Volume 18, Issue 4 (4-2019)
ijdld 2019, 18(4): 199-206 |
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1- Department of Science in Clinical Psychology, Faculty of Humanities, Azad University, Tehran, Iran
2- Department of Psycology, Faculty of Humanities, University of Science and Culture, Tehran, Iran ,Ashrafi@usc.ac.ir
3- Iranian Diabetes Association
2- Department of Psycology, Faculty of Humanities, University of Science and Culture, Tehran, Iran ,
3- Iranian Diabetes Association
Abstract: (3409 Views)
Background: Type 1 diabetes is a chronic disease that children and adolescents do not have the ability to care for themselves, despite having enough information about their self-care (nutrition, insulin, exercise, etc.). Self-care, such as any behavior, can be influenced by the way of thinking, and the philosophy teaching method can be a suitable educational tool for changing thinking. The purpose of this study was to determine the effectiveness of teaching cognitive errors by philosophy for children on increasing the Well-being and reducing the cognitive errors and the level of glucose in children and adolescents with type 1 diabetes.
Methods: The research method was quasi-experiment with pre-test post-test control group (waiting list) design. The sample included 22 children and adolescents of the Iranian Diabetes Association who responded to the cognitive errors scale of children and adolescents Quinn et al., Well-being Questionnaire (WHO-5) and blood glucose (A1C). To test the hypotheses, MANCOVA was used.
Results: The result of MANCOVA was significant. Subsequently, there were significant differences between cognitive errors (F (17,1) =9/01, P=0/008) and Well-being (F (17,1) =7/4, P=0/01) between two groups, but the level of blood glucose (F= (17,1) =0/01, P=0/8) was not significant.
Conclusion: Learning cognitive errors in the philosophy for children and adolescents leads to the growth of reasoning, the rational thinking of children and adolescents, and helps them to take care of themselves in conditions of failure, stress and anxiety, and improves their emotional well-being. However, it seems that it takes longer to effect on blood glucose.
Methods: The research method was quasi-experiment with pre-test post-test control group (waiting list) design. The sample included 22 children and adolescents of the Iranian Diabetes Association who responded to the cognitive errors scale of children and adolescents Quinn et al., Well-being Questionnaire (WHO-5) and blood glucose (A1C). To test the hypotheses, MANCOVA was used.
Results: The result of MANCOVA was significant. Subsequently, there were significant differences between cognitive errors (F (17,1) =9/01, P=0/008) and Well-being (F (17,1) =7/4, P=0/01) between two groups, but the level of blood glucose (F= (17,1) =0/01, P=0/8) was not significant.
Conclusion: Learning cognitive errors in the philosophy for children and adolescents leads to the growth of reasoning, the rational thinking of children and adolescents, and helps them to take care of themselves in conditions of failure, stress and anxiety, and improves their emotional well-being. However, it seems that it takes longer to effect on blood glucose.
Type of Study: Research |
Subject:
Special
Received: 2018/12/29 | Accepted: 2019/08/19 | Published: 2019/04/15
Received: 2018/12/29 | Accepted: 2019/08/19 | Published: 2019/04/15
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