طراحی برنامه رایانه‌‌ای آموزش اختصاصی کردن حافظه و بررسی اثربخشی آن در ارتقاء حافظه خودزندگی‌نامه‌‌ای و ویژگی‌های هیجانی مراقبان افراد مبتلاء به سرطان

مقدمه: با توجه به محدودیت‌های ناشی از همه گیری covid-19 جهت مراجعه حضوری برای دریافت درمان‌ های روان‌شناختی، پژوهش حاضر، با هدف طراحی برنامه رایانه‏‌ای آموزش اختصاصی کردن حافظه (mest) جهت ارتقاء حافظه خودزندگی‏نامه‌‏ای و وضعیت عاطفی مراقبان افراد مبتلاء به سرطان صورت گرفت.روش کار: مطالعه حاضر یک طرح پیش آزمون پس آزمون با پیگیری یک ماهه بود که در درمانگاه تخصصی داخلی جهاد دانشگاهی خراسان رضوی (واحد شیمی درمانی) طی بازه زمانی 1401 صورت گرفت. این مطالعه در دو مرحله اصلی ارزیابی اعتبار ابزار طراحی شده و بررسی اثربخشی آن، انجام شد. یافته‎ها: بررسی روایی محتوایی نسخه فارسی نرم‌ افزار mest حاکی از آن بود که مقدار cvi برای بیشتر موارد برابر یا بیش از 0/8 است که نشان دهنده اهمیت و ضرورت محتوای موجود در نرم ‌افزار طراحی شده می ‌باشد. همچنین، ضرورت محتوای جلسات حاکی از آن بود که میزان شاخص cvr برای همه موارد 0/99 بود. پس از مداخله، مقایسه میانگین افسردگی (2/06=t ،0/04=p) و حافظه خودزندگی‏نامه‏ای (2/25=z ،0/02=p) در دو گروه حاکی از کاهش نمرات این دو مقیاس در گروه مداخله نسبت به گروه کنترل بود.نتیجه ‌گیری: با توجه به این که مداخله مبتنی بر mest بر خط، دارای اثربخشی، آسان و ارزان می ‌باشد، می ‌تواند در کنار مداخلات سنتی یا برخط دیگر ارائه شود.  

designing a computer program for memory specificity training: investigating its effectiveness in enhancing autobiographical memory and emotional characteristics for caregivers of people with cancer

individuals experiencing psychological distress symptoms (such as anxiety, mental pressure, depression) and post-traumatic stress often struggle with autobiographical memory and rumination, necessitating psychological interventions. interventions such as computerized competitive memory training and computerized memory specificity training are available options for psychologists to enhance the condition of these individuals, potentially improving emotional and cognitive symptoms, including autobiographical memory. cancer caregivers are a population that frequently experiences numerous emotional issues, including anxiety, mental pressure, depression, and post-traumatic stress. the responsibility of assuming the caregiver role and associated feelings of guilt can intensify the pressure on caregivers of children with cancer. given the constraints of the recent epidemic, it is crucial to offer methods that can effectively improve these individuals’ mental health. considering the history of memory specificity training (mest)-based interventions in alleviating depression and post-traumatic stress disorder, the computerized design and localization of this intervention method can be beneficial during epidemic periods when face-to-face activities are limited. the present study aimed to develop an online persian version of mest-based training and to assess the content validity and effectiveness of this program.methodsthis study was conducted to develop a computerized version of the mest training intervention sessions using mobile phone software. the tools used in this study included the structured clinical interview for dsm-5 mental disorders clinical version, dass-21 scale, autobiographical memory test (amt), and therapeutic intervention: memory specificity training or mest.the main structure of this software was designed and localized by adapting the software of hallford et al. the persian protocol, compatible with the android version, was designed and modified by the working group. during the process of compiling the computerized version, the researchers collaborated with several clinical psychologists, computer specialists, software development experts, and patient caregivers. the classical form previously presented by farhi menesh et al. was used to prepare the persian version of the protocol. with the help of the php programming language, the management panel and software were written based on react native, and other sub-languages were also used for coding.in the second stage, the content validity of the intervention program was evaluated based on the necessity of each section’s existence and the relevance of the content to each section’s goals. this evaluation was conducted by ten psychologists and faculty members of kharazmi university who were experienced in the field of cognitive sciences and familiar with the mest tool. the content validity of the farsi mest protocol was calculated by evaluating the content validity ratio (cvr) and content validity index (cvi).then, to check for bugs and changes in the content and notifications, modifications were made in the software’s space based on feedback from a small sample of applicants. initially, a semi-structured interview was conducted separately by two trained psychologists, and if signs of psychological distress were observed, the individual was included in the study. the selected samples were randomly divided into two groups: an intervention group (15 people) and a control group (15 people). individuals in the intervention group received seven treatment sessions based on the mest intervention, held weekly, while no intervention was conducted in the control group. in the end, the effectiveness of the specific computerized memory intervention in reducing pathological symptoms and autobiographical memory of caregivers was investigated.resultsthe content validity review of the persian version of the mest online training software indicated that the cvi value for all items was more than 0.6, demonstrating the importance and necessity of the questions in the designed scale. a content validity index higher than 0.8 was achieved, indicating a satisfactory correlation of all items with the objectives of the constructed tool. however, the cvr and cvi were not appropriate for the materials providing the desired results and the timing of the sessions. moreover, the content validity review of the session content indicated that the cvr index for all sessions was 0.99, and the cvi index for all sessions was equal to or higher than 0.8. therefore, the relevance and necessity of the concepts used in the sessions were confirmed. the two groups were homogeneous in terms of variables such as gender, caregiver’s education level, and history of psychiatric diseases (p>0.05). the comparison of dass-21 indices and autobiographical memory for the two groups is shown in table 1. the results of the within-andbetween-group variance analysis for the variables of depression, anxiety, stress, and autobiographical memory are shown in table 5. the results of the within-andbetween-group variance analysis show that no significant effect was observed in the state of depression over time (p=0.51, f=0.43). the interactive effect of the time groupwas also not significant, indicating no significant difference between the two groups (p=0.84, f=0.03). the results of the between-group comparison for the depression variable showed no significant difference between the two groups (p=0.14, f=2.27). the within-group analysis of the anxiety variable (p=0.18, f=1.82) and stress (p=0.27, f=1.23) also indicated the absence of a significant effect. the interactive effect of the time groupwas also not significant for the two variables of anxiety (p=0.96, f=0.001) and stress (p=0.19, f=1.73). the between-group comparison for the variables of anxiety (p=0.45, f=0.58) and stress (p=0.92, f=0.008) indicated no significant difference. besides, the results of the within-group variance analysis showed that no significant effect was observed in the state of autobiographical memory. the interactive effect of the time groupwas also not significant (p=0.13, f=2.49). the results of the between-group comparison for the autobiographical memory variable also showed no significant difference between the two groups (p=0.78, f=0.07).table 1. comparison of dass-21 indices and autobiographical memory between two groupsvariablescontrol group (mean±sd)control group (mean±sd)p-valuedepressionbefore intervention24.8±8.521.4±12.30.39*after the intervention26.6±5.818.73±13.680.04*follow-up23.06±8.0320.5±11.30.48*anxietybefore intervention16.9±10.0215.06±11.70.64*after the intervention17.6±8.0413.4±11.40.25*follow-up19.3±9.6417.3±11.70.61*stressbefore intervention33.66±11.419.7±12.40.506*after the intervention21.86±11.0721.2±13.60.88**follow-up22.26±7.3624.6±13.020.55*autobiographical memorybefore intervention6.14±3.2074.86±3.2040.29*after the intervention5.3±3.897.13±3.270.02**follow-up5.73±3.476.66±3.390.41** t-test        ** mann-whitney u testconclusionthis study introduced an online version of the mest intervention in persian and confirmed its validity. although validating the reliability and validity of the questionnaire is a lengthy, multi-step process, challenging the content of research tools aids in better understanding, using, and critiquing the content of a tool with a precise approach. evidently, the mest-based intervention has a short-term effect on reducing symptoms of depression. previous studies have demonstrated that the mest-based intervention positively impacts post-traumatic stress and depression symptoms. however, this study showed that these effects were transient, and the follow-up assessment largely lost the benefits of mest over control groups. other findings from this study indicated that online memory specificity training leads to short-term improvement in autobiographical memory. other