Showing 5 results for Metacognitive Therapy
Fatemeh Ghayourkazemi, Dr Zohreh Sepehri Shamloo, Dr Ali Mashhadi, Dr Ali Ghanaei, Dr Frozan Pasalar,
Volume 4, Issue 1 (9-2016)
Abstract
The aim of this research was to compare the effectiveness of MCT and Neurofeedback on metacognitive believes and symptoms of SAD. This research was a single subject study with volunteer sampling method. 7 students from Ferdowsi and Farhangian universities with diagnosis of SAD have been matched and assigned into one of the three groups (control, MCT and Neurofeedback).DSM-IV structured interview,Conner's Social Phobia Inventory, Watson and Friend's social anxiety questionnair, metacognition questionnair have been used before and after intervention and in 45 days follow-up. Conner's Inventory also had been answered 2 times within the treatment. 8 session per week for MCT and 16 sessions 3 times each week for neurofeedback has been performed. Percent recovery is used for data analysis. Results showed MCT and neurofeedback were effective in treating SAD with different range of percent recovery in each one of the subjects. But the mean of percent recoveries weren't different between the two interventions. Although metacognitive believes changed more in MCT. Percent recovery has improved in the follow up. In general, MCT and Neurofeedback are both effective in reducing SAD but MCT was more effective in milder SAD and Neurofeedback was more effective in more severe SAD than MCT.
Elahe Bagheri, Dr Kourosh Goodarzi, Dr Mehdi Roozbahani, Dr Keivan Kakabraee,
Volume 12, Issue 2 (9-2024)
Abstract
The purpose of this research is to compare the effectiveness of metacognitive therapy, solution-oriented therapy, and endurance exercises on the problem-solving styles of female students with social anxiety disorder. The design of this research is a semi-experimental pre-test-post-test type with a heterogeneous control group and a one-month follow-up. The statistical population was female students of the second level of high school in the three educational districts of Kermanshah in the academic year 1401-1402. From this population, 60 students with social anxiety were selected by screening and according to the criteria for entering the study. They were randomly assigned to 4 groups of 15 people (three experimental and one control). The research tools included social anxiety questionnaires (Kanor, 2000) and problem-solving styles (Dzurila et al., 2002). The data were analyzed with SPSS23 software and analysis of variance and Benferoni's post hoc test. The findings showed that metacognitive therapy, solution-oriented therapy, and endurance exercises increased efficient problem-solving styles and decreased ineffective problem-solving styles in people with social anxiety (P≤0.05) and among the three treatments, metacognitive therapy in efficient problem-solving styles and metacognitive and solution-oriented treatment in ineffective problem-solving styles were more effective than endurance exercises (P≤0.05). Based on these findings, it can be said that all three treatment models can be used in the Iranian clinical sample.
Miss Hadis Valizadeh, Dr Shahram Mami, Dr Homeira Soleimannejad, Dr Zeinab Mihandoost,
Volume 12, Issue 4 (3-2025)
Abstract
The present study aimed to compare the effectiveness of Metacognitive Therapy (MCT) and Time Perspective Therapy (TPT) self-Efficacy of quitting in individuals with substance dependence. This quasi-experimental research employed a pre-test, post-test, and two-month follow-up design. The statistical population included all individuals with substance dependence who referred to addiction treatment centers in Kermanshah in 2024. Based on inclusion and exclusion criteria, 60 eligible participants were selected through convenience sampling and randomly assigned to three groups (two experimental and one control), each consisting of 20 individuals. The Self-Efficacy of Quitting Scale (Bramson, 1999) was administered during the pre-test, post-test, and follow-up phases. Data were analyzed using repeated measures and Bonferroni post-hoc tests at a significance level of 0.05 via SPSS-26. The findings revealed a significant difference between the control group and both treatment groups regarding self-Efficacy of quitting. Both metacognitive therapy and time perspective therapy significantly increased self-Efficacy of quitting, and these effects remained stable during the follow-up phase. Furthermore, metacognitive therapy proved to be more effective than time perspective therapy in enhancing self-Efficacy of quitting. Based on these results, although both treatments can be used to improve self-Efficacy of quitting in individuals with substance dependence, metacognitive therapy may offer greater practical implications for psychologists and psychiatrists due to its superior effectiveness.
Hava Mahmoudzadeh Kenari, Dr Afsaneh Khajevand Khoshli, Dr Javanshir Asadi,
Volume 13, Issue 2 (9-2025)
Abstract
Obsessive–compulsive disorder (OCD) in adolescents is associated with maladaptive cognitive–emotional patterns, including thought–action fusion and intolerance of uncertainty, which can impair academic performance and interpersonal relationships. This study aimed to compare the effectiveness of emotion-focused therapy and metacognitive therapy on these constructs in adolescent girls with OCD. The quasi-experimental study employed a pretest–posttest design with a control group and included 45 high school girls in Babolsar, selected through purposive sampling and randomly assigned to three groups of 15 participants each. Interventions consisted of eight weekly 90-minute group sessions. Data were collected using the Thought–Action Fusion Scale and the Intolerance of Uncertainty Questionnaire and analyzed using multivariate analysis of covariance (MANCOVA). Results indicated that both interventions significantly reduced thought–action fusion and intolerance of uncertainty compared to the control group, and pairwise comparisons showed that metacognitive therapy was more effective in reducing thought–action fusion, whereas emotion-focused therapy was relatively more effective in reducing outcomes related to intolerance of uncertainty. These findings suggest that targeted psychotherapeutic interventions can improve maladaptive cognitive–emotional patterns associated with OCD in adolescents and reduce anxiety and compulsive behaviors. The results provide guidance for selecting tailored treatments based on individual clinical needs and for designing school- and clinic-based intervention programs.
Hava Mahmoudzadeh Kenari, Dr Afsaneh Khajound Khoshli, Dr Javanshir Asadi,
Volume 13, Issue 2 (9-2025)
Abstract
Obsessive–compulsive disorder (OCD) in adolescents is associated with maladaptive cognitive–emotional patterns, including thought–action fusion and intolerance of uncertainty, which can impair academic performance and interpersonal relationships. This study aimed to compare the effectiveness of emotion-focused therapy and metacognitive therapy on these constructs in adolescent girls with OCD. The quasi-experimental study employed a pretest–posttest design with a control group and included 45 high school girls in Babolsar, selected through purposive sampling and randomly assigned to three groups of 15 participants each. Interventions consisted of eight weekly 90-minute group sessions. Data were collected using the Thought–Action Fusion Scale and the Intolerance of Uncertainty Questionnaire and analyzed using multivariate analysis of covariance (MANCOVA). Results indicated that both interventions significantly reduced thought–action fusion and intolerance of uncertainty compared to the control group, and pairwise comparisons showed that metacognitive therapy was more effective in reducing thought–action fusion, whereas emotion-focused therapy was relatively more effective in reducing outcomes related to intolerance of uncertainty. These findings suggest that targeted psychotherapeutic interventions can improve maladaptive cognitive–emotional patterns associated with OCD in adolescents and reduce anxiety and compulsive behaviors. The results provide guidance for selecting tailored treatments based on individual clinical needs and for designing school- and clinic-based intervention programs.
