Volume 2, Issue 4 (Fall 2018)                   2018, 2(4): 231-240 | Back to browse issues page

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Saifi M, Manavipour D. A Comparison Study of the Effectiveness of Davanloo Intensive Short-Term Dynamic Psychotherapy (D-ISTDP) and Cognitive Emotional Regulation in the Treatment of Fourth and Fifth -Grades Student’s Mathematica Learning Disabilities. Islamic Life Style 2018; 2 (4) :231-240
URL: http://islamiclifej.com/article-1-562-en.html
1- PhD Student, Department of Psychology, Garmsar Branch, Islamic Azad University, Garmsar, Iran
2- Associate Professor, Department of Psychology, Garmsar Branch, Islamic Azad University, Garmsar, Iran , manavipor53@yahoo.com
Abstract:   (1325 Views)
Purpose: The aim of this study was to compare the effectiveness of emotional intervention based on cognitive emotion regulation and Davanloo`s intensive short-term dynamic psychotherapy (DISTDP), in the treatment of math learning disorder.
Method: This (A-B-A) research is a quasi-experimental study using pre-test, post-test and follow up test with control groups. 46 fourth and fifth grade students who had math disorders with minimum intelligence (87/03±11/07) were selected from among, Tehran primary schools. They were selected thrugho targeted sampling and randomly.divided into three groups; The experimental groups received the intervention of two Gross Emotional regulation protocols and Davanloo intensive short-term dynamic psychotherapy in twelve sessions, separately. The control group received no intervention. The effectiveness of the intervention was measured using the K-Math diagnostic test in three pre-test. post-test and follow up test stages. The data was analyzed using mixed analysis of variance and Bonfroni Post-Hoc test.
 Findings: Emotional interference affected the reduction of math learning disorders (Partial 0/411,P<0.01 F_2,42=14/999).  Davanloo intensive short-term dynamic psychotherapy was more effective than Cognitive emotion regulation intervention ( P<0.05,-J=10.208).  
Conclusion: Emotional intervention can prepare a person from within to deal with problems, and improve his or her math performance; Furthermore, it even can become a more sustainable treatment model for learning disorders.
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Type of Study: Research | Subject: Special
Received: 2018/04/30 | Published: 2018/11/28

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