Adaptation and Investigation of the Validity of Experiencing Short-Term Training of Executive Functions (Step) in the People Suffering from Anxiety Disorder: a Case Study

Document Type : Research Paper

Authors

1 PhD student in Health Psychology, Kharazmi University Campus, Tehran, Iran.

2 Professor, Department of Clinical Psychology, Faculty of Psychology and Educational Sciences, Kharazmi University, Tehran, Iran.

3 Assistant Professor, Department of Clinical Psychology, School of Psychology and Education, Kharazmi University, Tehran, Iran.

4 Assistant Professor of Neurosurgery, School of Medicine, Iran University of Medical Sciences, Tehran, Iran.

Abstract

Introduction: Anxiety disorder is a serious disorder which damages other psychological, communicative, social and emotional processes of the people too. Through investigating short-term training of executive function (step) in the people with anxiety disorder, Therefore the present study was conducted to adapt and investigate the validity of experiencing short-term training of executive functions (step) in the people suffering from anxiety disorder.
Materials & Methods: A single-subject with A-B design was used in the present study. Four 19-13 year-old people were selected according to purposive sampling method. The participants of the study responded to the questionnaire of state-trait anxiety, Wisconsin’s executive functions test and emotional regulation questionnaire as the research instruments before administering intervention. After measuring the base line, the intervention of step’s training executive functions (Cantor, et.al., 2014) was administered in 12 sessions with the content of problem-solving, emotion regulation and attending to the cycle of emotion creation and then the posttest was administered. The findings of the present study were analyzed based on visual analysis and the indexes of descriptive statistics.
Results: During visual analysis of data graph, training executive functions was effective on four subjects in a way that this treatment was able to lead to the decrease of state-trait anxiety and the improvement of executive functions and emotional regulation of the people with anxiety disorder.
Conclusion: The results of the study implied the profitability of training executive functions on the state-trait anxiety, emotional regulation and executive functions of the people with anxiety disorder that according to these findings, this intervention can be employed to decrease state-trait anxiety and improve emotional regulation and executive functions of the people with anxiety disorder.

Keywords

References

تقوی، م.، نجفی، م.، کیان ارثی، ف.، آقایان، ش. (1392). مقایسه ناگویی خلقی، سبک­های دفاعی و اضطراب صفت-حالت در بیماران مبتلا به اختلال اضطراب فراگیر، افسردگی اساسی و افراد عادی. مجله روانشناسی بالینی، 5 (2)، 67-76.
توفیقی، ز.، آقایی، ا.، گل‌پرور، م.(1397). مقایسه اثربخشی آموزش تاب­آوری و تنظیم هیجان بر داغ اجتماعی ادراک شده و تحمل روانی مادران دارای کودکان مبتلا به فلج مغزی. فصلنامه افراد استثنایی، 7(28): 93-71.

سلیمانی، ا.، حبیبی، ع.(1393). ارتباط تنظیم هیجان و تاب‌آوری با بهزیستی روان‌شناختی در دانش‌آموزان. فصلنامه روان‌شناسی مدرسه، 3(4): 72-51.

شفیعی‌سنگ آتش، س.، رفیعی‌نیا، پ.، نجفی، م.(1391). اثربخشی درمان فراشناختی بر اضطراب و مولفه‌های فراشناختی مبتلایان به اختلال اضطراب فراگیر، مجله روان شناسی بالینی، 4(4): 31-19.
عبیدی‌زادگان، ا.، مرادی، ع.، فرنام، ر.(1387). بررسی کارکردهای اجرایی در بیماران تحت درمان متادون. فصلنامه تازه‌های علوم شناختی، 3: 81-75.
فراهانی، ح.، عابدی، ا.، آقامحمدی، س.، کاظمی، ز. (1396). مبانی کاربردی طرح‌های موردمنفرد در پژوهش‌های علوم رفتاری و پزشکی، چاپ دوم، انتشارات: روان شناسی و هنر. ص 339.
گال، م.، بورگ و.، وگال، ج.(1386). روشهای تحقیق کمی وکیفی درعلوم تربیتی وروانشناسی (جلداول). ترجمه احمدرضانصر، حمیدرضاعریضی، -محمودابوالقاسمی، محمدجعفرپاک سرشت، علیرضاکیامنش، خسروباقری، محمدخیّر، منیجه شهنی ییلاق، زهره خسروی. تهران: انتشارات دانشگاه شهیدبهشتی.
محمدی، ح.، موسوی، س.و.(1394). مقایسه تنظیم هیجان و خودمهارگری در کودکان با و بدون اختلال نارسایی توجه - فزون کنشی. فصلنامه سلامت روان کودک، ۲(۲): ۲۱-۳۳.
نیکخواه، م.(1393). اثربخشی پذیرش و تعهد درمانی بر اضطراب و سلامت روان دانش‌آموزان دارای اضطراب امتحان، پایان‌نامه کارشناسی ارشد، دانشگاه آزاد اسلامی، واحد اصفهان(خوراسگان).
Beck, A.T., Epstein, N., Brown, G., Steer, R.A.(1998). An inventory for measuring clinical anxiety: psychometric properties. Journal of Consulting and Clinical Psychology, 56: 893-897.
Benfer, N. , Bardeen, J. R. , Clauss, K. (2018). Experimental manipulation of emotion regulation self-efficacy: Effects on emotion regulation ability, perceived effort in the service of regulation, and affective reactivity. Journal of Contextual Behavioral Science, 10: 108-114.
Bernal, G., Jiménez-Chafey, M. I., Domenech Rodríguez, M. M.(2009). Cultural Adaptation of Treatments:A Resource for Considering Culture in Evidence-Based Practice. Professional Psychology: Research and Practice, 40(4), 361–368.
Brocki, K.C., Eninger, L., Thorell, L.B., Bohlin, G. (2010). Interrelations between executive function and symptoms of hyperactivity/impulsivity and inattention in. preschoolers: A two year longitudinal study. Journal of Abnormal Child Psychology; 38(2),163-71.

Cho, S., White, K.H., Yang, Y., Soto, J.A..(2019). The role of trait anxiety in the selection of emotion regulation strategies and subsequent effectiveness. Personality and Individual Differences, 147: 326-331.

Cristofori, I. & Levin, H. S. (2015). Traumatic brain injury and cognition. Handbook of Clinical Neurology, 128 (3rd series), 579-611.

Cserjesi, R., Molnar, D., Luminet, O., Lenard, L.(2007). Is there any relationship between obesity and mental flexibility in children?, Appetite, 49, 615-618.

Farra, S.L., Smith, S.J.(2019). Anxiety and Stress in Live Disaster Exercises. Journal of Emergency Nursing, 45(4): 366-373.

File SE, Hyde, JRG. (2012). Can social interaction be used to measure anxiety? British Journal of pharmacology, 62 (1) ,19-24.

Franklin, P., Tsujimoto, K.C., Lewis, M.E., Tekok-Kilic, A., Frijters, J.C.(2018). Sex differences in self-regulatory executive functions are amplified by trait anxiety: The case of students at risk for academic failure. Personality and Individual Differences, 129: 131-137.

Gross, J.J., John, O.P.(2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2): 348–362

Gulpers, B., Lugtenburg, A., Zuidersma, M., Verhey, F.R.J., OudeVoshaar, R.C.(2018). Anxiety disorders and figural fluency: A measure of executive function. Journal of Affective Disorders, 234: 38-44.

Harvey PD, Siu CO, Romano S. (2004). Randomized, controlled, double-blind, multicenter comparison of the cognitive effects of ziprasidone versus olanzapine in acutely ill inpatients with schizophrenia or schizoaffective disorder. Psychopharmacology (Berl);172:324–32.

Hawkey, E.J., Tillman, R., Luby, J.L., Barch, D.M.(2018). Preschool Executive Function Predicts Childhood Resting-State Functional Connectivity and Attention-Deficit/Hyperactivity Disorder and Depression. Biological Psychiatry: Cognitive Neuroscience and Neuroimaging, 3(11): 927-936.

Herwig, U. , Opialla, S. , Cattapan, K. , Wetter, T. C. , Jäncke, L. , Brühl, A. B. (2018). Emotion introspection and regulation in depression. Psychiatry Research: Neuroimaging, 277: 7-13.

Kinney, K.L., Burkhouse, K.L., Klumpp, H.(2019). Self-report and neurophysiological indicators of emotion processing and regulation in social anxiety disorder. Biological Psychology, 142: 126-131.

Ku, S., Feng, X., Hooper, E.G., Wu, Q., Gerhardt, M.(2019). Interactions between familial risk profiles and preschoolers' emotionality in predicting executive function, Journal of Applied Developmental Psychology, 63: 76-86.
Li, D. , Li, D. , Wu, N. , Wang, Z. (2019). Intergenerational transmission of emotion regulation through parents' reactions to children's negative emotions: Tests of unique, actor, partner, and mediating effects. Children and Youth Services Review, 101: 113-122.
Malesza, M. (2019). Stress and delay discounting: The mediating role of difficulties in emotion regulation. Personality and Individual Differences, 144: 56-60.
Metzler, D.H., Mahoney, D., Freedy, J.R.(2016). Anxiety Disorders in Primary Care. Primary Care: Clinics in Office Practice, 43(2), 245-261.
Olff, M., Polak, A.R., Witteveen, A.B., Denys, D.(2014). Executive function in posttraumatic stress disorder (PTSD) and the influence of comorbid depression. Neurobiology of Learning and Memory, 112: 114-121.
Pau, C.W., Lee, T.M., Chan, S.F.(2002). The impact of heroin on frontal executive functionings. Archives of clinical neuropsychology,17(7), 663-670.
Resch, C., Anderson, V.A., Beauchamp, M.H., Crossley, L., Hearps, S.J.C., Van Heugten, C.M., Hurks, P.P.M., Ryan, N.P., Catroppa, C.(2019). Age-dependent differences in the impact of paediatric traumatic brain injury on executive functions: A prospective study using susceptibility-weighted imaging. Neuropsychologia, 124: 236-245.

Reynolds, C.R., Horton, A.M.(2008). Assessing executive functions: a life span perspective. Psychology in the Schools, 5(45), 875-892.

Rohling, M. L., Beverly, B., Faust, M. E., & Demakis, G. (2009). Effectiveness of Cognitive Rehabilitation Following Acquired Brain Injury: A Meta-Analytic Re-Examination of Cicerone et al.’s (2000, 2005) Systematic Reviews. Neuropsychology, 23(1), 20–39.
Spielberger, C. D., Gorsuch, R. L., Lushene, R., Vagg, P. R., & Jacobs, G. A. (1983). Manual for the State-Trait Anxiety Inventory. Palo Alto, CA: Consulting Psychologists Press.
Tsaousides, T., & Gordon, W. A. (2009). Cognitive Rehabilitation Following Traumatic Brain Injury: Assessment to Treatment. Mount Sinai Journal of Medicine. 76, 173–181.
Yarmolovsky, J., Szware, T., Schwarte, M., Tirosh, E., Geva, R. (2017). Hot executive control and response to a stimulant in a double-blind randomized trial in children with ADHD. European Archives of Psychiatry and Clinical Neuroscience, 276 (1): 73-82.
medical journal of mashhad university of medical sciences
Volume 62, Issue 2
May and June 2019
Pages 1474-1487

Files

Share

How to cite

Statistics