Comparing Problem-Solving Skills and Cognitive Emotion Regulation in Patients with Psychosomatic Symptoms and Control Population in Isfahan City, Iran

Document Type : Original Article (s)

Authors

1 MSc Student, Department of Psychology, School of Educational Sciences and Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

2 Professor, Department of Psychology, School of Educational Sciences and Psychology, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran

3 Associate Professor, Department of Psychiatry, School of Medicine AND Noor and Aliasghar Hospital, Isfahan University of Medical Sciences, Isfahan, Iran

Abstract

Background: Mental disorders can have physical manifestation and are prevailed as psychosomatic signs. Studies about cognitive skills in psychosomatic patient are clinical trials in order to understand somatotization of mental disorder. This study aimed to compare problem-solving skills and cognitive emotion regulation strategies in patients with psychosomatic symptoms and control population.Methods: This was a causal-comparative study during the third simester of 2016, and study sample included 68 people, 34 with and 34 without psychosomatic symptoms, in Isfahan City, Iran. They were selected via convenience sampling from the clients of Psychosomatic Research Center, Isfahan University of Medical Sciences, and their relatives. The research tools included the Problem-Solving Inventory (PSI) and the Cognitive Emotion Regulation Questionnaire (CERQ).Findings: The Multivariant ANCOVA test showed that a significant difference between problem-solving skills (except avoid the tendency style) and cognitive emotion regulation strategies in patients with psychosomatic symptoms and control population (P < 0.05 for all).Conclusion: We found that problem-solving skills (except avoid the tendency style) and cognitive emotion regulation strategies play a significant role in presence or absence of psychosomatic symptoms.

Keywords

References

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Journal of Isfahan Medical School
Volume 35, Issue 456 - Serial Number 456
September and October 2018
Pages 1660-1667

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History

  • Receive Date: 25 August 2017
  • Revise Date: 01 November 2024
  • Accept Date: 06 April 2022

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