The Effectiveness of Cognitive-Behavioral Therapy on Depression, Anxiety, and Quality of Life in Men with Asthma

Authors

    Roya Moinaldini PhD student, Department of Psychology, Emirates Branch, Payame Noor University, Dubai, United Arab Emirates.
    Amin Rafiepoor * Assistant Professor, Tehran Branch, Payame Noor University, Tehran, Iran. rafiepoor@pnu.ac.ir
    Ezzatollah Kordmirza Nikoozadeh Assistant Professor, Tehran Branch, Payame Noor University, Tehran, Iran.

Keywords:

cognitive-behavioral therapy, depression, anxiety, Quality of Life, Asthma

Abstract

Purpose: The aim of this study was to examine the effectiveness of cognitive-behavioral therapy (CBT) in reducing symptoms of depression, anxiety, and improving the quality of life in men with asthma.Methods and Materials: This research was conducted using a quasi-experimental method with a pretest-posttest control group design. The statistical sample consisted of 30 men with asthma, who were randomly divided into two equal groups (15 each). The intervention group received cognitive-behavioral therapy, while the control group did not receive any intervention. The tools used in this study included the Beck Depression Inventory (BDI-II), the State-Trait Anxiety Inventory (STAI), and the Asthma Quality of Life Questionnaire (AQLQ). The data were analyzed using repeated measures analysis of variance and SPSS 22 software.Findings: The results indicated that cognitive-behavioral therapy had a significant effect in reducing depression and anxiety and improving the quality of life in the intervention group compared to the control group.Conclusion: These findings confirm the effectiveness of cognitive-behavioral therapy as an effective intervention in improving psychological well-being and enhancing the quality of life in patients with asthma.

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Published

2022-06-21

How to Cite

Moinaldini, R., Rafiepoor, A., & Kordmirza Nikoozadeh, E. (2022). The Effectiveness of Cognitive-Behavioral Therapy on Depression, Anxiety, and Quality of Life in Men with Asthma. International Journal of Education and Cognitive Sciences, 5(5), 86-93. https://journalecs.com/index.php/ecs/article/view/181

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