Journal of Rational-Emotive & Cognitive-Behavior Therapy最新文献

The contribution of childhood emotional maltreatment to depressive symptoms has been well-established in previous research. However, there is a lack of comprehensive research examining the potential role of emotional and cognitive self-regulatory strategies used by individuals with obsessive-compulsive disorder to cope with unpleasant experiences. This study aimed to investigate the effects of childhood emotional maltreatment on depressive symptoms in a sample of patients with obsessive-compulsive disorder (n = 300), with a specific focus on the mediating role of self-regulatory strategies, including experiential avoidance, cognitive avoidance, and emotional suppression. Participants completed various measures, including the Yale-Brown Obsessive Compulsive Scale, the Beck Depression Inventory-II, the Cognitive Avoidance Questionnaire, the Acceptance and Action Questionnaire-II, the Emotion Regulation Scale, and the Childhood Trauma Questionnaire-Short Form. The results revealed that childhood emotional maltreatment had a significant direct effect on depressive symptoms, while controlling for the severity of the disease. Furthermore, experiential avoidance was identified as a significant mediator, while cognitive avoidance and emotional suppression did not show any significant mediation effects. These findings suggest that individuals with obsessive-compulsive disorder who have experienced emotional maltreatment during childhood may employ ineffective coping mechanisms, which could potentially contribute to the development of depressive symptoms. Hence, when addressing depressive symptoms in individuals with obsessive-compulsive disorder, it is crucial to consider their experience of childhood maltreatment and the strategies they use in order to effectively manage their distressing encounters, illness, and associated clinical consequences.

Numerous studies have been carried out globally related to COVID-19 since the onset of the pandemic, most of which were cross-sectional. Therefore, there is a need for longitudinal studies to fully understand the impact of COVID-19 on mental health. In the present longitudinal study, our aim was to examine whether psychological adjustment and fear of COVID-19 would serially mediate the relationship between mindfulness and well-being in a Turkish sample (N = 300, M_age=22.21 years, SD = 3.01, 60.3% female). The results of a two-wave longitudinal study were analyzed via bootstrapping. The findings of the serial mediation analyses showed that mindfulness at T1 exhibited a significant indirect effect on well-being at T2 through psychological adjustment at T2 and fear of COVID-19 at T2 controlling for the effects of age and gender at T1. These findings help clarify the mechanisms underlying the association among mindfulness, psychological adjustment, COVID-19 fear, and well-being.

While the number of COVID-19 cases has significantly decreased, its lasting effects persist, posing a continued threat to global mental health and well-being. The aftermath of the pandemic raises concerns about psychological adaptation, meaning in life, and resilience among individuals. This study investigated the potential impact of COVID-19 on psychological adjustment problems and explored the mediating roles of meaning in life and resilience in this relationship. The study involved a sample of 481 general publics from Turkey, with 53.8% of participants identifying as male, and ages ranging from 18 to 70 years (M = 26.63, SD = 6.50). Using an online survey, participants completed the self-reported measures of COVID-19 impact, meaning in life, resilience, and psychological adjustment problems. The findings revealed that the COVID-19 impact significantly predicted levels of meaning in life, resilience, and psychological adjustment problems. Also, meaning in life and resilience emerged as significant predictors of psychological adjustment problems. Notably, the mediation effects of meaning in life and resilience in the relationship between COVID-19 impact and psychological adjustment problems were statistically significant. These results suggest that the COVID-19 influence may reduce levels of meaning in life and resilience, ultimately leading to increased psychological adjustment problems. These findings have implications for highlighting the importance of incorporating strength-based approaches in guidelines and interventions aimed at promoting positive psychological health in the context of the ongoing COVID-19 pandemic.

Anxiety is one of the main emotional issues that has grown over the last few years. It is characterized by emotional overreaction to threatening situations that are experienced as frightening and emotionally. Unmanageable. In particular, COVID-19 emergencies lead to impairments in Quality of Life and mental well-being due to severe distress and the fear of getting sick or dying. A guided imagery technique can reportedly reduce emotional issues, anxiety in particular. We sought to determine the cognitive representation of anxiety in a sample of the general population. Moreover, we explored the emotional experience of a recorded guided imagery in reducing participants’ anxiety. Thirty-four participants answered ad hoc questions before and after the psychological tool. Findings were analyzed in accordance with the qualitative thematic analysis procedure, emerging three themes and nine related sub-themes. Firstly, participants reported various main colors and shapes, with a notable emphasis on dark tones and symbols, such as triangles. Second, body and mind are the two main sub-themes as benefits perceived during the imagery technique experiences. Lastly, participants evidenced body, emotions, cognitions, and anxiety management improvements as benefits in a long time. Future directions for practical implication.

The present research scrutinized the nexus between English as a Foreign Language (EFL) learners’ metacognitive awareness (MCA), personal best goals (PBs), the positive dimension of self-critical rumination (PSCR) and language achievement (LA) via a quantitative approach. To accomplish this aim, 526 EFL students studying at different private English institutes and a university were asked to take part in a questionnaire survey and fill in three questionnaires. The first questionnaire was L2 Self-Critical Rumination Questionnaire (Ghanizadeh & Jahedizadeh, forthc.). It included 11 items and evaluated positive and negative metacognitions. In this study, positive metacognition was employed. To measure the metacognitive awareness in this study, the scale developed by Schraw and Dennison (1994) was used. It comprised 52 statements measuring two broad classifications of knowledge of cognition (two subcomponents), and regulation of cognition (five subcomponents). To measure student PB goals, the Persian version of ‘Personal Best Goals Scale’ developed by Martin (2006) and translated to Persian and validated by Najafzadeh et al. (2019) was considered. The 16 statements that made up the personal best scale assessed challenging goals, specific goals, competitively self-referenced goals, and self-improvement goals. The results computed via Structural Equation Modeling (SEM) demonstrated that MCA positively predicted PSCR (β = 0.45, t = 6.05), PB (β = 0.51, t = 6.48), and LA (β = 0.61, t = 7.87). A further finding was that both PB (β = 0.63, t = 8.08) and PSCR (β = 0.31, t = 3.18) positively predicted LA. Taken together, the highest impact on LA was exerted by PB, followed by MCA. The association between the subscales of MCA and PB demonstrated that the highest correlation is between MCA and information management strategies (r = 0.71, p < 0.05) followed by monitoring (r = 0.70, p < 0.05), planning (r = 0.69, p < 0.05), and evaluation (r = 0.67, p < 0.05). The outcomes of this study can be significant for teachers, education policymakers, and material developers. They should understand that enhancing metacognitive awareness helps students be more mindful in their learning and set more ideal goals, resulting in greater academic achievement.

Social anxiety may appear during preadolescence, causing children to worry and avoid situations where they may be evaluated by others. Previous studies have shown that about 4% of preadolescents present clinically elevated levels of social anxiety, which is related to the later onset of other problems. Therefore, it becomes necessary to have available screening measures, with few items, that assess the different social situations that elicit anxiety, as is the case of the Social Worries Questionnaire (SWQ). The objective of this study was to adapt and assess the psychometric properties of the SWQ in Spanish preadolescent children. The sample was composed of 218 children aged 8 to 12 years (54.1% boys). The SWQ, along with other measures of depression, anxiety and self-concept, were online administered to children. An item addressing videoconference anxiety was added to the SWQ. Using Confirmatory Factor Analysis, a one-factor structure composed of 14 items demonstrated favorable fit indices. The results indicate evidence of concurrent and discriminant validity, good internal consistency (Cronbach’s α = 0.81; ordinal α = 0.87) and moderate-to-good test-retest stability. Despite some limitations, the Spanish adaptation of the SWQ shows good psychometric properties and enables the assessment of social anxiety generalization to several situations. The questionnaire can be a valuable self-reported tool for detecting risk cases and guiding the treatment in clinical settings.

As there are internal and external demands from students to actively engage in several activities in school settings, most of them feel bored, frustrated, and nonadaptive in responding to those demands. This has increased the high prevalence of school maladjustment and academic stress in students, especially among minority groups and rural populations. Based on this, we investigated the impact of rational emotive behaviour therapy on academic stress and school adjustment among students in rural inclusive schools. This study was implemented using a pretest–posttest control group design. After obtaining permission for the study, 94 students who provided consent, participated in the study. These students were randomly assigned to two arms, treated, and assessed three times using two dependent measures. A multivariate statistic was used to test the effect of the intervention on the dependent variables. The results showed a significant effect of the rational emotive behaviour therapy (REBT) group on academic stress management among students. It also showed no significant effect of the REBT group in improving academic adjustment among students the result reveals that gender is not a significant moderator of academic stress management and school adjustment in schools and no significant interaction effect of group and gender. In conclusion, the application of REBT is useful and beneficial in managing academic stress among the rural student population and calls for advancement. Unlike academic stress, REBT does not have a significant impact in improving school adjustment among rural students.

The Elaborated Intrusion Theory of desire and the metacognitive model of desire thinking posit that the intensification of craving centres on the initiation of a voluntary cognitive process named desire thinking (DT). The role of DT in eliciting craving has been studied extensively in substance use disorders and, more recently, in some behavioral addictions. The main aim of the current study was to test the mediating role of DT and craving in the association between psychological distress, boredom proneness, and problematic Smartphone use (PSU). Six hundred and forty-six participants (mean age = 27.57 ± 9.64; females = 74.8%) took part in the study and completed a battery of self-report measures. As evidenced by path analysis, psychological distress and boredom proneness were linked to PSU through (i) imaginal prefiguration and verbal perseveration components of DT’s serial mediation; and (ii) imaginal prefiguration and craving’s serial effect. The model accounted for 60% of PSU variance and showed good fit indices. The current findings highlight the role of DT, particularly the imaginal prefiguration, in craving for the Smartphone and provide evidence that DT is associated with PSU directly, supporting the distinction between DT and craving.

Case conceptualization is a widely used tool to describe and organize patient information and plan interventions in psychotherapy. Life themes and semi-adaptive plans: Implications of biased beliefs, elicitation, and treatment (LIBET) is a new method for case conceptualization that validates the diathesis-stress model and incorporates elements from the most important theories in the CBT field. LIBET also includes process-based components as maintaining factors of psychological distress, and it is not anchored to a specific kind of psychotherapeutic approach. The LIBET-Questionnaire (LIBET-Q) is a structured interview which helps clinicians achieve a LIBET case conceptualization, co-constructed with patients. The aim of the present study was to validate the process-based section of the LIBET-Q by analyzing its factorial structure, internal consistency, convergent validity, and clinical relevance. A sample of 396 outpatients was recruited to validate the LIBET-Q, which was administered along with interviews and self-report questionnaires to investigate the presence of diagnoses, anxiety, and depression levels and global functioning and wellbeing. Results from both exploratory and confirmatory factor analyses showed a four-factor structure, with adequate consistency and good convergent validity. Process-based elements investigated with the LIBET-Q resulted in identifying different clinical populations. With satisfactory psychometric properties, the LIBET-Q turned out to be a suitable support for case conceptualization and treatment formulation. The independence of the LIBET method from a specific intervention can improve its sharing between clinicians by offering a common frame in which the rationale of every specific technique can be explained.

Happiness is a positive construct that includes individual, interrelated cognitive and emotional components and is the pursuit of human nature. In this study, serial multiple mediation analysis was performed to test the hypothetical model that addresses distress tolerance and difficulties in emotion regulation as serial mediators in the relationship between cognitive control and flexibility, and happiness. The participants were 315 Turkish individuals from 34 cities in Türkiye. The structural equation modeling revealed that both distress tolerance and difficulties in emotion regulation have a full serial mediator role in the relationships between cognitive control and flexibility, and happiness. Limitations and future research suggestions are discussed.