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MEJDS (2020) 10: 243 |
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Khajehmirza V, Saffarian Toosi M R, Nejat H, Zendehdel A. The Effects of Behavioral Activation on the Perception of Classroom Structure in Female Students with Major Depressive Disorder. MEJDS 2020; 10 :243-243
URL: http://jdisabilstud.org/article-1-1918-en.html
URL: http://jdisabilstud.org/article-1-1918-en.html
1- Department of Psychology, Neyshabur Branch, Islamic Azad University
2- Department of Sciences de Education, Mashhad Branch, Islamic Azad University
3- Department of Psychology, Quchan Branch, Islamic Azad University
4- Department of Mathématiques, Neyshabur Branch, Islamic Azad University
2- Department of Sciences de Education, Mashhad Branch, Islamic Azad University
3- Department of Psychology, Quchan Branch, Islamic Azad University
4- Department of Mathématiques, Neyshabur Branch, Islamic Azad University
Abstract: (1307 Views)
Background & Objectives: Major Depressive Disorder (MDD) is the most prevalent mental health illness and among the major causes of disability in one's life. Depression in children and adolescents occurs and continues under the impact of various factors, such as the lack of social reinforcement as well as environmental, personality, and social characteristics. In this regard, an influencing factor in students' depression concerning educational settings is the perception of classroom structure during education. Considering the consequences of depression on life and the education of students, using various interventions to alleviate depression and reduce the severity of its symptoms seems necessary. Accordingly, a cognitive therapy approach used for various psychological disorders is Behavioral Activation (BA). Therefore, the present study aimed to determine the effects of BA on the perception of classroom structure in female students with MDD.
Methods: This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population of the study consisted of all high school girl students with MDD who were referred to psychiatric clinics in Mashhad City, Iran, in the second half of 2018. The statistical sample of this study included 30 qualified volunteers who were selected based on a structured clinical interview for the Diagnostic and Statistical Manual of Mental Disorders–Fourth Edition (DSM–IV) (First et al., 1996) and the scores of Beck Depression Inventory–II (BDI–II, Beck, et al., 1996). The study subjects were randomly placed in the experimental and control groups (n=15/group). The inclusion criteria of the study were the age range of 14 to 17 years; the diagnosis of MDD using structured clinical interview for DSM–IV; obtaining scores of >19 in the BDI–II; presenting acute medical illnesses and brain damage. The exclusion criteria of the study included the lack of informed consent and absence from >2 training sessions. Research tools included a structured clinical interview for DSM–IV (First et al., 1996), the BDI–II (Beck et al., 1996), and the Perception of Classroom Structure Scale (Blackburn, 1998). BA training was provided based on the training package of Dimidjian et al. (2011) in 4 weeks for two 60–minute sessions; however, the control group received no intervention. The obtained data were analyzed in SPSS using Chi–squared test and one–way Analysis of Covariance (ANCOVA) at the significance level of 0.05.
Results: The present study data suggested that the mean scores of the experimental group in the components (motivational tasks, autonomy support, & proficiency evaluation) and overall perception of classroom structure of explored students increased in the experimental group, compared to the controls (p<0.001). Furthermore, the effect of BA on the perception of classroom structure (0.757) and its components, namely motivational tasks (0.882), autonomy support (0.474), and proficiency evaluation (0.773) was calculated.
Conclusion: Based on the current research results, BA was effective in improving the perception of classroom structure in female students with MDD.
Methods: This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population of the study consisted of all high school girl students with MDD who were referred to psychiatric clinics in Mashhad City, Iran, in the second half of 2018. The statistical sample of this study included 30 qualified volunteers who were selected based on a structured clinical interview for the Diagnostic and Statistical Manual of Mental Disorders–Fourth Edition (DSM–IV) (First et al., 1996) and the scores of Beck Depression Inventory–II (BDI–II, Beck, et al., 1996). The study subjects were randomly placed in the experimental and control groups (n=15/group). The inclusion criteria of the study were the age range of 14 to 17 years; the diagnosis of MDD using structured clinical interview for DSM–IV; obtaining scores of >19 in the BDI–II; presenting acute medical illnesses and brain damage. The exclusion criteria of the study included the lack of informed consent and absence from >2 training sessions. Research tools included a structured clinical interview for DSM–IV (First et al., 1996), the BDI–II (Beck et al., 1996), and the Perception of Classroom Structure Scale (Blackburn, 1998). BA training was provided based on the training package of Dimidjian et al. (2011) in 4 weeks for two 60–minute sessions; however, the control group received no intervention. The obtained data were analyzed in SPSS using Chi–squared test and one–way Analysis of Covariance (ANCOVA) at the significance level of 0.05.
Results: The present study data suggested that the mean scores of the experimental group in the components (motivational tasks, autonomy support, & proficiency evaluation) and overall perception of classroom structure of explored students increased in the experimental group, compared to the controls (p<0.001). Furthermore, the effect of BA on the perception of classroom structure (0.757) and its components, namely motivational tasks (0.882), autonomy support (0.474), and proficiency evaluation (0.773) was calculated.
Conclusion: Based on the current research results, BA was effective in improving the perception of classroom structure in female students with MDD.
Keywords: Behavioral activation, Perception of classroom structure, Major depressive disorder, Students.
Type of Study: Original Research Article |
Subject:
Psychology
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