Pub Date : 2021-02-01DOI: 10.30491/IJBS.2020.224250.1230
Azar Ghaffari, S. Mousavi-Nasab, Masoud Fazilatpour
Abstract Introduction: Methamphetamine abuse has been growing during the past decade. Recent studies show that computerized training intervention can be useful. The present study compared a variety of cognitive bias modification methods (i.e., attention bias modification, approach bias modification and their combination) on attention bias, approach bias and relapse among methamphetamine abusers. Method: A total of 108 patients were recruited as the primary sample and the obtained data from 97 patients were analyzed in the final analysis. After being matched according to demographical characteristics, participants were assessed for cognitive bias and relapse to measure the baseline. Afterwards, they were randomly assigned to three different training conditions receiving eight training sessions and a control condition. Finally, all participants underwent a post-assessment similar to the pre-assessment. Results: Analysis of covariance (ANCOVA) indicated significant reduction both in cognitive bias and relapse in the experimental conditions compared to the control condition. Post-hoc tests suggested no significant differences in relapse in the experimental groups. Furthermore, attention bias decreased in groups after Attention Bias Modification (ABM) and approach bias decreased in the groups which received Approach Avoidance Task (AAT-T). Conclusion: It can be suggested that different treatments of cognitive bias modification, by reducing cognitive bias and relapse, could be beneficial for methamphetamine abusers.
{"title":"Comparison of the Effectiveness of Attentional Bias Modification, Approach Bias Modification and their Combination on Cognitive Bias and Relapse in Methamphetamine Abusers","authors":"Azar Ghaffari, S. Mousavi-Nasab, Masoud Fazilatpour","doi":"10.30491/IJBS.2020.224250.1230","DOIUrl":"https://doi.org/10.30491/IJBS.2020.224250.1230","url":null,"abstract":"Abstract Introduction: Methamphetamine abuse has been growing during the past decade. Recent studies show that computerized training intervention can be useful. The present study compared a variety of cognitive bias modification methods (i.e., attention bias modification, approach bias modification and their combination) on attention bias, approach bias and relapse among methamphetamine abusers. Method: A total of 108 patients were recruited as the primary sample and the obtained data from 97 patients were analyzed in the final analysis. After being matched according to demographical characteristics, participants were assessed for cognitive bias and relapse to measure the baseline. Afterwards, they were randomly assigned to three different training conditions receiving eight training sessions and a control condition. Finally, all participants underwent a post-assessment similar to the pre-assessment. Results: Analysis of covariance (ANCOVA) indicated significant reduction both in cognitive bias and relapse in the experimental conditions compared to the control condition. Post-hoc tests suggested no significant differences in relapse in the experimental groups. Furthermore, attention bias decreased in groups after Attention Bias Modification (ABM) and approach bias decreased in the groups which received Approach Avoidance Task (AAT-T). Conclusion: It can be suggested that different treatments of cognitive bias modification, by reducing cognitive bias and relapse, could be beneficial for methamphetamine abusers.","PeriodicalId":31218,"journal":{"name":"International Journal of Behavioral Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45375892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.30491/IJBS.2020.225387.1238
Masood Ahovan, M. Jajarmi, Abolfazl Bakhshipoor
Abstract Introduction: Due to the prevalence of Obsessive Compulsive Symptoms (OCS), it seems that actions should be taken to prevent its recurrence. Therefore, the purpose of the present study was to compare the effectiveness of Schema Therapy (ST) and Emotional Schema Therapy (EST) on the emotion regulation of patients with OCS. Method: This semi-experimental study was carried out on 24 patients with OSC in three groups of ST (n=8), EST (n=8) and control (n=8) in Mashhad, Iran. The intervention groups received individual EST and ST Sessions. The data were collected by Maudsley Obsessive-Compulsive Scale (MOCAI) and Emotion Regulation Questionnaire (ERQ) in four stages of pre-test, post-test, one and three months follow up. The MANOVA test was utilized to analyze data. Results: During the above stages, the mean score of expressive suppression and cognitive reappraisal subscales fell and soared significantly in the EST group, respectively (p <0.05). There was a significant difference between the groups of intervention and control in terms of the average total obsessive-compulsive score and its sub-scales except for the slow sub-scales during all three stages after the intervention, one month later and three months later (p <0.05). Conclusion: Although both ST and EST methods had an effect on the improvement of emotion regulation and OCS, the EST was more effective on improving emotion regulation. Therefore, it is recommended to consider EST with a larger sample size in people with OCS.
{"title":"Comparing the Effectiveness of Schema Therapy and Emotional Schema Therapy on Emotion Regulation of Individuals with Obsessive Compulsive Symptoms","authors":"Masood Ahovan, M. Jajarmi, Abolfazl Bakhshipoor","doi":"10.30491/IJBS.2020.225387.1238","DOIUrl":"https://doi.org/10.30491/IJBS.2020.225387.1238","url":null,"abstract":"Abstract Introduction: Due to the prevalence of Obsessive Compulsive Symptoms (OCS), it seems that actions should be taken to prevent its recurrence. Therefore, the purpose of the present study was to compare the effectiveness of Schema Therapy (ST) and Emotional Schema Therapy (EST) on the emotion regulation of patients with OCS. Method: This semi-experimental study was carried out on 24 patients with OSC in three groups of ST (n=8), EST (n=8) and control (n=8) in Mashhad, Iran. The intervention groups received individual EST and ST Sessions. The data were collected by Maudsley Obsessive-Compulsive Scale (MOCAI) and Emotion Regulation Questionnaire (ERQ) in four stages of pre-test, post-test, one and three months follow up. The MANOVA test was utilized to analyze data. Results: During the above stages, the mean score of expressive suppression and cognitive reappraisal subscales fell and soared significantly in the EST group, respectively (p <0.05). There was a significant difference between the groups of intervention and control in terms of the average total obsessive-compulsive score and its sub-scales except for the slow sub-scales during all three stages after the intervention, one month later and three months later (p <0.05). Conclusion: Although both ST and EST methods had an effect on the improvement of emotion regulation and OCS, the EST was more effective on improving emotion regulation. Therefore, it is recommended to consider EST with a larger sample size in people with OCS.","PeriodicalId":31218,"journal":{"name":"International Journal of Behavioral Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42078725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.30491/IJBS.2021.214227.1186
Reyhaneh Akbari, S. Amiri, H. Mehrabi
Abstract Introduction: Individuals with alexithymia are under the pressure of correlated physio-emotional stress that would not come out as speech. These problems prevent emotion regulation and make people incompatible in life. Method: The purpose of this study was examining the effectiveness of music therapy on reducing symptoms of alexithymia and enhancing peer relationships. The method was quasi-experimental with two experimental and control groups. Through multi-stage sampling, one hundred and eighty girls were screened for alexithymia’s symptoms. Thirty of the 57 identified children, were selected randomly and assigned into control (n=15) and experimental (n=15) groups (mean 11.8 Years old) randomly in Isfahan, Iran. The instruments were the Rieffe’s Alexithymia Questionnaire for children and Sociometry for evaluating peer relationships. The music therapy was nine sessions which was done for the experimental group. Data was analysed with the repeated measure ANCOVA. Results: The results indicated that music therapy had a significant positive effect on reducing alexithymia in the experiment group (ES = -0.34, (OP = -0.92), while there was no significant change in the control group (p >0.05). The results stayed stable after two months follow-up. Although the results showed peer relationships, the helper dimension improved; other peer relationships, the popularity, and rejection, were not influenced significantly. Conclusion: In conclusion, music therapy positively affects reducing alexithymia symptoms of female preadolescents. Thus, using music therapy for reducing alexithymia symptoms is suggested.
{"title":"The Effectiveness of Music Therapy on Reducing Alexithymia Symptoms and Improvement of Peer Relationships","authors":"Reyhaneh Akbari, S. Amiri, H. Mehrabi","doi":"10.30491/IJBS.2021.214227.1186","DOIUrl":"https://doi.org/10.30491/IJBS.2021.214227.1186","url":null,"abstract":"Abstract Introduction: Individuals with alexithymia are under the pressure of correlated physio-emotional stress that would not come out as speech. These problems prevent emotion regulation and make people incompatible in life. Method: The purpose of this study was examining the effectiveness of music therapy on reducing symptoms of alexithymia and enhancing peer relationships. The method was quasi-experimental with two experimental and control groups. Through multi-stage sampling, one hundred and eighty girls were screened for alexithymia’s symptoms. Thirty of the 57 identified children, were selected randomly and assigned into control (n=15) and experimental (n=15) groups (mean 11.8 Years old) randomly in Isfahan, Iran. The instruments were the Rieffe’s Alexithymia Questionnaire for children and Sociometry for evaluating peer relationships. The music therapy was nine sessions which was done for the experimental group. Data was analysed with the repeated measure ANCOVA. Results: The results indicated that music therapy had a significant positive effect on reducing alexithymia in the experiment group (ES = -0.34, (OP = -0.92), while there was no significant change in the control group (p >0.05). The results stayed stable after two months follow-up. Although the results showed peer relationships, the helper dimension improved; other peer relationships, the popularity, and rejection, were not influenced significantly. Conclusion: In conclusion, music therapy positively affects reducing alexithymia symptoms of female preadolescents. Thus, using music therapy for reducing alexithymia symptoms is suggested.","PeriodicalId":31218,"journal":{"name":"International Journal of Behavioral Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41327538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-01DOI: 10.30491/IJBS.2020.212964.1180
Pratima Kaushik, S. Jena
Abstract Introduction: Difficulty in learning among younger students has perhaps become the greatest challenge for the present schooling framework. As they do not meet all requirements for criteria of formative incapacity, they are regularly neglected. Upgrading self-regulation aptitudes in students with learning difficulties enables the capacity to comprehend and control their learning cycle. Method: The current investigation was a semi-experimental research with a pre-test, post-test control group design. The study was comprised of 100 school students from New Delhi, India, whose ages ranged between 6-12 years studying in 3rd-8th grade, showing low scholarly accomplishment for ceaseless two years alongside behavioral issues. Students in the experimental group participated in the Program for Enhancing Academic and Behavioral Learning Skills (PEABLS), a cognitive-behavioral intervention, while the control group attended psychoeducation sessions. Both groups were compared using t-test and ANOVA. The relationship between academic, cognitive, and behavioral measures was assessed using Pearson’s correlation coefficient. Results: Findings indicated that PEABLS significantly impacted cognitive skills and self-regulation, consequently improving academic performance among the experimental group (p < 0.01). Conclusion: The study concluded that attending PEABLS sessions enhanced the level of self-regulation, academic performance, and cognitive skills among school students with learning problems.
{"title":"Self-Regulation Learning Strategies and Academic Performance in Students with Learning Difficulty","authors":"Pratima Kaushik, S. Jena","doi":"10.30491/IJBS.2020.212964.1180","DOIUrl":"https://doi.org/10.30491/IJBS.2020.212964.1180","url":null,"abstract":"Abstract Introduction: Difficulty in learning among younger students has perhaps become the greatest challenge for the present schooling framework. As they do not meet all requirements for criteria of formative incapacity, they are regularly neglected. Upgrading self-regulation aptitudes in students with learning difficulties enables the capacity to comprehend and control their learning cycle. Method: The current investigation was a semi-experimental research with a pre-test, post-test control group design. The study was comprised of 100 school students from New Delhi, India, whose ages ranged between 6-12 years studying in 3rd-8th grade, showing low scholarly accomplishment for ceaseless two years alongside behavioral issues. Students in the experimental group participated in the Program for Enhancing Academic and Behavioral Learning Skills (PEABLS), a cognitive-behavioral intervention, while the control group attended psychoeducation sessions. Both groups were compared using t-test and ANOVA. The relationship between academic, cognitive, and behavioral measures was assessed using Pearson’s correlation coefficient. Results: Findings indicated that PEABLS significantly impacted cognitive skills and self-regulation, consequently improving academic performance among the experimental group (p < 0.01). Conclusion: The study concluded that attending PEABLS sessions enhanced the level of self-regulation, academic performance, and cognitive skills among school students with learning problems.","PeriodicalId":31218,"journal":{"name":"International Journal of Behavioral Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42146950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.30491/IJBS.2020.248645.1368
Abolfazl Hatami Varzaneh, E. Fathi, F. Beiranvand, Ali Nobahari, M. Daneshpour
Abstract Introduction: The Coronavirus Disease 2019 (COVID-19) pandemic in Iran is part of the worldwide pandemic of the COVID-19 caused by the Severe Acute Respiratory Syndrome (SARS) coronavirus. The present study has aimed to identify, through a qualitative methodology, the lived experiences of the Health Care Workers (HCWs) who are the most important group to keep others safe, alive, and healthy in the COVID-19 patients' ward in Iran. Method: A conventional content analysis method was conducted on 11 HCWs involved with COVID-19 patients by purposeful sampling. Their experiences were explored through in-depth semi structured interviews. Results: The conventional content analysis revealed five themes: 1- Experiencing psychological distress without sufficient psychological services; 2- Experiencing multiple stressors that gradually reduced; 3- Using coping skills; 4- Family and public support; 5- Media, Medical Community, and Government Officials role Conclusion: It can be concluded that HCWs need bio-psycho-social-spiritual protection from family, public, media, officials and government.
{"title":"The Lived Experience of Health Care Workers during the Coronavirus Outbreak: A Content Analysis Study","authors":"Abolfazl Hatami Varzaneh, E. Fathi, F. Beiranvand, Ali Nobahari, M. Daneshpour","doi":"10.30491/IJBS.2020.248645.1368","DOIUrl":"https://doi.org/10.30491/IJBS.2020.248645.1368","url":null,"abstract":"Abstract Introduction: The Coronavirus Disease 2019 (COVID-19) pandemic in Iran is part of the worldwide pandemic of the COVID-19 caused by the Severe Acute Respiratory Syndrome (SARS) coronavirus. The present study has aimed to identify, through a qualitative methodology, the lived experiences of the Health Care Workers (HCWs) who are the most important group to keep others safe, alive, and healthy in the COVID-19 patients' ward in Iran. Method: A conventional content analysis method was conducted on 11 HCWs involved with COVID-19 patients by purposeful sampling. Their experiences were explored through in-depth semi structured interviews. Results: The conventional content analysis revealed five themes: 1- Experiencing psychological distress without sufficient psychological services; 2- Experiencing multiple stressors that gradually reduced; 3- Using coping skills; 4- Family and public support; 5- Media, Medical Community, and Government Officials role Conclusion: It can be concluded that HCWs need bio-psycho-social-spiritual protection from family, public, media, officials and government.","PeriodicalId":31218,"journal":{"name":"International Journal of Behavioral Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45332819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.30491/IJBS.2020.213173.1182
Z. Rezazadeh, F. H. Sabet, F. Sohrabi
Abstract Introduction: This study was conducted aiming at predicting adolescents' resiliency based on parenting styles mediated by basic psychological needs satisfaction. Method: This study has a descriptive-correlational method with structural equation modeling. The statistical population comprises of all female students of first and second grade high school in the district 21 of Tehran. Using convenience sampling method, 196 students were selected. Connor-Davidson Resiliency Scale, Baumrind's Parenting Styles Questionnaire and Deci and Ryan's Basic Psychological Needs Satisfaction Scale were used. The data were analyzed by path analysis. Results: The findings revealed that the direct path of authoritarian parenting style to basic needs, direct path of authoritarian parenting style to resiliency, authoritative parenting style to resiliency and the basic psychological needs to resiliency were significant. The results also showed that the indirect effect of authoritarian parenting style on resiliency through basic psychological needs was significant. The model fit was confirmed with the data and the relationship between three variables of parenting styles, basic psychological needs and resiliency was also confirmed. Conclusion: Adolescent resiliency can be predicted based on authoritarian parenting style mediated by basic psychological needs. It will be useful for raising parents' awareness of proper parenting style and paying attention to children's basic needs and thus increasing their resiliency in life.
{"title":"Predicting Adolescents' Resiliency Rate Based on Parenting Styles Mediated by the Basic Psychological Needs Satisfaction","authors":"Z. Rezazadeh, F. H. Sabet, F. Sohrabi","doi":"10.30491/IJBS.2020.213173.1182","DOIUrl":"https://doi.org/10.30491/IJBS.2020.213173.1182","url":null,"abstract":"Abstract Introduction: This study was conducted aiming at predicting adolescents' resiliency based on parenting styles mediated by basic psychological needs satisfaction. Method: This study has a descriptive-correlational method with structural equation modeling. The statistical population comprises of all female students of first and second grade high school in the district 21 of Tehran. Using convenience sampling method, 196 students were selected. Connor-Davidson Resiliency Scale, Baumrind's Parenting Styles Questionnaire and Deci and Ryan's Basic Psychological Needs Satisfaction Scale were used. The data were analyzed by path analysis. Results: The findings revealed that the direct path of authoritarian parenting style to basic needs, direct path of authoritarian parenting style to resiliency, authoritative parenting style to resiliency and the basic psychological needs to resiliency were significant. The results also showed that the indirect effect of authoritarian parenting style on resiliency through basic psychological needs was significant. The model fit was confirmed with the data and the relationship between three variables of parenting styles, basic psychological needs and resiliency was also confirmed. Conclusion: Adolescent resiliency can be predicted based on authoritarian parenting style mediated by basic psychological needs. It will be useful for raising parents' awareness of proper parenting style and paying attention to children's basic needs and thus increasing their resiliency in life.","PeriodicalId":31218,"journal":{"name":"International Journal of Behavioral Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46180741","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.30491/IJBS.2020.249789.1377
A. Sangani, B. Makvandi, P. Asgari
Abstract Introduction: Cyberspace covers many aspects of human’s life and this tendency to cyberspace can be influenced by self-efficacy and emotional aspects. Therefore, the purpose of the present study was to model the structural relationship of self-efficacy with the tendency to virtual networks through the mediation of social adjustment in gifted students. Method: The research method was correlational-descriptive and in particular structural equations modeling. The statistical population of the present study was all 300 gifted students of Sampad High School in 11th course in the academic year of 2019 in Gorgan city. These students were selected as samples through census method and were evaluated using the virtual networks questionnaire (2014), Scherer Self-Efficacy Questionnaire (1982) and California Compatibility Questionnaire (CCP). Results: The results showed that there is a significant negative relationship between self-efficacy and social adjustment with tendency to virtual networks. The research model was well-fit and confirmed and 0.39 of the variance of tendency to virtual networks was explained by self-efficacy and social adjustment. Also, social adaptability played a mediating role in the relationship between self-efficacy and the tendency to virtual networks. Conclusion: Changes in tendency to cybersecurity can be directly explained based on self-efficacy and indirect social adjustment states in gifted students and this study has practical implications for school counselors.
{"title":"Modeling Structural Relationships of Self-efficacy with Tendency to Virtual Networks through the Mediating Role of Social Adjustment in Gifted Students","authors":"A. Sangani, B. Makvandi, P. Asgari","doi":"10.30491/IJBS.2020.249789.1377","DOIUrl":"https://doi.org/10.30491/IJBS.2020.249789.1377","url":null,"abstract":"Abstract Introduction: Cyberspace covers many aspects of human’s life and this tendency to cyberspace can be influenced by self-efficacy and emotional aspects. Therefore, the purpose of the present study was to model the structural relationship of self-efficacy with the tendency to virtual networks through the mediation of social adjustment in gifted students. Method: The research method was correlational-descriptive and in particular structural equations modeling. The statistical population of the present study was all 300 gifted students of Sampad High School in 11th course in the academic year of 2019 in Gorgan city. These students were selected as samples through census method and were evaluated using the virtual networks questionnaire (2014), Scherer Self-Efficacy Questionnaire (1982) and California Compatibility Questionnaire (CCP). Results: The results showed that there is a significant negative relationship between self-efficacy and social adjustment with tendency to virtual networks. The research model was well-fit and confirmed and 0.39 of the variance of tendency to virtual networks was explained by self-efficacy and social adjustment. Also, social adaptability played a mediating role in the relationship between self-efficacy and the tendency to virtual networks. Conclusion: Changes in tendency to cybersecurity can be directly explained based on self-efficacy and indirect social adjustment states in gifted students and this study has practical implications for school counselors.","PeriodicalId":31218,"journal":{"name":"International Journal of Behavioral Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46915700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.30491/IJBS.2020.214319.1185
M. Shaji, T. Sebastian
Abstract Introduction: Parental mediation of adolescents’ internet use is a descriptive study to understand the level of parental control over internet usage of adolescents in the state of Kerala in India. It also aims to understand the relationship of various adolescent and parental demographic factors with parental mediation. Method: A descriptive correlation study was conducted among the parents of 388 students between the age of 13years and 18 years old, selected from different (government, aided and private) schools through stratified sampling method. Data were collected through a survey conducted using Parental Mediation Questionnaire prepared by the investigator. Result: The descriptive analysis revealed that active mediation was the predominant mediation strategy used by parents than co-viewing mediation and restrictive mediation. Analysis of the adolescent demographic factors revealed that a difference exists in parental mediation over internet usage of boys and girls. A difference was also found in the mediation of parents of adolescents studying in government, aided and private schools. The study also revealed that younger parents in Kerala mediated the internet usage of adolescents' more than older parents. Other demographic factors related to parents including their education, employment status or annual family income had no significant relation to their parental mediation. Conclusion: The study pinpoints the need to sensitize the parent community and provide them with ample support for parental mediation over internet usage of adolescents.
{"title":"Parental Mediation of Adolescents' Internet Use","authors":"M. Shaji, T. Sebastian","doi":"10.30491/IJBS.2020.214319.1185","DOIUrl":"https://doi.org/10.30491/IJBS.2020.214319.1185","url":null,"abstract":"Abstract Introduction: Parental mediation of adolescents’ internet use is a descriptive study to understand the level of parental control over internet usage of adolescents in the state of Kerala in India. It also aims to understand the relationship of various adolescent and parental demographic factors with parental mediation. Method: A descriptive correlation study was conducted among the parents of 388 students between the age of 13years and 18 years old, selected from different (government, aided and private) schools through stratified sampling method. Data were collected through a survey conducted using Parental Mediation Questionnaire prepared by the investigator. Result: The descriptive analysis revealed that active mediation was the predominant mediation strategy used by parents than co-viewing mediation and restrictive mediation. Analysis of the adolescent demographic factors revealed that a difference exists in parental mediation over internet usage of boys and girls. A difference was also found in the mediation of parents of adolescents studying in government, aided and private schools. The study also revealed that younger parents in Kerala mediated the internet usage of adolescents' more than older parents. Other demographic factors related to parents including their education, employment status or annual family income had no significant relation to their parental mediation. Conclusion: The study pinpoints the need to sensitize the parent community and provide them with ample support for parental mediation over internet usage of adolescents.","PeriodicalId":31218,"journal":{"name":"International Journal of Behavioral Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43463689","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.30491/IJBS.2020.211632.1174
S. Lall
Abstract Introduction: This paper presents the rationale of applying a combined cognitive behavioral and dialectical approach with parent management strategies to a case of anxiety-based school refusal. School refusal is a serious concern that causes much subjective distress to the child, placing his/her parents under tremendous stress. It negatively impacts the child’s self-worth and psychological well-being, and also interferes with social and educational development. The condition is frequently co-morbid with emotional difficulties including depression and anxiety in children and adolescents. Method: The client in this study is a 17-year-old boy with an above average intelligence level presented with school refusal, along with symptoms of anxiety, obsessive worry and excessive reassurance seeking behaviors. Initial assessments using the Children’s Global Assessment Scale (CGAS) revealed moderate impairment in the social area and severe impairment in the academic area. The client showed clear difficulties in emotion regulation, in terms of a higher use of expressive suppression and lesser use of cognitive reappraisal, which were identified on the Emotion Regulation Questionnaire (ERQ). Psychotherapy involved weekly sessions of Cognitive Behavior Therapy (CBT) and Dialectical Behavior Therapy (DBT) techniques including facilitating exposure, cognitive restructuring, distress tolerance, effective goal setting, and interpersonal effectiveness skills in the family context. Changes were assessed at 6 months, 12 months and 18 months follow-up. Results: Results showed reductions in subjective anxiety and reassurance seeking behaviors, and an increase in distress tolerance, with a higher use of cognitive reappraisal. Improvements in interpersonal effectiveness in the family context were noted. The CGAS and ERQ ratings at 6 months, 12 months and 18 months follow-up showed steady improvement, with the client resuming regular schooling. Conclusion: A combined cognitive behavioral and dialectical behavioral approach can be useful in managing school refusal. This case report emphasizes the need for further research to understand the effectiveness of multicomponent approaches to school refusal.
{"title":"Applying a Multicomponent Framework to Manage School Refusal: A Case Report","authors":"S. Lall","doi":"10.30491/IJBS.2020.211632.1174","DOIUrl":"https://doi.org/10.30491/IJBS.2020.211632.1174","url":null,"abstract":"Abstract Introduction: This paper presents the rationale of applying a combined cognitive behavioral and dialectical approach with parent management strategies to a case of anxiety-based school refusal. School refusal is a serious concern that causes much subjective distress to the child, placing his/her parents under tremendous stress. It negatively impacts the child’s self-worth and psychological well-being, and also interferes with social and educational development. The condition is frequently co-morbid with emotional difficulties including depression and anxiety in children and adolescents. Method: The client in this study is a 17-year-old boy with an above average intelligence level presented with school refusal, along with symptoms of anxiety, obsessive worry and excessive reassurance seeking behaviors. Initial assessments using the Children’s Global Assessment Scale (CGAS) revealed moderate impairment in the social area and severe impairment in the academic area. The client showed clear difficulties in emotion regulation, in terms of a higher use of expressive suppression and lesser use of cognitive reappraisal, which were identified on the Emotion Regulation Questionnaire (ERQ). Psychotherapy involved weekly sessions of Cognitive Behavior Therapy (CBT) and Dialectical Behavior Therapy (DBT) techniques including facilitating exposure, cognitive restructuring, distress tolerance, effective goal setting, and interpersonal effectiveness skills in the family context. Changes were assessed at 6 months, 12 months and 18 months follow-up. Results: Results showed reductions in subjective anxiety and reassurance seeking behaviors, and an increase in distress tolerance, with a higher use of cognitive reappraisal. Improvements in interpersonal effectiveness in the family context were noted. The CGAS and ERQ ratings at 6 months, 12 months and 18 months follow-up showed steady improvement, with the client resuming regular schooling. Conclusion: A combined cognitive behavioral and dialectical behavioral approach can be useful in managing school refusal. This case report emphasizes the need for further research to understand the effectiveness of multicomponent approaches to school refusal.","PeriodicalId":31218,"journal":{"name":"International Journal of Behavioral Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44186047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-11-01DOI: 10.30491/IJBS.2020.239210.1342
Chioma Mildred Ojiaku, S. Iorfa, P. Mefoh, O. Ezeuzo, Ijeoma Chidimma Odinko
Abstract Introduction: The present study investigated the COVID-19-induced anxiety and Covid-19 precautionary measures as predictors of mental wellbeing of Nigerians during the COVID-19 pandemic. Method: By using a cross-sectional design methodology, 340 participants (58.2% males and 41.8% females) were selected through the snowball sampling technique. Their age ranged from 15 to 56 years (M=26.66; SD=6.485). Participants responded to the COVID-19-Induced Anxiety Questionnaire (C-19-IAQ), COVID-19 Precautionary Measures Questionnaire (C-19PMQ), and the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS). Results: Standard multiple regression analyses indicated that COVID-19 induced-anxiety and COVID-19 precautionary measures significantly predicted mental wellbeing [R= .082; R2 -.077;F (2,337) =15.096, P < .05]. However, only COVID-19 induced-anxiety [b= -.25, t (339)=-3.94,p < .05] independently predicted mental wellbeing. Conclusion: Based on these findings, the researchers recommended that mental wellbeing in the era of COVID-19 should be prioritized and given necessary attention by governments and other stakeholders. Information on COVID-19 should be structured in a manner that promotes health knowledge of the pandemic rather than inducing fear and anxiety. Individuals are also urged to engage in anxiety-reducing techniques which may help curb the rise of anxiety in these times of the COVID-19.
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