Dr Asghar Jafari,
Volume 19, Issue 74 (7-2020)
Abstract
Aim: The present study aimed to compare cognitive flexibility, psychological capital and coping strategies with pain between individuals with COVID-19 responding and non-responding to home treatment. Methods: Methodology for this study was ex-post facto. Population included individuals with COVID-19 who responded or did not respond to home treatment in city of Tehran. Using snowball sampling, 87 individuals responding to home treatment and 92 individuals who did not responde to home treatment were selected and completed the questionnaires of Dennis and VanderWal (2010), flexibility, Luthans et al’s cognitive psychological capital (2007), and Rosenstiel and Keefe’s coping strategies with pain (1985). Data were analyzed using MANOVA. Results: There was significant difference between cognitive flexibility, psychological capital, and coping strategies with pain between the groups of responding and non-responding to home treatment (P<0.01). Catastrophazing-type of coping strategy was less in group of responding to home treatment than group of non-responding to home treatment, but cognitive flexibility, self-efficacy, hopefulness, resiliency, optimistic, and coping strategies of diverting attention, reinterpretation of pain, ignoring pain, self-talk, pray-hopefulness, and increase of behavior in group of responding to home treatment were higher than the non-responding group. Conclusion: Cognitive flexibility, psychological capital, and coping strategies with pain effect responding to home treatment of COVID-19. The results provide evidence that applying the interventions of prevention and treatment based on positive psychology as improving cognitive flexibility, psychological capital and efficient coping strategies can effect the procedure of home treatment and increase responding to COVID-19 treatment.
Rezvan Aminalroaya, Hasan Zareeimahmoodabadi, Marieh Dehghanmanshadi, Fahimeh Dehghani,
Volume 24, Issue 95 (12-2025)
Abstract
Aim: Blended families, due to their distinct structure and specific relational challenges, may create emotional and cognitive pressures for adolescents. Self-help education that strengthens emotion regulation and cognitive flexibility skills can facilitate adolescents’ adaptation to new family conditions. Therefore, the present study aimed to examine the effectiveness of an acceptance- and social skills–based self-help educational package on emotion regulation and cognitive flexibility in adolescents from blended families. ▌Methods: This study employed a quasi-experimental design with a pretest–posttest control group. The statistical population consisted of 120 female adolescents from blended families enrolled in lower and upper secondary schools in Yazd during the 2023–2024 academic year. Based on inclusion criteria (female adolescents from blended families in Yazd; at least one year having passed since the formation of the new family; enrollment in lower or upper secondary school; low scores on emotion regulation and cognitive flexibility measures; and adolescents’ and parents’ willingness and informed consent to participate), 40 participants were selected through purposive sampling and then randomly assigned to an experimental group (n = 20) and a control group (n = 20). Data were collected using the Gratz and Roemer Emotion Regulation Questionnaire and the Dennis and Vander Wal Cognitive Flexibility Inventory. The acceptance- and social skills–based self-help educational program was implemented for the experimental group in ten 60-minute sessions. Data were analyzed using multivariate analysis of covariance (MANCOVA). ▌Findings: The results indicated that the acceptance- and social skills–based self-help educational intervention led to a significant increase in emotion regulation (F = 60.30, p < .05) and cognitive flexibility (F = 55.05, p < .05) among adolescents in the experimental group, whereas the control group showed no significant changes in these variables. The findings also demonstrated that acceptance- and social skills–based self-help education can effectively enhance adolescents’ self-management abilities and cognitive–emotional adaptation in blended families. ▌Conclusion: The findings suggest that acceptance- and social skills–based self-help educational interventions can serve as an effective tool for promoting mental health and improving cognitive and emotional adjustment among adolescents in blended families.
