Journal of Rafsanjan University of Medical Sciences
مجله دانشگاه علوم پزشکی رفسنجان
JRUMS
Medical Sciences
http://journal.rums.ac.ir
69
journal69
1735-3165
2008-7268
10.66224/jrums
fa
jalali
1403
12
1
gregorian
2025
3
1
23
11
online
1
fulltext
fa
اثربخشی رفتاردرمانی دیالکتیک بر اضطراب، پرخاشگری و توجه در دختران دارای وسواس فکری-عملی: یک مطالعه نیمهتجربی
Effectiveness of Dialectical Behavior Therapy (DBT) on Aggression, Anxiety, and Attention in Girls with Obsessive-Compulsive Disorder: A Quasi-Experimental Study
روانپزشكي
روانپزشكي
پژوهشي
Research
<span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">زمینه و هدف:</span></span></span></b> <span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">وسواس فکری-عملی اختلالی شدید و ناتوان­کننده </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">ولی قابل درمان است</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">. هدف پژوهش حاضر تعیین اثربخشی رفتاردرمانی دیالکتیک بر پرخاشگری، اضطراب و توجه در افراد دارای وسواس­ فکری-عملی است.</span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">مواد و روش­ها:</span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> پژوهش حاضر به روش نیمه­تجربی با طرح پیشآزمون، پسآزمون و پی­گیری با گروه کنترل انجام شد. جامعه آماری شامل دختران با وسواس فکری-عملی در مقطع متوسطه اول و دوم مناطق 1 و 3 شهر تهران در سال 1401 بود</span></span></span><b> </b><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">که پرسشنامه­ وسواس فکری-عملی </span></span></span>Maudsley<span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> را تکمیل کردند. از بین آنها 30 نفر که علائم وسواس فکری-عملی داشتند، به­صورت نمونه­گیری هدف­مند انتخاب شدند و به­صورت تصادفی به دو گروه­ 15 نفری آزمایش و کنترل تقسیم شدند. گروه آزمایش تحت رفتاردرمانی دیالکتیک (8 جلسه 90 دقیقه­ای) قرار گرفت و گروه ­کنترل هیچ درمانی دریافت نکرد. برای جمع­آوری داده­ها از پرسشنامه­های اضطراب، پرخاشگری و عملکرد پیوسته</span></span></span><b> </b><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">استفاده شد. داده­ها با استفاده از </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">تحلیل­واریانس با مقادیر تکراری </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">تجزیه و تحلیل شد.</span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">یافته­ها:</span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> یا</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">فته­ها نشان داد بین گروه آزمایش و کنترل از نظر </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">اضطراب (993/120=</span></span></span>F<span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">)، پرخاشگری (308/257</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">=</span></span></span>F<span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">) و میزان توجه (058/11</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">=</span></span></span>F<span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">) </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">تفاوت معناداری وجود دارد</span></span></span> <span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">(0</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">01</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">/0></span></span></span>P<span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">)</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">. </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">میانگین </span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">اضطراب و پرخاشگری </span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">در گروه­ آزمایش نسبت به پیشآزمون و گروه کنترل به­طور معناداری کاهش و میانگین توجه به­طور معناداری افزایش یافته بود (</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">01</span></span></span><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">/0></span></span></span>P<span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">)</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">. در مرحله پی­گیری در گروه­ آزمایش برای متغیرهای توجه و اضطراب ماندگاری اثر مشاهده شد.</span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">نتیجه­گیری:</span></span></span></b><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""> مطالعه حاضر نشان داد که آموزش</span></span></span><b> </b><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">رفتاردرمانی دیالکتیک بر اضطراب، پرخاشگری و میزان توجه دختران با وسواس فکری-عملی تأثیر دارد. از نتایج مطالعه حاضر می­تواند در بحث پیش­گیری و درمان دختران با وسواس فکری-عملی استفاده گردد.</span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:120%"><span style="direction:rtl"><span style="unicode-bidi:embed"><span style="font-family:"Times New Roman",serif"><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">واژه</span></span></span></b><b>­</b><b><span lang="AR-SA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">های کلیدی:</span></span></span></b> <span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin"">اضطراب، پرخاشگری، توجه، رفتاردرمانی دیالکتیک، وسواس فکری-عملی</span></span></span><span lang="FA" style="font-size:12.0pt"><span style="line-height:120%"><span style="font-family:"B Nazanin""></span></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><a name="_Hlk114425361"><b><span style="font-size:9.0pt"><span style="line-height:150%">Background and Objectives: </span></span></b></a><span style="font-size:9.0pt"><span style="line-height:150%">Obsessive-compulsive disorder (OCD) is a serious and incapacitating but treatable disorder. The aim of the present study was to determine the effectiveness of dialectical behavior therapy (DBT) on aggression, anxiety, and attention in people with OCD.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">Materials and Methods:</span></span></b><span style="font-size:9.0pt"><span style="line-height:150%"> This was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population included girls with OCD in the junior and senior high schools in the 1<sub>st</sub> and 3<sub>rd</sub> </span></span><span lang="EN-CA" style="font-size:9.0pt"><span style="line-height:150%">regions</span></span> <span style="font-size:9.0pt"><span style="line-height:150%">of Tehran in 2022 which completed the Maudsley’s Obsessive-Compulsive Questionnaire. Among them, 30 people who had obsessive-compulsive symptoms were selected by purposive sampling and randomly assigned into two groups of 15 people, experimental and control. The experimental group underwent DBT (8 sessions of 90­ minutes) and the control group did not receive any treatment. The Anxiety and Aggression Questionnaires and Continuous Performance Test were used to collect data. Data were analyzed using Repeated Measures ANOVA.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">Results: </span></span></b><span style="font-size:9.0pt"><span style="line-height:150%">The findings showed a significant difference between the experimental and control groups in terms of anxiety (F=120.993), aggression (F=257.308), and attention (F=11.058) (p<0.001). The mean of anxiety and aggression in the experimental group significantly reduced compared to the pre-test and the control group, and the mean of the attention significantly increased (p<0.01). In the follow-up period, stabilization was observed for attention and anxiety variables in the experimental group.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">Conclusion:</span></span></b><span style="font-size:9.0pt"><span style="line-height:150%"> The current study showed that DBT has an effect on anxiety, aggression, and attention in girls with OCD. The results of the present study can be used to prevent and treat girls with OCD.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">Key words: </span></span></b><span style="font-size:9.0pt"><span style="line-height:150%">Anxiety, Aggression, Attention, Dialectical behavior therapy, Obsessive-compulsive disorder</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><span dir="RTL" lang="AR-SA" style="font-size:3.0pt"><span style="line-height:150%"></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">Funding:</span></span></b><span style="font-size:9.0pt"><span style="line-height:150%"> This study did not have any funds.</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">Conflict of interest:</span></span></b><span style="font-size:9.0pt"><span style="line-height:150%"> None declared. </span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">Ethical considerations:</span></span></b><span style="font-size:9.0pt"><span style="line-height:150%"> The Ethics Committee of University of Islamic Azad University of </span></span><span style="font-size:8.5pt"><span style="line-height:150%">Roudehen</span></span><span style="font-size:9.0pt"><span style="line-height:150%"> approved the study (IR.IAU.TNB.REC.1401.084).</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">Authors’ contributions:</span></span></b></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">-Conceptualization:</span></span></b><span style="font-size:9.0pt"><span style="line-height:150%"> Haleh Amighi </span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">-Methodology:</span></span></b><span style="font-size:9.0pt"><span style="line-height:150%"> Haleh Amighi, Hossein Ebrahimi Moghadam</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">- Data collection:</span></span></b><span style="font-size:9.0pt"><span style="line-height:150%"> Haleh Amighi </span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">- Formal analysis:</span></span></b><span style="font-size:9.0pt"><span style="line-height:150%"> Haleh Amighi, Hossein Ebrahimi Moghadam, Leila Kashani Vahid</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">-Supervision:</span></span></b><span style="font-size:9.0pt"><span style="line-height:150%"> Hossein Ebrahimi Moghadam, Leila Kashani Vahid</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">-Project administration:</span></span></b><span style="font-size:9.0pt"><span style="line-height:150%"> Ebrahimi Moghadam</span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">-Writing - original draft:</span></span></b><span style="font-size:9.0pt"><span style="line-height:150%"> Haleh Amighi, Hossein Ebrahimi Moghadam, Leila Kashani Vahid<b> </b></span></span></span></span></span></span></span><br>
<span style="font-size:10pt"><span style="line-height:150%"><span style="tab-stops:-45.0pt"><span style="text-autospace:none"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:9.0pt"><span style="line-height:150%">-Writing - review & editing:</span></span></b><span style="font-size:9.0pt"><span style="line-height:150%"> Haleh Amighi, Hossein Ebrahimi Moghadam, Leila Kashani Vahid</span></span></span></span></span></span></span><br>
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<div><span style="font-size:10pt"><span style="line-height:150%"><span style="font-family:"Times New Roman",serif"><b><span style="font-size:8.0pt"><span style="line-height:150%">Citation:</span></span></b><span style="font-size:8.0pt"><span style="line-height:150%"> Amighi H, Ebrahimi Moghadam H, Kashani Vahid L. Effectiveness of Dialectical Behavior Therapy (DBT) on Aggression, Anxiety, and Attention in Girls with Obsessive-Compulsive Disorder: A Quasi-Experimental Study</span></span><span style="font-size:8.0pt"><span style="line-height:150%">. </span></span><i><span style="font-size:8.0pt"><span style="line-height:150%">J Rafsanjan</span></span></i><span style="font-size:8.0pt"><span style="line-height:150%"> <i>Univ Med Sci</i> 2025; 23 (11): 973-89. [Farsi]</span></span><span style="font-size:8.0pt"><span style="line-height:150%"></span></span></span></span></span></div>
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اضطراب, پرخاشگری, توجه, رفتاردرمانی دیالکتیک, وسواس فکری-عملی
Anxiety, Aggression, Attention, Dialectical behavior therapy, Obsessive-compulsive disorder
973
989
http://journal.rums.ac.ir/browse.php?a_code=A-10-6812-1&slc_lang=fa&sid=1
Haleh
Amighi
هاله
آمیغی
haleamighi@gmail.com
6900319475328460059941
0009-0006-5670-0964
No
Islamic Azad university
دانشگاه آزاد اسلامی
Hossein
Ebrahimi Moghadam2
حسین
ابراهیم مقدم
psy@yahoo.com
6900319475328460059942
6900319475328460059942
Yes
Islamic Azad university
دانشگاه آزاد اسلامی
Leila
Kashani Vahid
لیلا
کاشانی وحید
l.kashani@srbiau.ac.ir
6900319475328460059943
6900319475328460059943
No
Islamic Azad university
دانشگاه آزاد اسلامی