems of children with ADHD.Methods: The research method was quasi-experimental with pretest-posttest and follow-up. The statistical population of the study included all mothers with a son with ADHD. These mothers’ children were studying in one of the primary schools in Ahvaz in the academic year 2021-2022. They were selected through random clusters sampling method and randomly were assigned to child- parent relationship therapy (n = 15), Barkley's parent training (n = 15) and control (n = 15) groups. Moreover, Clinical interview, Children’s Behavior Checklist and SNAP-IV training Scale were instruments of collecting data. Achenbach Behavior Scale was used to collect data. The child-parent relationship group participated in ten 60-minute sessions; the Barkley’s parent training group participated in fifteen 60-minute sessions. However, the control group did not receive any intervention. Data were analyzed using mixed analysis of variance using SPSS software (version 25).Results:  The results of intragroup effects showed that child-parent relationship therapy and Barkley’s parent training were effective in the behavioral-emotional problems in the posttest phase (P < 0.05); they reduced children's emotional-behavioral problems. However, the effects were not sustained (P < 0.05). In addition, there was no significant difference between the effectiveness of child-parent relationship therapy and Barkley’s parent training in children's emotional-behavioral problems (P < 0.05).Conclusion: According to the results of the study, child-parent relationship therapy and Barkley’s parent training were effective in emotional-behavioral problems of children with ADHD. Therefore, clinical psychologists and counselors are recommended to use these methods to reduce emotional-behavioral problems of children with ADHD.