مقایسه اثربخشی آموزش تنظیم شناختی هیجانی و تحریک الکتریکی مستقیم فراجمجمه‌ای در تاب‌آوری، انعطاف‌پذیری شناختی و نشخوار فکری زنان سالمند با اختلال افسردگی اساسی

منابع

اسکندری، ح.، پژوهی‌نیا، ش. و ابویسانی، ی. (۱۳۹۵). تبیین مشکلات روانی مبتنی بر انعطاف‌پذیری شناختی و تمایزیافتگی خود. مجله علوم اعصاب شفای خاتم، ۴(۳)، ۲۷-۱۸.

کاظمی، ن.، ارجمندنیا، ع.ا.، مرادی، ر.، محمدی، س.ت. و صادقی فرد، م. (۱۳۹۹). اثربخشی آموزش خودشفقتی بر بهزیستی روان‌شناختی و نشخوار فکری در مادران دارای دانش‌آموزان با اختلال یادگیری خاص. رویش روان‌شناسی، ۹(۱)، ۳۶-۲۷.

حاتمی‌نژاد، م.، نوروزی همایون، م.ر.، صادقی، م.، و صدری دمیرچی، ا. (۱۴۰۳). تدوین مدل اضطراب اجتماعی دانش‌آموزان براساس کمال‌گرایی سازش‌نایافته و اجتناب تجربه‌ای با نقش واسطه‌ای دشواری در تنظیم هیجان. فصل‌نامه پژوهش‌های کاربردی روانشناختی.

کیهانی، م.، تقوایی، د.، رجبی، الف.، و امیرپور، ب. (۱۳۹۳). همسانی درونی و تحلیل عاملی تأییدی مقیاس تاب‌آوری کانر-دیویدسون در دانشجویان دختر پرستاری. مجله ایرانی آموزش در علوم پزشکی، ۱۴ (۱۰)، 865-857.

الماسی، م.، نوروزی همایون، م. و رضایی شریف، ع. (۱۴۰۰). اثربخشی درمان نوروفیدبک و تحریک مستقیم فراجمجمه‌ای بر چیرگی شناختی کودکان دارای نقص توجه/بیش‌فعالی. عصب‌روان‌شناسی، ۷(۲۵)، ۱۳۰-۱۱۱.

نوروزی همایون، م.، الماسی، م.، صدری دمیرچی، ا. و حاتمی‌نژاد، م. (۱۴۰۱). مقایسه اثربخشی درمان تحریک الکتریکی مستقیم فراجمجمه‌ای و تحریک مغناطیسی فراجمجمه‌ای مکرر بر حافظه کاری، تکانشگری و رفتارهای آسیب به خود در افراد مبتلا به شخصیت مرزی. عصب‌روان‌شناسی، ۸(۳۱)، ۱۹-۱.

نوروزی همایون، م.، حاتمی‌نژاد، م.، صدری دمیرچی، ا. و صادقی، م. (۱۴۰۳). مقایسه اثربخشی آموزش تنظیم هیجان و مداخله تحریک الکتریکی مستقیم فراجمجمه‌ای بر بهبود کارکردهای اجرایی (توجه، انعطاف‌پذیری شناختی، بازداری پاسخ، کنترل هیجان) و تکانشگری در دانش‌آموزان پسر دارای اختلال نقص توجه و بیش‌فعالی. عصب‌روان‌شناسی، ۱۰(۳۷).

نوروزی همایون، م.، صادقی، م.، صدری دمیرچی، ا. و حاتمی‌نژاد، م. (۱۴۰۳). رابطه حس انسجام و حمایت اجتماعی ادراک‌شده با تاب‌آوری: نقش میانجی راهبردهای انطباقی تنظیم شناختی هیجانی سالمندان. روان‌شناسی پیری، 10(4)، ۴۲۷-۴۰۵.

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