Effects Of Cognitive-behavioral Training Research Articles

Comparison of the Effectiveness of Cognitive Behavioral Training and Acceptance and Commitment Training on High-Risk Behaviors in Self-Injurious Adolescents

Objective: Many adolescents face challenges with family, community, and relatives, which may push them towards high-risk behaviors during decision-making stages due to the pressure of these problems. This study compared the effectiveness of cognitive behavioral training (CBT) and acceptance and commitment training (ACT) on high-risk behaviors in self-injurious high school students. Methods and Materials: This quasi-experimental research used a pre-test, post-test, and follow-up design with a control group. The statistical population included self-injurious male adolescents (high school students in District 1 schools) in Sari during the 2021-2022 academic year. From this population, 45 students were selected using purposive sampling and randomly assigned to two experimental groups and one control group (15 students per group). The first experimental group underwent 8 weekly 90-minute sessions based on the CBT training package (Beck, 1976), and the second experimental group underwent 8 weekly 90-minute sessions based on the ACT training package (Hayes et al., 2013). Data collection tools included the High-Risk Behaviors Questionnaire (Zadeh-Mohammadi & Ahmadabadi, 2008) and the Self-Injury Questionnaire (Klonsky & Glenn, 2011). Data were analyzed using SPSS-21 software and statistical tests, including repeated measures ANOVA and two-way ANOVA. Findings: The results showed that both CBT and ACT had significant effects on high-risk behaviors in self-injurious students (F=42.00, P<0.001), with the effectiveness of CBT and ACT being similar on the studied variables. Conclusion: It can be concluded that both CBT and ACT significantly impacted high-risk behaviors in self-injurious students and can be used to address issues in adolescents with self-injury problems.

Comparison of the Effectiveness of Cognitive Behavioral Training with Acceptance and Commitment Therapy on the Self-esteem of Mothers of Children with Autism Spectrum Disorder

Comparison of the Effectiveness of Cognitive Behavioral Training with Acceptance and Commitment Therapy on the Self-esteem of Mothers of Children with Autism Spectrum Disorder

The Effectiveness of Cognitive-Behavioral Training on Emotion Regulation and High-Risk Behaviors in High School Students

The Effectiveness of Cognitive-Behavioral Training on Emotion Regulation and High-Risk Behaviors in High School Students

Effects of cognitive-behavioral training on healthy students aimed promoting well-being

Effects of cognitive-behavioral training on healthy students aimed promoting well-being

The Effectiveness of Cognitive-Behavioral Training in Decreasing the Punitive Behavior of Mothers of Students with Intellectual Disability

The Effectiveness of Cognitive-Behavioral Training in Decreasing the Punitive Behavior of Mothers of Students with Intellectual Disability

Effect of Cognitive Behavioral Therapy on Functional Outcomes in Patients with Stroke

Upper extremity impairment is a common motor deϑicit after a stroke, and 30– 60% of stroke sufferers have disability and inability to use their affected upper extremity in their daily lives. Stroke survivors with cognitive dysfunctions are most likely to be dependent in activities of daily living. Further deterioration is possible as a result of limitation in activities. Psychiatric problems are also common among stroke survivors. This may delay recovery process and further impair cognitive function due to adaptations to unhealthy lifestyles or noncompliance to rehabilitation. Cognitive behavioral training (CBT) increase blood supply to 20% of different brain areas, and facilitation of internancial neurons activity. Cognitive behavioral training (CBT) act as Incentive therapy focuses on active participation, self-esteem, motivational features such as score keeping, and competition. The ultimate objective of physiotherapy is for patients to return to full independence and their former occupations.The purpose of this study was to investigate the effect of cognitive behavioral training on functional outcomes in stroke patients.Forty stroke patients from both sexes participated in this study 20 patients for each group. Random distribution for patients to 2 groups; Group (A) exposed cognitive behavioral therapy for 60 min and selected physical therapy program for 30 min, every other day for 24 sessions, total duration of session (90 min). Control group (B) received the same selected physical therapy program for 60 min, every other day for 24 sessions total duration of session (60 min). Changing in affected upper extremity motor impairment were measured (Dash scale, Wolf scale and Jammar hand dynamometer). The result of our study was improvement of motor functions were signiϑicantly greater in the study group than the control group (p=0.0001).

Determining the Effectiveness of Cognitive Behavioral Training on the Rate of C-Reactive Protein and Depression in Patients Afflicted With Rheumatoid Arthritis

Background: Rheumatoid arthritis is a progressive autoimmune disease with variable clinical symptoms. This study aimed to investigate the effectiveness of cognitive behavioral training on C-reactive protein (CRP) and depression in patients with rheumatoid arthritis. Methods: This research was a semi-experimental study with a pretest-posttest design and a control group. The statistical population of this study involved all women suffering from rheumatoid arthritis who went to Iran Rheumatology Center. From among them, 60 individuals were randomly selected and consigned to the control and experimental groups. The control group received only medication, and an educational package about rheumatoid arthritis provided for them. Beck’s depression and biochemical evaluations questionnaires were used to measure dependent variables. To analyze the data, multivariate analysis of covariance and SPSS. 22 software were used. Results: The mean (SD) of depression in the experimental group in the pretest was 25.5 (3.8), which decreased to 18.9 (4.2) in the post-test (P<0.01), but the mean (SD) of the control group was not statistically significant. Also, the mean (SD) of the CRP in the experimental group was 27.3 (6.9) in the pretest, which increased to 22.8 (4.6) in the post-test (P<0.01), but the mean (SD) of the control group was not statistically significant. Conclusion: This research revealed that cognitive behavioral training led to a reduction of CRP and depression in patients with rheumatoid arthritis.

The Effectiveness of Cognitive-Behavioral Training on Increasing Self-Concept's Measure and the Attitude Style Toward Narcotic Drugs in Tonekabon Addicted Prisoners.

BackgroundThe existing studies have indicated that persons with positive attitude and believe to narcotics have more addiction than those with negative or natural attitudes. The aim of the present study was to specify the effectiveness of cognitive-behavioral training on increasing of self-concept's measure, and the attitude style toward narcotic drugs in addicted prisoners of Tonekabon.ObjectivesThe objective of this study was to assess the effects of cognitive-behavioral training on increasing self-concept and the attitude style toward narcotic drugs.Patients and MethodsStatistical population included 450 persons. After screening, 65 entered the study. Among them, 40 persons were selected randomly and allocated in experimental and control group. Self-concept and gauge attitude questionnaire were used to gather the data. The program of cognitive–behavioral training was executed at 12 weekly sessions in 120 minutes for experimental group. The past-quest was executed after finishing training for two groups.ResultsThe result using analysis of covariance showed that the difference between two groups on self–concept and the attitude toward narcotic drugs was significant at P < 0.5.ConclusionsTherefore it can be resulted that cognitive–behavioral training is effective on self–concept and the changing of attitude toward narcotic drugs.

Studying The Effect of Cognitive Behavioral Group Training on Depression in Hemodialysis Patients

This study aimed to investigate the effect of cognitive behavioral training on depression in Hemodialysis patients selected hospitals in Mashhad was. For this purpose the number of cases in 1210 haemodialysis patients in 12hospitals in Mashhad dialysis with random (cluster) from 12 hospitals, four hospitals selected from among 40 cases of patients selected for the study and random assignment in the two groups…. (20 patients) and control (n= 20) groups. Training patterns of cognitive behavior therapy for experimental group and control group were not given training in this study significant amount of pre-test and post test results from t-test Msql criteria. Results indicate the experimental group had reduced depression and cognitive behavior training effect on haemodialysis patients was felt depressed.Recent research results highly consistent with results Sylvyra Priscilla Dvarth et al (2009) has a total of this study indicate Asrgzary cognitive behavioral patterns in hemodialysis patients is to reduce depression.

The effect of cognitive behavioral training on nurse's empathy

目的 探讨认知行为技术训练对护士同理心水平的影响.方法 采用中国修订的加利福尼亚心理调查表(CPI-RC)中的心理感受性(Py)分量表作为测量工具,对75名护士进行系统化的认知行为训练,比较训练前后同理心的变化.结果 训练后75名护士同理心水平[(56.12±7.82)分]高于训练前水平[(49.35±10.28)分](P ＜0.01);不同年龄组间的比较,训练后年龄大的一组同理心水平[(57.95±7.34)分]明显高于年龄小的一组[(54.65±7.97)分](P ＜0.05).结论 认知行为技术训练可以有效提高护士的同理心水平,提示医院从职业素质与技能的角度对护理人员的同理心进行管理具有技术上的可行性。

Effects of Cognitive-Behavioral Training on Angry Behavior and Aggression of Three Elementary-Aged Students

Inappropriate social behaviors of elementary-aged students may negatively affect their opportunity to be successful in school and contribute to adjustment problems as adolescents and adults. Specifically, anger and aggression in children have accounted for a high number of children being referred to special education programs. A multiple baseline design was used across students to investigate the effectiveness of cognitive-behavioral training in reducing angry behavior and aggression of three elementary-aged special education students placed in a multi-categorical resource room. Results indicated that the students were able to learn the strategy and that the intervention produced a decreased level of undesired behavior. Maintenance data demonstrated that all three students were able to maintain decreased levels of anger and aggression over time. Recommendations are made for future studies.

Effects of cognitive-behavioral training on emotionally disturbed children's academic performance

Two experiments were designed to test the effects of cognitive-behavioral procedures on the academic performance of emotionally disturbed children. Cognitive-behavioral training consisted of self-instructed global strategies coupled with explicit instruction in task components. Experiment 1 included a severely hearing-impaired emotionally disturbed subject in which self-instruction for reading and spelling was signed. Experiment 2 included three emotionally disturbed children in which cognitive-behavioral training for mathematics and spelling was divided into sequential steps across sessions. A multiple-baseline design was used in both experiments to assess treatment effects. For both experiments, cognitive-behavioral training favorably improved academic performance. Treatment maintenance occurred across stimulus (setting) and response (new task behavior) conditions. The findings lend evidence to the clinical utility of cognitive-behavioral training with handicapped children on academic tasks.