The Effectiveness of Emotional Stimulus-based Working Memory Training in Improving the Cognitive Emotion Regulation in Adolescents with Post- Traumatic Stress Disorder
سال انتشار: 1396
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 107
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شناسه ملی سند علمی:
JR_JKMU-24-4_005
تاریخ نمایه سازی: 19 دی 1401
چکیده مقاله:
Background: The aim of this study was to investigate the effectiveness of emotional stimulus-based working memory training in improving the cognitive emotion regulation strategies in adolescents with Post-Traumatic Stress Disorders (PTSD). Methods: Based on the framework of single case and using multiple –baselines, ۳ adolescents (۲ females, ۱ male) were candidated from one of the Labor Child Educational Centers of Karaj, using ۲ instruments (SCID-I) and (IES-R). The participants, one by one, participated in ۲۰ sessions of emotional working memory training. All participants were assessed during three stages (pre-training, during training, and ۲-month follow-up), using Cognitive Emotion Regulation Questionnaire-Kids form (CERQ-k). Data were analyzed using the indexes for trend changes, gradients and revision of the charts, and the clinical significance was determined using Cohen's index, recovery percent and effect size. Results: The results showed that emotional stimulus-based working memory training is significantly effective in increasing adaptive strategies and reducing maladaptive strategies of cognitive emotion regulation in adolescent with PTSD. Conclusion: According to the results, emotional stimulus-based working memory training can be an effective alternative for improving the cognitive emotion regulation strategies in adolescents with PTSD.
کلیدواژه ها:
Post- traumatic Stress Disorder ، cognitive emotion regulation strategies ، Emotional Working Memory
نویسندگان
zobair samimi
Ph.D. Student, Department of Education, Faculty of Education & Psychology, Azarbaijan Shahid Madani, Tabriz, Iran
Moslem Kord
Ph.D. Student, PhD Student of Cognitive Psychology, Institude for cognitive and brain science, Shahid Beheshti University
Fatemeh Mirdoraghi
Ph.D. Student, Department of Psychology, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran
Jafar Hasani
Associate Professor, Department of clinical Psychology, Faculty of Educational Sciences and Psychology, Kharazmi University of Tehran, Tehran, Iran
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