Psychological distress tolerance and executive function in normal people and individuals with Obsessive-compulsive disorder and depression

Authors

    Leyla Tehrani * M.A student of clinical psychology, Azad university of Rodehen, Rodehen, Iran leilatehraniazad@gmail.com
    Khadijeh Abolmaali Faculty of Psychology, Islamic Azad University - Roodehen Branch

Keywords:

Obsessive, compulsive disorder Psychological Stress tolerance Executive function Depression

Abstract

AbstractThe current study aimed to determine the differences between psychological Stress tolerance and executive function in normal people and individuals with Obsessive-compulsive disorder (OCD) and depression. The statistical population if the study includes OCD, depressed and normal people. The study method was Causal-Comparative. Study sample includes 90 people with OCD, depression and normal people (30 people each) which were selected by purposive sampling procedure. Beck depression inventory, the distress tolerance and obsessive- intellectual (MOCI) scale and Wisconsin test were employed for assessment of the variables. MANOVA and follow up test were used for data analysis. Findings reveal that, there were significant differences in psychological tolerance distress and aspect of executive function in groups (p<0.001). Patients with OCD had significant deficiency in abstract thought, cognitive flexibility and improving efficiency with normal people. In addition, depressed people had got these deficiency which was a high difference (= 0.37). Due to the significant difference in Psychological tolerance stress and aspect of executive function in OCD, depressed and normal people it is necessary that the patient get an appropriate treatment by considering the psychological and aspect of executive function.

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Published

2022-06-21

How to Cite

Tehrani, L., & Abolmaali, K. (2022). Psychological distress tolerance and executive function in normal people and individuals with Obsessive-compulsive disorder and depression. International Journal of Education and Cognitive Sciences, 1(2), 11-17. https://journalecs.com/index.php/ecs/article/view/8

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