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Effectiveness of Mindfulness-Based Cognitive Rehabilitation in Reducing Stress among Hard of Hearing Adolescent Girls

محل انتشار: مجله بین المللی علوم رفتاری، دوره: 15، شماره: 2
سال انتشار: 1400
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 81

فایل این مقاله در 7 صفحه با فرمت PDF قابل دریافت می باشد

استخراج به نرم افزارهای پژوهشی:

لینک ثابت به این مقاله:
https://civilica.com/doc/1731241

شناسه ملی سند علمی:

JR_BEHAVS-15-2_002

تاریخ نمایه سازی: 28 مرداد 1402

چکیده مقاله:

Introduction: This study was conducted to determine the effectiveness of mindfulness-based cognitive rehabilitation for stress reduction in hard of hearing adolescent girls.Method: In a randomized clinical trial, ۲۴ hard of hearing adolescent girls were randomly assigned to either the intervention or the control group. The intervention group received the mindfulness cognitive rehabilitation intervention over ۱۲ weeks, one session per week. This is while the control group did not receive any intervention. Perceived Stress Scale (PSS) and Mindful Attention Awareness Scale (MAAS) were completed by adolescent girls to evaluate their stress levels during the baseline, pre-test, post-test, and follow-up periods of the intervention.Results: A repeated-measure, analysis of variance (ANOVA) demonstrated that the mean levels of stress in the intervention group decreased after the mindfulness training. Also, the analysis revealed that the mean levels of stress between the intervention group and the control group were significantly different (p<۰.۰۱).Conclusion: The findings demonstrated that mindfulness intervention could alleviate the stress of hard of hearing adolescent girls.

کلیدواژه ها:

Adolescent Girl ، Cognitive rehabilitation ، hard of hearing ، Mindfulness ، Stress

نویسندگان

Roghieh Nooripour

Department of Counseling, Faculty of Education and Psychology, Alzahra University, Tehran, Iran

Nikzad Ghanbari

Student of Clinical Psychology, Department of Education and Psychology, Shahid Beheshti University, Tehran, Iran

Simin Hoseinian

Department of Counseling, Faculty of Education and Psychology, Alzahra University, Tehran, Iran

Peyman HasaniAbharian

Institute for Cognitive Science Studies, Tehran, Iran ICSS, Department of cognitive rehabilitation, brain and cognition clinic, Tehran, Iran

Karen Dobkins

Department of Psychology, University of California-San Diego, San Diego, California,USA

Ameer Maadal

Department of Psychology, Faculty of Humanities, Islamic Azad University, Shahr-E Rey Branch, Iran

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