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Research code: IR.IAU.KHUISF.REC.1402.375
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Khodadad F, Manshaee G, Torkan H. The Comparison of the Effectiveness of Child-Centered Mindfulness Therapy and the Role of Acceptance and Commitment Therapy on Emotional-Cognitive Empathy of Students with Attention Deficit Hyperactivity Disorder Experiencing Bullying in Isfahan. TB 2024; 23 (5) :97-115
URL: http://tbj.ssu.ac.ir/article-1-3701-en.html
URL: http://tbj.ssu.ac.ir/article-1-3701-en.html
Islamic Azad University, Isfahan Branch (Khorasgan) , gh.manshaei@khuisf.ac.ir
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The Comparison of the Effectiveness of Child-Centered Mindfulness Therapy and the Role of Acceptance and Commitment Therapy on Emotional-Cognitive Empathy of Students with Attention Deficit Hyperactivity Disorder Experiencing Bullying in Isfahan
Farzaneh Khodadad(Ph.D.s)1, Gholamreza Manshaee(Ph.D.)2, Hajar Torkan(Ph.D.)3
1.PhD Student, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
2.Corresponding Author: Associate Professor, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran. Email:gh.manshaei@Khuisf.ac.ir Tell: 09133170300
3.Assistant professor, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
Abstract
Introduction: Attention Deficit Hyperactivity Disorder (ADHD) is considered a serious problem in educational environments and has significant negative impacts on the psychological well-being of students. The present study aimed to compare the effectiveness of child-centered mindfulness therapy and acceptance and commitment therapy on emotional-cognitive empathy of primary school students with ADHD experiencing bullying.
Methods: This semi-experimental study was conducted in 2023 using a pre-test and post-test design with a control group and a two-month follow-up over a six-month period in Isfahan city. A purposive sampling method was employed, and 54 boy students aged 9-11 years meeting the inclusion criteria were randomly assigned to three groups of 18 participants including child-centered mindfulness therapy (N=18), acceptance and commitment therapy (N=18), and a control group (N=18). Data were collected using the child and adolescent empathy questionnaire. Participants in the first group received child-centered mindfulness therapy in 10 60-minute sessions, conducted twice a week, while participants in the second experimental group received acceptance and commitment therapy in 9 60-minute sessions, conducted twice a week. By the end of the study, 15 participants remained in each group. Data analysis was performed using repeated measures ANOVA and Bonferroni post-hoc tests, utilizing SPSS software version 26.
Results: The results indicated that both child-centered mindfulness therapy and acceptance and commitment therapy were effective in enhancing emotional empathy (p<0/05) and cognitive empathy (p<0/05).This effectiveness was also maintained at the follow-up stage (p< 0/05). However, no significant differences were observed between the effectiveness of the interventions (p>0/05).
Conclusion: The results of this study indicated that both child-centered mindfulness therapy and acceptance and commitment therapy significantly affected emotional and cognitive empathy in students with ADHD and can be utilized by therapists.
Keywords: Mindfulness, Acceptance and Commitment, Empathy, Attention Deficit Hyperactivity Disorder
Conflict of interest: The authors declared no conflict of interest.
1-Fabregues S, Mumbardo-Adam C, Escalante-Barrios EL & et al. Mixed methods intervention studies in children and adolescents with emotional and behavioral disorders: A methodological review. Research in Developmental Disabilities. 2022;126:104239.
2-Offerman EC, Asselman MW, Bolling F & et al. Prevalence of adverse childhood experiences in students with emotional and behavioral disorders in special education schools from a multi-informant perspective. International journal of environmental research and public health. 2022;19(6):3411.
3-Zaccari V, Santonastaso O, Mandolesi L & et al. Clinical application of mindfulness-oriented meditation in children with ADHD: A preliminary study on sleep and behavioral problems. Psychology & health. 2022;37(5):563-79.
4-Heydari Farsani K, Ahmadi R, Sharifi T. Comparison of the Effectiveness of Cognitive Play Therapy and Computer-based Working Memory Training on the Attention of Children with Attention Deficit Hyperactivity Disorder in Farsan City. Pajouhan Scientific Journal. 2024;22(3):214-24.
5-Abootorabi Kashani P, Naderi F, Safar Zadeh S & et al. Comparison of the effect of dialectical behavior therapy and emotion regulation on distress tolerance and suicide ideation in symptoms of attention deficit/hyperactivity disorder in adolescents. Psychological Achievements. 2020;27(2):69-88.
6-Taylor LA, Climie EA, Yue MW-Y. The role of parental stress and knowledge of condition on incidences of bullying and ostracism among children with ADHD. Children's Health Care. 2020;49(1):20-39.
7-Mirshamsi Z, Behjat A, Saeedmanesh M & et al. The Effectiveness of Cognitive-behavioral training in anger control on Sympathy and Mental Health in Bullying Male Adolescents with Attention Deficit/Hyperactivity Disorder. Rooyesh-e-Ravanshenasi Journal (RRJ). 2020;9(6):159-202.
8-Cuba Bustinza C, Adams RE, Claussen AH & et al. Factors associated with bullying victimization and bullying perpetration in children and adolescents with ADHD: 2016 to 2017 national survey of children’s health. Journal of attention disorders. 2022;26(12):1535-48.
9-Bong SH, Kim KM, Seol KH & et al. Bullying perpetration and victimization in elementary school students diagnosed with attention-deficit/hyperactivity disorder. Asian journal of psychiatry. 2021;62:102729.
10-Rambaran JA, van Duijn MA, Dijkstra JK & et al. The relation between defending,(dis) liking, and the classroom bullying norm: A cross-sectional social network approach in late childhood. International Journal of Behavioral Development. 2022;46(5):420-31.
11-Maoz H, Gvirts HZ, Sheffer M & et al. Theory of mind and empathy in children with ADHD. Journal of attention disorders. 2019;23(11):1331-8.
12-Du K, Buchanan M, Hayhurst J & et al. Parent talk about the wellbeing of others in disciplinary situations relates to younger children's empathy. New Zealand Journal of Psychology. 2019;48(1).
13-Kimmig A-CS, Burger L, Schall M & et al. Impairment of affective and cognitive empathy in high functioning autism is mediated by alterations in emotional reactivity. Scientific Reports. 2024;14(1):21662.
14-Aiello S, Vagni D, Cerasa A & et al. Autistic Traits and Empathy in Children With Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorder and Co-occurring Attention Deficit Hyperactivity Disorder/Autism Spectrum Disorder. Frontiers in Neuroscience. 2021;15:734177.
15-Özyurt G, Öztürk Y, Tufan AE & et al. Differential effects of disruptive mood dysregulation disorder comorbidity in attention deficit hyperactivity disorder on social cognition and empathy. Journal of attention disorders. 2024;28(4):458-68.
16-Lasmono A, Ismail RI, Kaligis F & et al. Empathy quotient and systemizing quotient in elementary school children with and without attention-deficit/hyperactivity disorder: A comparative study. International Journal of Environmental Research and Public Health. 2021;18(17):9231.
17-Takım U, Belli H, Gökçay H & et al. Examination of Changes in Levels of Empathy and Narcissistic Pathology After Treatment of Adult with Attention-Deficit/Hyperactivity Disorder. Alpha Psychiatry. 2024;25(5):598.
18-Bapeirovan S. Investigating the effectiveness of filial therapy on increasing empathy and attention of primary school boys with attention deficit hyperactivity disorder. Mental Health in School. 2024;2(1):21-30.
19-Garandeau CF, Laninga-Wijnen L, Salmivalli C. Effects of the KiVa anti-bullying program on affective and cognitive empathy in children and adolescents. Journal of Clinical Child & Adolescent Psychology. 2022;51(4):515-29.
20-Giroux S, Guay M-C. Assessing the contribution of callous–unemotional traits and affective empathy to aggressive behaviour among teenagers hosted in a youth protection centre. Psychology, Crime & Law. 2022;28(5):511-22.
21-Geribavi H, Nosrati F, Fath abadi R. Impulse Control Training and its Effectiveness on Aggressive Behaviors of Students with Special Learning Disorders. Rooyesh-e-Ravanshenasi Journal(RRJ). 2020;9(6):129-38.
22-Cristofani C, Sesso G, Cristofani P & et al. The role of executive functions in the development of empathy and its association with externalizing behaviors in children with neurodevelopmental disorders and other psychiatric comorbidities. Brain Sciences. 2020;10(8):489.
23-Lee J, Cheung HS, Chee G & et al. The moderating roles of empathy and attachment on the association between latent class typologies of bullying involvement and depressive and anxiety symptoms in Singapore. School mental health. 2021;13(3):518-34.
24-Wang X, Qiao Y, Li W & et al. How is online disinhibition related to adolescents’ cyberbullying perpetration? Empathy and gender as moderators. The journal of early adolescence. 2022;42(5):704-32.
25-Liu X, Xiao R, Tang W. The impact of school-based mindfulness intervention on bullying behaviors among teenagers: mediating effect of self-control. Journal of interpersonal violence. 2022;37(21-22):NP20459-NP81.
26-Hamidi M, Shariat S, Aghabozorgi S & et al. The effectiveness of child-based mindfulness program on impulsivity and aggression in children with externalizing disorders. Quarterly journal of child mental health. 2020;6(4):144-55.
27-Nemati S, badri r, Kazemi S. The Effect of Mindfulness Training on Forgiveness and Empathy Towards Others in Bully Students. Journal of Applied Psychological Research. 2025;-(-):1-18.
28-Sadat Tabatabaei Z. The impact of optimistic mindfulness training on social skills and affective and cognitive empathy of gifted students with non-clinical depression. Journal of Assessment and Research in Applied Counseling (JARAC). 2021;3(4):41-52.
29-Jeong S, Aymerich-Franch L, Arias K & et al. Deploying a robotic positive psychology coach to improve college students’ psychological well-being. User Modeling and User-Adapted Interaction. 2023;33(2):571-615.
30-Dehghani E, Manshaee G. Effectiveness of training child-oriented mindfulness on the self-esteem and empathy of preschool children. medical journal of mashhad university of medical sciences. 2020;62(5.1):589-99.
31-Hoseini L, Manshaei G. Effectiveness of child-centered mindfulness therapy on 8-12 year-old children with depression symptoms. Quarterly Journal of Child Mental Health. 2020;7(1):245-56.
32-Liberman T, Bidegain M, Berriel A & et al. Effects of a Virtual Mindful Self-Compassion Training on Mindfulness, Self-compassion, Empathy, Well-being, and Stress in Uruguayan Primary School Teachers During COVID-19 Times. Mindfulness. 2024:1-15.
33-He Y, Ge L, Yuan J & et al. Interoceptive awareness mediated the effects of a 15‐minute diaphragmatic breathing on empathy for pain: A randomized controlled trial. Psychophysiology. 2024:e14573.
34-Rahmani F, Gowhari H, Jolfai Fotouhi M & et al. The Effectiveness of Acceptance and Commitment Therapy on Empathy and Interpersonal Relationships in Obsessive-Compulsive Patients. Iranian Evolutionary Educational Psychology Journal. 2024;6(1):94-105.
35-Chong YY, Chien WT, Mou H & et al. Acceptance and Commitment Therapy-based Lifestyle Counselling Program for people with early psychosis on physical activity: A pilot randomized controlled trial. Schizophrenia Research. 2025;275:1-13.
36-Petersen JM, Ona PZ, Twohig MP. A review of acceptance and commitment therapy for adolescents: developmental and contextual considerations. Cognitive and Behavioral Practice. 2024;31(1):72-89.
37-Fang S, Ding D. A meta-analysis of the efficacy of acceptance and commitment therapy for children. Journal of Contextual Behavioral Science. 2020;15:225-34.
38-Showani E, Asadpour E, Zahrakar K & et al. The efficacy of acceptance and commitment therapy (ACT) on women's emotional empathy and forgiveness. Journal of Psychological Science. 2023;22(122):229-48.
39-Mohammadi Farshi A, Shahnazari M, Bahrami Hidaji M & et al. The efficacy of cognitive therapy based on acceptance and commitment with a focus on self-compassion emotional schemas and empathy in couples. Journal of Psychological Science. 2023;21(120):2449-67.
40-Golpayegani F, Bayat B, Majdiyan V & et al. Effectiveness of Acceptance and Commitment Therapy on the quality of attachment and altruism of the children with externalized behavioral problems. JOEC. 2019;18(4):77-88.
41-Bahrami Hidaji M, Peyvandi P, Mohammadi Shirmahaleh F. The efficacy of cognitive therapy based on acceptance and commitment with a focus on self-compassion emotional schemas and empathy in couples. Journal of Psychological Science. 2023;21(120):2449-67.
42-Debra Burdick L. Mindfulness skills workbook for clinicians and clients: 111 tools, techniques, activities & worksheets: PESI Publishing & Media; 2013.
43-Tayebi Naieni P, Mohammad-Khani S, Akbari M & et al. The effectiveness of acceptance and commitment therapy on psychological flexibility in children with obsessive-compulsive disorder. Quarterly Journal of Child Mental Health. 2017;4(3):91-106.
44-Overgaauw S, Rieffe C, Broekhof E & et al. Assessing empathy across childhood and adolescence: Validation of the empathy questionnaire for children and adolescents (EmQue-CA). Frontiers in psychology. 2017;8:870.
45-Khosravi Larijani M, Mohammadpanah Ardakan A, Choobforoush-zadeh A & et al. Examining the validity and reliability of the persian version of the empathy questionnaire for children and adolescents. Journal of Applied Psychological Research. 2021;11(4):263-80.
46-Netten AP, Rieffe C, Theunissen SC & et al. Low empathy in deaf and hard of hearing (pre) adolescents compared to normal hearing controls. PloS one. 2015;10(4):e0124102.
47-Tement S, Ketiš ZK, Miroševič Š & et al. The impact of psychological interventions with elements of mindfulness (PIM) on empathy, well-being, and reduction of burnout in physicians: a systematic review. International journal of environmental research and public health. 2021;18(21):11181.
48-Mohammadian S, Asgari P, Makvandi B & et al. Effectiveness of acceptance and commitment therapy on anxiety, cognitive avoidance, and empathy of couples visiting counseling centers in Ahvaz City, Iran. Journal of Research and Health. 2021;11(6):393-402.
Farzaneh Khodadad(Ph.D.s)1, Gholamreza Manshaee(Ph.D.)2, Hajar Torkan(Ph.D.)3
1.PhD Student, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
2.Corresponding Author: Associate Professor, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran. Email:gh.manshaei@Khuisf.ac.ir Tell: 09133170300
3.Assistant professor, Department of Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran.
Abstract
Introduction: Attention Deficit Hyperactivity Disorder (ADHD) is considered a serious problem in educational environments and has significant negative impacts on the psychological well-being of students. The present study aimed to compare the effectiveness of child-centered mindfulness therapy and acceptance and commitment therapy on emotional-cognitive empathy of primary school students with ADHD experiencing bullying.
Methods: This semi-experimental study was conducted in 2023 using a pre-test and post-test design with a control group and a two-month follow-up over a six-month period in Isfahan city. A purposive sampling method was employed, and 54 boy students aged 9-11 years meeting the inclusion criteria were randomly assigned to three groups of 18 participants including child-centered mindfulness therapy (N=18), acceptance and commitment therapy (N=18), and a control group (N=18). Data were collected using the child and adolescent empathy questionnaire. Participants in the first group received child-centered mindfulness therapy in 10 60-minute sessions, conducted twice a week, while participants in the second experimental group received acceptance and commitment therapy in 9 60-minute sessions, conducted twice a week. By the end of the study, 15 participants remained in each group. Data analysis was performed using repeated measures ANOVA and Bonferroni post-hoc tests, utilizing SPSS software version 26.
Results: The results indicated that both child-centered mindfulness therapy and acceptance and commitment therapy were effective in enhancing emotional empathy (p<0/05) and cognitive empathy (p<0/05).This effectiveness was also maintained at the follow-up stage (p< 0/05). However, no significant differences were observed between the effectiveness of the interventions (p>0/05).
Conclusion: The results of this study indicated that both child-centered mindfulness therapy and acceptance and commitment therapy significantly affected emotional and cognitive empathy in students with ADHD and can be utilized by therapists.
Keywords: Mindfulness, Acceptance and Commitment, Empathy, Attention Deficit Hyperactivity Disorder
Conflict of interest: The authors declared no conflict of interest.
1-Fabregues S, Mumbardo-Adam C, Escalante-Barrios EL & et al. Mixed methods intervention studies in children and adolescents with emotional and behavioral disorders: A methodological review. Research in Developmental Disabilities. 2022;126:104239.
2-Offerman EC, Asselman MW, Bolling F & et al. Prevalence of adverse childhood experiences in students with emotional and behavioral disorders in special education schools from a multi-informant perspective. International journal of environmental research and public health. 2022;19(6):3411.
3-Zaccari V, Santonastaso O, Mandolesi L & et al. Clinical application of mindfulness-oriented meditation in children with ADHD: A preliminary study on sleep and behavioral problems. Psychology & health. 2022;37(5):563-79.
4-Heydari Farsani K, Ahmadi R, Sharifi T. Comparison of the Effectiveness of Cognitive Play Therapy and Computer-based Working Memory Training on the Attention of Children with Attention Deficit Hyperactivity Disorder in Farsan City. Pajouhan Scientific Journal. 2024;22(3):214-24.
5-Abootorabi Kashani P, Naderi F, Safar Zadeh S & et al. Comparison of the effect of dialectical behavior therapy and emotion regulation on distress tolerance and suicide ideation in symptoms of attention deficit/hyperactivity disorder in adolescents. Psychological Achievements. 2020;27(2):69-88.
6-Taylor LA, Climie EA, Yue MW-Y. The role of parental stress and knowledge of condition on incidences of bullying and ostracism among children with ADHD. Children's Health Care. 2020;49(1):20-39.
7-Mirshamsi Z, Behjat A, Saeedmanesh M & et al. The Effectiveness of Cognitive-behavioral training in anger control on Sympathy and Mental Health in Bullying Male Adolescents with Attention Deficit/Hyperactivity Disorder. Rooyesh-e-Ravanshenasi Journal (RRJ). 2020;9(6):159-202.
8-Cuba Bustinza C, Adams RE, Claussen AH & et al. Factors associated with bullying victimization and bullying perpetration in children and adolescents with ADHD: 2016 to 2017 national survey of children’s health. Journal of attention disorders. 2022;26(12):1535-48.
9-Bong SH, Kim KM, Seol KH & et al. Bullying perpetration and victimization in elementary school students diagnosed with attention-deficit/hyperactivity disorder. Asian journal of psychiatry. 2021;62:102729.
10-Rambaran JA, van Duijn MA, Dijkstra JK & et al. The relation between defending,(dis) liking, and the classroom bullying norm: A cross-sectional social network approach in late childhood. International Journal of Behavioral Development. 2022;46(5):420-31.
11-Maoz H, Gvirts HZ, Sheffer M & et al. Theory of mind and empathy in children with ADHD. Journal of attention disorders. 2019;23(11):1331-8.
12-Du K, Buchanan M, Hayhurst J & et al. Parent talk about the wellbeing of others in disciplinary situations relates to younger children's empathy. New Zealand Journal of Psychology. 2019;48(1).
13-Kimmig A-CS, Burger L, Schall M & et al. Impairment of affective and cognitive empathy in high functioning autism is mediated by alterations in emotional reactivity. Scientific Reports. 2024;14(1):21662.
14-Aiello S, Vagni D, Cerasa A & et al. Autistic Traits and Empathy in Children With Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorder and Co-occurring Attention Deficit Hyperactivity Disorder/Autism Spectrum Disorder. Frontiers in Neuroscience. 2021;15:734177.
15-Özyurt G, Öztürk Y, Tufan AE & et al. Differential effects of disruptive mood dysregulation disorder comorbidity in attention deficit hyperactivity disorder on social cognition and empathy. Journal of attention disorders. 2024;28(4):458-68.
16-Lasmono A, Ismail RI, Kaligis F & et al. Empathy quotient and systemizing quotient in elementary school children with and without attention-deficit/hyperactivity disorder: A comparative study. International Journal of Environmental Research and Public Health. 2021;18(17):9231.
17-Takım U, Belli H, Gökçay H & et al. Examination of Changes in Levels of Empathy and Narcissistic Pathology After Treatment of Adult with Attention-Deficit/Hyperactivity Disorder. Alpha Psychiatry. 2024;25(5):598.
18-Bapeirovan S. Investigating the effectiveness of filial therapy on increasing empathy and attention of primary school boys with attention deficit hyperactivity disorder. Mental Health in School. 2024;2(1):21-30.
19-Garandeau CF, Laninga-Wijnen L, Salmivalli C. Effects of the KiVa anti-bullying program on affective and cognitive empathy in children and adolescents. Journal of Clinical Child & Adolescent Psychology. 2022;51(4):515-29.
20-Giroux S, Guay M-C. Assessing the contribution of callous–unemotional traits and affective empathy to aggressive behaviour among teenagers hosted in a youth protection centre. Psychology, Crime & Law. 2022;28(5):511-22.
21-Geribavi H, Nosrati F, Fath abadi R. Impulse Control Training and its Effectiveness on Aggressive Behaviors of Students with Special Learning Disorders. Rooyesh-e-Ravanshenasi Journal(RRJ). 2020;9(6):129-38.
22-Cristofani C, Sesso G, Cristofani P & et al. The role of executive functions in the development of empathy and its association with externalizing behaviors in children with neurodevelopmental disorders and other psychiatric comorbidities. Brain Sciences. 2020;10(8):489.
23-Lee J, Cheung HS, Chee G & et al. The moderating roles of empathy and attachment on the association between latent class typologies of bullying involvement and depressive and anxiety symptoms in Singapore. School mental health. 2021;13(3):518-34.
24-Wang X, Qiao Y, Li W & et al. How is online disinhibition related to adolescents’ cyberbullying perpetration? Empathy and gender as moderators. The journal of early adolescence. 2022;42(5):704-32.
25-Liu X, Xiao R, Tang W. The impact of school-based mindfulness intervention on bullying behaviors among teenagers: mediating effect of self-control. Journal of interpersonal violence. 2022;37(21-22):NP20459-NP81.
26-Hamidi M, Shariat S, Aghabozorgi S & et al. The effectiveness of child-based mindfulness program on impulsivity and aggression in children with externalizing disorders. Quarterly journal of child mental health. 2020;6(4):144-55.
27-Nemati S, badri r, Kazemi S. The Effect of Mindfulness Training on Forgiveness and Empathy Towards Others in Bully Students. Journal of Applied Psychological Research. 2025;-(-):1-18.
28-Sadat Tabatabaei Z. The impact of optimistic mindfulness training on social skills and affective and cognitive empathy of gifted students with non-clinical depression. Journal of Assessment and Research in Applied Counseling (JARAC). 2021;3(4):41-52.
29-Jeong S, Aymerich-Franch L, Arias K & et al. Deploying a robotic positive psychology coach to improve college students’ psychological well-being. User Modeling and User-Adapted Interaction. 2023;33(2):571-615.
30-Dehghani E, Manshaee G. Effectiveness of training child-oriented mindfulness on the self-esteem and empathy of preschool children. medical journal of mashhad university of medical sciences. 2020;62(5.1):589-99.
31-Hoseini L, Manshaei G. Effectiveness of child-centered mindfulness therapy on 8-12 year-old children with depression symptoms. Quarterly Journal of Child Mental Health. 2020;7(1):245-56.
32-Liberman T, Bidegain M, Berriel A & et al. Effects of a Virtual Mindful Self-Compassion Training on Mindfulness, Self-compassion, Empathy, Well-being, and Stress in Uruguayan Primary School Teachers During COVID-19 Times. Mindfulness. 2024:1-15.
33-He Y, Ge L, Yuan J & et al. Interoceptive awareness mediated the effects of a 15‐minute diaphragmatic breathing on empathy for pain: A randomized controlled trial. Psychophysiology. 2024:e14573.
34-Rahmani F, Gowhari H, Jolfai Fotouhi M & et al. The Effectiveness of Acceptance and Commitment Therapy on Empathy and Interpersonal Relationships in Obsessive-Compulsive Patients. Iranian Evolutionary Educational Psychology Journal. 2024;6(1):94-105.
35-Chong YY, Chien WT, Mou H & et al. Acceptance and Commitment Therapy-based Lifestyle Counselling Program for people with early psychosis on physical activity: A pilot randomized controlled trial. Schizophrenia Research. 2025;275:1-13.
36-Petersen JM, Ona PZ, Twohig MP. A review of acceptance and commitment therapy for adolescents: developmental and contextual considerations. Cognitive and Behavioral Practice. 2024;31(1):72-89.
37-Fang S, Ding D. A meta-analysis of the efficacy of acceptance and commitment therapy for children. Journal of Contextual Behavioral Science. 2020;15:225-34.
38-Showani E, Asadpour E, Zahrakar K & et al. The efficacy of acceptance and commitment therapy (ACT) on women's emotional empathy and forgiveness. Journal of Psychological Science. 2023;22(122):229-48.
39-Mohammadi Farshi A, Shahnazari M, Bahrami Hidaji M & et al. The efficacy of cognitive therapy based on acceptance and commitment with a focus on self-compassion emotional schemas and empathy in couples. Journal of Psychological Science. 2023;21(120):2449-67.
40-Golpayegani F, Bayat B, Majdiyan V & et al. Effectiveness of Acceptance and Commitment Therapy on the quality of attachment and altruism of the children with externalized behavioral problems. JOEC. 2019;18(4):77-88.
41-Bahrami Hidaji M, Peyvandi P, Mohammadi Shirmahaleh F. The efficacy of cognitive therapy based on acceptance and commitment with a focus on self-compassion emotional schemas and empathy in couples. Journal of Psychological Science. 2023;21(120):2449-67.
42-Debra Burdick L. Mindfulness skills workbook for clinicians and clients: 111 tools, techniques, activities & worksheets: PESI Publishing & Media; 2013.
43-Tayebi Naieni P, Mohammad-Khani S, Akbari M & et al. The effectiveness of acceptance and commitment therapy on psychological flexibility in children with obsessive-compulsive disorder. Quarterly Journal of Child Mental Health. 2017;4(3):91-106.
44-Overgaauw S, Rieffe C, Broekhof E & et al. Assessing empathy across childhood and adolescence: Validation of the empathy questionnaire for children and adolescents (EmQue-CA). Frontiers in psychology. 2017;8:870.
45-Khosravi Larijani M, Mohammadpanah Ardakan A, Choobforoush-zadeh A & et al. Examining the validity and reliability of the persian version of the empathy questionnaire for children and adolescents. Journal of Applied Psychological Research. 2021;11(4):263-80.
46-Netten AP, Rieffe C, Theunissen SC & et al. Low empathy in deaf and hard of hearing (pre) adolescents compared to normal hearing controls. PloS one. 2015;10(4):e0124102.
47-Tement S, Ketiš ZK, Miroševič Š & et al. The impact of psychological interventions with elements of mindfulness (PIM) on empathy, well-being, and reduction of burnout in physicians: a systematic review. International journal of environmental research and public health. 2021;18(21):11181.
48-Mohammadian S, Asgari P, Makvandi B & et al. Effectiveness of acceptance and commitment therapy on anxiety, cognitive avoidance, and empathy of couples visiting counseling centers in Ahvaz City, Iran. Journal of Research and Health. 2021;11(6):393-402.
Type of Study: Research |
Subject:
Psychology
Received: 2024/09/9 | Accepted: 2024/10/27 | Published: 2024/12/30
Received: 2024/09/9 | Accepted: 2024/10/27 | Published: 2024/12/30
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