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Showing 3 results for Aliakbari
Dr Mohamad Ehsan Taghizade, Miss Akram Esmaili, Dr Mahnaz Aliakbari Dehkordi,
year 7, Issue 8 (autumn2018 2018)
Abstract
This study examined the effect of training spiritual therapy (14 steps spiritual therapy Dr. Taghizadeh)of in order to improve social adjustment and social acceptance were of women whit multiple sclerosis. The study used a quasi-experimental design with pre-test post-test with control group. The study population included women with multiple sclerosis, was a member of the (MS)society and among them30 were selected by available. Sampling method and were randomly assigned to experimental and controle group(Eachgroup n=15). Then both groups was completed social adjustment (Bell) and social acceptance( Crown& Marlowe scale). Then spiritual therapy was taugth in12 two-houres sessions for experimental group. Then post-test was administered to both groups. The data were analized with Covariance. The results showed that spirituality traning in group therapy improves social adjustment of women with multiple sclerosis (p<0/05)and social acceptance (p<0/05) has significant According to the results , we can say that spiritual therapy improvement in social adjustment and social acceptance of women with MS has significant effect.
Maede Aliakbari, Dr. Maryam Aslezaker,
year 11, Issue 3 (spring 2022 2022)
Abstract
The aim of this study was to determine the effectiveness of mindful parenting on the self-efficacy of mothers and anxiety symptoms in preschool children with anxiety symptoms in Tehran. The research method was quasi-experimental with a pretest-posttest design with a control group. The statistical population included all mothers of children aged five to six years with anxiety symptoms in kindergartens in Tehran, in the academic year 1397-98, using the multi-stage cluster sampling method, 40 people were selected and randomly placed in two groups of 20 people. In this study, the experimental group received 8 sessions of 90 minutes of a mindfulness-based parenting education program. Participants also completed preschool anxiety questionnaires (PAS, Spence et al., 1996) and parental self-efficacy (PSAM, Domka et al., 1996) in three stages: pre-test, post-test, and follow-up. The results of a mixed analysis of variance with repeated measures showed that mindfulness parenting training had an effect on increasing self-efficacy (p <0.05, F = 27.610) and reducing anxiety symptoms (p <0.05, F = 32.329) in children. The impact has remained stable during the follow-up period. According to the findings of the present study, it seems that the role of mindful parenting courses in preventing and reducing psychological problems in preschool children should be considered.
Maede Aliakbari, Dr. Maryam Aslezaker Lighvan,
year 11, Issue 9 (autumn 2022 2022)
Abstract
The aim of this study was to determine the effectiveness of mindful parenting on cognitive emotion regulation of mothers and Internalized and externalized problems of preschool children with anxiety symptoms in Tehran. The research method was quasi-experimental with a pretest-posttest design and a one-month follow-up period with the control group. The statistical population included all mothers of children aged 5 to 6 years with anxiety symptoms in kindergartens in Tehran, in the academic year 1397-98, 40 people were selected using the purposive sampling method and randomly placed in two groups of 20 people. In this study, the experimental group received a mindfulness parenting education program once a week in 8 sessions of 90 minutes. Participants also completed the cognitive emotion regulation Questionnaires (CERQ, Garnefski et al., 2002) and the Children's Behavioral Problems List (CBCL, Achenbach et al., 1991) in three stages pre-test, post-test and follow-up. The results of mixed analysis of variance with repeated measures showed that mindfulness parenting education reduces cognitive emotion regulation strategies of maladaptive emotion (p <0.05, F = 10.906), and externalized problems (p <0.05, F = 0.002). and Internalized problems of children (p <0.05, F =0. 342) had an effect and this effect remained stable during the follow-up period. According to the findings of the present study, it seems that the role of mindful parenting courses in preventing and reducing psychological problems in preschool children should be considered.
