Volume 31, Issue 1 (3-2024)
RJMS 2024, 31(1): 1-13 |
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Research code: 1
Ethics code: IR.IAU.ABHAR.REC.1402.004
Clinical trials code: 1
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Parav M, Pouya Manesh J, Bazazian S, Babakhani V. Comparison of the Effectiveness of Cognitive-Behavioral Stress Management and Mindfulness Stress Management on Premenstrual Syndrome in Girls. RJMS 2024; 31 (1) :1-13
URL: http://rjms.iums.ac.ir/article-1-6867-en.html
URL: http://rjms.iums.ac.ir/article-1-6867-en.html
Assistant Professor, Department of Psychology, Abhar Branch, Islamic Azad University, Abhar, Iran , Jaffar_pouyamanesh@yahoo.com
Abstract: (664 Views)
Background & Aims: The onset of puberty causes psychological and physical changes for girls, the most important of which is the onset of menstruation or menstruation, and one of the problems related to menstruation is premenstrual syndrome, which is a more severe form of menstruation. Premenstrual syndrome is a set of behavioral, mood, and physical changes that occur predictably and continuously before or during menstruation and are so severe that some aspects It affects women's lives and can lead to decreased healthy functioning, problems in interpersonal relationships and family disputes (1). The menstrual cycle is the most important sign of the functioning of the reproductive system in the adult female, but sometimes this phenomenon is accompanied by signs and symptoms that are annoying and cause physical and psychological problems for women. Premenstrual Syndrome (PMS) is characterized by recurrent, moderate to severe emotional, physical, and behavioral symptoms that develop during the luteal menstrual cycle and disappear within a few days of menstruation; In general, this set of physical, psychological and emotional symptoms that occur in some women as a premenstrual period and disappear with the onset of menstruation is called premenstrual syndrome. This study intended Comparison of the effectiveness of cognitive-behavioral stress management and mindfulness stress management on premenstrual syndrome in high school girls in Ahvaz. Many specialists have learned mindfulness techniques and their application in adolescent problems and disorders, especially the implementation of mindfulness-based interventions in high school adolescents (28-26). Other researchers (30-30) in their studies have shown the effectiveness of this treatment on the improvement of various disorders and non-clinical population. It is important to note that mindfulness-based interventions can be considered as an intervention strategy in premenstrual disorder that modulates stress. Since irritability and mood swings are the main problems in premenstrual dysphoric disorder, mindfulness causes a moment-by-moment experience in the present, and one of the consequences of mindfulness skills is understanding that most thoughts and Emotions are fluctuating and unstable, and this present experience can be easily regarded as mental phenomena in comparison with reality; Therefore, due to the fact that fluctuations are caused by hormones, mindfulness skills are a good method for menstrual disorders (20). Therefore, recognizing the effects of this type of intervention, especially mindfulness-based stress reduction training in interpersonal relationships. And the psychological symptoms of the Iranian adolescent population are essential for mental health professionals. According to the explanations given above, it was shown that both treatments have been effective in reducing clinical disorders and can be used in the student population; However, which of these methods can be more useful needs to be compared, so the purpose of this study was to compare the effectiveness of cognitive-behavioral stress management and mindfulness stress management on premenstrual boredom syndrome in high school girls in the city. Ahvaz and seeks to answer the question which method is more effective?
Methods: The present study is applied in terms of purpose and semi-experimental in terms of method. A post-test design with a control group was used in which 3 groups including 2 experimental groups and a control group were used. (Two experimental groups and one control group) were assigned (for the two experimental groups, different interventions were performed) and the subjects of all three groups were assessed in the pre-test and post-test stages. After performing the pretest and selecting the sample, the subjects were divided into two experimental groups and one control group. Then, educational interventions were performed only for experimental groups and at the end, the two intervention methods were compared with each other. In this study, available subjects were selected and replaced in the experimental and control groups at random. Intermediate socioeconomic and secondary education levels (inclusion criteria) and students who themselves or their parents suffer from acute mental illness, use drugs or psychotropic drugs, or are single-parent, through Interviews were removed from this list (criteria for exclusion or exclusion from the sample group). The sample group was recruited to participate in the meetings at this stage and the participation of the members was voluntary. In the next step, the number of selected groups was randomly divided into three groups. Thus, in the first experimental group (15 people), the second experimental group (15 people) and the first control group (15 people). In the last step, premenstrual boredom was performed for them. Of course, it should be noted that according to the type of research design, the research tool was implemented in two stages of pre-test and post-test for girls.
Results: In this study, a total of 45 subjects participated in the first three experimental groups (cognitive-behavioral therapy, 15 people), the second experiment (mindfulness-based therapy, 15 people) and the third group (control, 15 people). 24 parents were self-employed and 21 were employees. The age of the subject was one way, 15 of the subjects were 16 years old, 21 of them were 17 years old and 20 were in the age range of 18 years. Eight members of the sample group were in the poor socio-economic class, 17 in the middle class and 17 in the good class. This information is well illustrated in Figures 1-4 and 2-4. According to the findings of Table 5, the difference between the cognitive-behavioral stress management group and the control group is significant at the level of P≤0.00; Therefore, cognitive-behavioral stress management has been significant in reducing premenstrual boredom syndrome. Therefore, the first hypothesis is confirmed. Also, according to Table 5, the difference between the mindfulness-based education group and the control group is significant at the level of P≤0.00; Therefore, the second hypothesis is also confirmed. However, the findings indicate that there is no significant difference between the two groups of intervention in reducing premenstrual boredom syndrome (P≥0.001). Therefore, the third hypothesis is rejected.
Conclusion: The aim of this study was to compare the effectiveness of cognitive-behavioral stress management and mindfulness stress management on premenstrual boredom syndrome in high school girls in Ahvaz. The results of the first hypothesis showed that cognitive-behavioral stress management is effective in reducing premenstrual boredom in girls. This finding is in line with the results of previous research in this field (14, 33-36).Explaining the above finding, it can be said that according to cognitive-behavioral theory, unconscious thoughts and cognitive disorders lead to depression and stress. Symptoms of premenstrual syndrome may also begin and intensify with the erroneous cycle of negative thoughts (such as poor mood, low self-esteem, and poor self-control) that women experience in the premenstrual phase. (35) Cognitive-behavioral therapy strategies, including challenge Reduces stress with negative spontaneous thoughts and attitudes and rebuilding one's cognitions and beliefs; This can reduce the depression caused by PMS as a debilitating disease. Since in stress management as one of the cognitive-behavioral therapies, the goal is time management and encouraging people to increase enjoyable activities and planning activities that lead to increased daily success, people's mood improves significantly. . In general, training in stress management skills, in addition to modulating the level of inner feelings and emotions, leads to social support and reduces psychological problems (33) In general, the effectiveness of cognitive-behavioral stress management in improving the physical symptoms of PMS can be explained by the role of stress as an influential factor in the onset of physical pain. Apart from the fact that people with premenstrual syndrome experience unintended severe physical symptoms during their premenstrual period, one of the reasons that aggravates these symptoms is stress. Stress causes many hormonal changes that can directly or indirectly aggravate such physical pain (34). Also in the present study, techniques such as cognitive reconstruction were performed, irrational beliefs of individuals were challenged and explanations were expressed that these beliefs can cause Stress and then aggravate physical symptoms. Other techniques such as relaxation and deep breathing were taught to reduce stress; All of these techniques have been able to reduce or even improve physical symptoms.
Methods: The present study is applied in terms of purpose and semi-experimental in terms of method. A post-test design with a control group was used in which 3 groups including 2 experimental groups and a control group were used. (Two experimental groups and one control group) were assigned (for the two experimental groups, different interventions were performed) and the subjects of all three groups were assessed in the pre-test and post-test stages. After performing the pretest and selecting the sample, the subjects were divided into two experimental groups and one control group. Then, educational interventions were performed only for experimental groups and at the end, the two intervention methods were compared with each other. In this study, available subjects were selected and replaced in the experimental and control groups at random. Intermediate socioeconomic and secondary education levels (inclusion criteria) and students who themselves or their parents suffer from acute mental illness, use drugs or psychotropic drugs, or are single-parent, through Interviews were removed from this list (criteria for exclusion or exclusion from the sample group). The sample group was recruited to participate in the meetings at this stage and the participation of the members was voluntary. In the next step, the number of selected groups was randomly divided into three groups. Thus, in the first experimental group (15 people), the second experimental group (15 people) and the first control group (15 people). In the last step, premenstrual boredom was performed for them. Of course, it should be noted that according to the type of research design, the research tool was implemented in two stages of pre-test and post-test for girls.
Results: In this study, a total of 45 subjects participated in the first three experimental groups (cognitive-behavioral therapy, 15 people), the second experiment (mindfulness-based therapy, 15 people) and the third group (control, 15 people). 24 parents were self-employed and 21 were employees. The age of the subject was one way, 15 of the subjects were 16 years old, 21 of them were 17 years old and 20 were in the age range of 18 years. Eight members of the sample group were in the poor socio-economic class, 17 in the middle class and 17 in the good class. This information is well illustrated in Figures 1-4 and 2-4. According to the findings of Table 5, the difference between the cognitive-behavioral stress management group and the control group is significant at the level of P≤0.00; Therefore, cognitive-behavioral stress management has been significant in reducing premenstrual boredom syndrome. Therefore, the first hypothesis is confirmed. Also, according to Table 5, the difference between the mindfulness-based education group and the control group is significant at the level of P≤0.00; Therefore, the second hypothesis is also confirmed. However, the findings indicate that there is no significant difference between the two groups of intervention in reducing premenstrual boredom syndrome (P≥0.001). Therefore, the third hypothesis is rejected.
Conclusion: The aim of this study was to compare the effectiveness of cognitive-behavioral stress management and mindfulness stress management on premenstrual boredom syndrome in high school girls in Ahvaz. The results of the first hypothesis showed that cognitive-behavioral stress management is effective in reducing premenstrual boredom in girls. This finding is in line with the results of previous research in this field (14, 33-36).Explaining the above finding, it can be said that according to cognitive-behavioral theory, unconscious thoughts and cognitive disorders lead to depression and stress. Symptoms of premenstrual syndrome may also begin and intensify with the erroneous cycle of negative thoughts (such as poor mood, low self-esteem, and poor self-control) that women experience in the premenstrual phase. (35) Cognitive-behavioral therapy strategies, including challenge Reduces stress with negative spontaneous thoughts and attitudes and rebuilding one's cognitions and beliefs; This can reduce the depression caused by PMS as a debilitating disease. Since in stress management as one of the cognitive-behavioral therapies, the goal is time management and encouraging people to increase enjoyable activities and planning activities that lead to increased daily success, people's mood improves significantly. . In general, training in stress management skills, in addition to modulating the level of inner feelings and emotions, leads to social support and reduces psychological problems (33) In general, the effectiveness of cognitive-behavioral stress management in improving the physical symptoms of PMS can be explained by the role of stress as an influential factor in the onset of physical pain. Apart from the fact that people with premenstrual syndrome experience unintended severe physical symptoms during their premenstrual period, one of the reasons that aggravates these symptoms is stress. Stress causes many hormonal changes that can directly or indirectly aggravate such physical pain (34). Also in the present study, techniques such as cognitive reconstruction were performed, irrational beliefs of individuals were challenged and explanations were expressed that these beliefs can cause Stress and then aggravate physical symptoms. Other techniques such as relaxation and deep breathing were taught to reduce stress; All of these techniques have been able to reduce or even improve physical symptoms.
Type of Study: Research |
Subject:
Clinical Psychiatry
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