درخت حوزه‌های تخصصی

This study aimed to explore the emotional and cognitive effects of long-term antipsychotic medication use. By understanding these impacts, the study seeks to provide a comprehensive view of the lived experiences of individuals who have been on antipsychotic medications for extended periods, highlighting both the benefits and the potential challenges. A qualitative research design was employed using a phenomenological approach to capture in-depth personal experiences. A purposive sampling method recruited 26 participants who had been on antipsychotic medications for at least five years. Data were collected through semi-structured interviews, which were transcribed verbatim and analyzed using thematic analysis to identify common themes and patterns in the participants' experiences. The study achieved theoretical saturation, ensuring that no new themes emerged from the data. The analysis revealed four main themes: emotional impact, cognitive effects, daily functioning, and social interaction. Participants reported significant emotional blunting, including reduced pleasure and emotional responsiveness, alongside cognitive impairments such as memory deficits and diminished attention span. Challenges in daily functioning, such as difficulties in managing routine activities and occupational tasks, were prominent. Social interactions were also affected, with participants experiencing reduced social engagement, dependency on support networks, and stigma related to medication use. These findings are consistent with previous studies, underscoring the profound impact of long-term antipsychotic use on various aspects of life. Long-term use of antipsychotic medications, while essential for managing severe psychiatric conditions, is associated with significant emotional and cognitive side effects that impact patients' quality of life. Healthcare providers should be aware of these effects and engage in regular assessments and open communication with patients to address and mitigate these challenges. Personalized treatment approaches, psychoeducation, and support groups can enhance patients' well-being and treatment adherence.

This study aimed to evaluate the effectiveness of Ego State Therapy (EST) in enhancing prosocial behavior and health motivation among young adults with mild physical disabilities. A randomized controlled trial (RCT) design was employed, involving 30 participants aged 18-30 with diagnosed mild physical disabilities. Participants were randomly assigned to either the intervention group (n=15), which received eight 90-minute sessions of EST, or the control group (n=15), which received no intervention. Prosocial behavior and health motivation were assessed using the Prosocialness Scale for Adults (PSA) and the Health Motivation Scale (HMS), respectively, at baseline, post-intervention, and five-month follow-up. Data were analyzed using SPSS-27 software, with analysis of variance (ANOVA) for repeated measurements and Bonferroni post-hoc tests to control for multiple comparisons. Results indicated significant improvements in prosocial behavior (F(2, 28) = 12.45, p < 0.001) and health motivation (F(2, 28) = 10.89, p < 0.001) in the intervention group compared to the control group. These improvements were sustained over the five-month follow-up period, with significant interaction effects between group and time for both prosocial behavior (F(2, 28) = 8.67, p < 0.001) and health motivation (F(2, 28) = 9.23, p < 0.001). Bonferroni post-hoc tests confirmed significant improvements from baseline to post-intervention and from baseline to follow-up in the intervention group, with no significant changes in the control group. Ego State Therapy significantly enhances prosocial behavior and health motivation in young adults with mild physical disabilities, with sustained effects over a five-month follow-up period. These findings suggest that EST is a valuable therapeutic approach for promoting psychological integration and well-being in this population. Future research should explore the mechanisms underlying these effects and the potential benefits of integrating EST with other therapeutic modalities.

The exploration of brain imaging in children with learning disabilities has significantly advanced our understanding of the neural underpinnings of these conditions. Through the application of various neuroimaging techniques, researchers have been able to identify structural and functional abnormalities in the brains of children with learning disabilities, providing insights that have important implications for diagnosis, intervention, and educational strategies. This letter aims to highlight key findings from recent studies on brain imaging in children with learning disabilities and discuss their potential impact on clinical and educational practices. Brain imaging studies have significantly enhanced our understanding of the neural basis of learning disabilities, revealing important structural and functional abnormalities that underlie these conditions. By identifying early biomarkers and neural correlates, neuroimaging can play a crucial role in the early diagnosis and targeted intervention of learning disabilities. Continued research in this field is essential to develop effective strategies that support children with learning disabilities and improve their academic and social outcomes.

This study aimed to evaluate the effectiveness of self-efficacy training in reducing perfectionism and enhancing self-worth among gifted high school students. A randomized controlled trial design was employed with 40 gifted high school students randomly assigned to either an intervention group (n = 20) or a control group (n = 20). The intervention group participated in an eight-session self-efficacy training program, while the control group received no intervention. Both groups were assessed at baseline, immediately post-intervention, and at a four-month follow-up. Perfectionism and self-worth were measured using validated scales. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests. The intervention group showed a significant reduction in perfectionism scores from baseline (M = 72.45, SD = 5.28) to post-intervention (M = 64.32, SD = 6.15) and follow-up (M = 66.89, SD = 5.92) compared to the control group, which showed no significant change. Similarly, self-worth scores in the intervention group increased significantly from baseline (M = 32.19, SD = 4.15) to post-intervention (M = 38.45, SD = 3.92) and follow-up (M = 36.98, SD = 4.20), whereas the control group showed no significant change. The ANOVA results indicated significant main effects of time (F(2, 76) = 27.12, p < .001) and group (F(1, 76) = 102.95, p < .001) for perfectionism, and time (F(2, 76) = 24.65, p < .001) and group (F(1, 76) = 111.30, p < .001) for self-worth, with significant interaction effects for both variables. Self-efficacy training is effective in reducing perfectionism and enhancing self-worth among gifted high school students. The positive effects were maintained at a four-month follow-up, suggesting the potential long-term benefits of such interventions in this population.

This study aims to explore the experiences of special education teachers in implementing differentiated instruction (DI) within mixed-ability classrooms. This qualitative research utilized a phenomenological approach to gain in-depth insights into the participants' experiences. Data were collected through semi-structured interviews with 25 special education teachers from various schools in a metropolitan area. Participants were selected through purposive sampling to ensure they had significant experience with DI. The interviews, each lasting 60 to 90 minutes, were transcribed verbatim and analyzed using thematic analysis. The data collection continued until theoretical saturation was achieved, ensuring a comprehensive understanding of the teachers' experiences. The analysis revealed three main themes: challenges in differentiated instruction, strategies for effective differentiation, and perceived effectiveness and outcomes. Teachers reported significant challenges, including resource limitations, managing student diversity, assessment difficulties, increased workload, and issues with parental involvement. To address these challenges, teachers employed strategies such as flexible grouping, curriculum adaptation, professional development, collaborative planning, and enhancing student engagement. The perceived effectiveness of DI included improved student progress, positive changes in classroom dynamics, increased teacher satisfaction, and greater inclusivity. Differentiated instruction is a vital approach in mixed-ability classrooms, promoting equitable learning opportunities for all students. Despite the challenges, the strategic implementation of DI leads to significant positive outcomes in student performance and classroom inclusivity. Schools should support teachers through professional development, adequate resources, and collaborative opportunities to enhance the effectiveness of DI. Further research should focus on larger, diverse samples and mixed-methods approaches to provide a more comprehensive understanding of DI practices.