Dominant cognitive and emotional schemas in depression and anxiety disorders
Анотація
Anxiety and depression disorders are the most prevalent disorders that which cause considerable disorders, overusing sanitation care services and hyperactivity disorder. Based on cognitive perspective it is mental damage caused by creation and stability of early maladaptive schemas and patterns of habitual thinking is very popular and comprehensive that identify vulnerability kind. Many researches have been performed on reasons of anxiety and depression disorders creation so this study aimed at investigating role of dominant cognitive and emotional schemas in depression and anxiety disorders. Current study is causative-comparative study out of which 109 people are suffered from different kinds of anxiety disorders and 208 patients are suffered from depression disorders. Tastes were evaluated after semi-structured interview based on of DSM-IV-TR, (SCID-I) by Young early maladaptive schemas (short form) and Leahy emotional schema Scale (LESS). In order to analyze data one-way variance analysis was used. According to the results, emotional schemas of v has role in creation of all anxiety disorders. However, rational emotional schema has no role in creation of socio phobia disorders, personified phobias, obsessive compulsive disorder and anxiety disorder. In cognitive schemas contexts in all levels of anxiety disorders, all domains of cognitive schema are inefficient specially disconnection and rejection Domain. Emotional schemas of depressed people were analyzed and indicated that emotional schemas of guilt and validation by others are dominant pattern in explanation of depression disorders. Out of cognitive schemas, dependence/incompetence cognitive schemas and unrelenting standards / hypercritical can anticipate depression. The expediency of training clinical psychologists to work with persons with depressive and anxiety disorders based on the study of their dominant cognitive and emotional schemes is stated. Such training can be carried out both in the process of training psychologists in institutions of higher education, and in conditions of postgraduate education
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