Metacognitive training (MCT) is a group intervention that addresses cognitive biases and distortions that could help maintain delusions and hallucinations in people with schizophrenia. This program has proven its effectiveness in reducing the symptoms, but its impact on cognitive insight has scarcely been investigated. Therefore, the aim of the study was to assess the program's impact on cognitive insight in patients with long-term schizophrenia. A sample of 22 patients with schizophrenia was divided into two groups: one received 16 sessions of MCT ( = 11), while the other received the usual treatment ( = 11). They were assessed using the Beck Cognitive Insight Scale which measures two components, self-reflection and self-certainty, and the Positive and Negative Syndrome Scale (PANSS). The experimental group showed high levels of adherence, an increase in self-reflection, and a decrease in self-assurance levels as hypothesized. We found statistically significant differences between the control and experimental groups in excitation, hostility, positive symptomatology total score, hallucinatory behavior, and suspicion. In the usual treatment group, a non-significant decrease in positive symptoms was also observed. The findings showed that the implementation of the MCT program in real clinical settings can contribute to an improvement in the metacognitive ability and symptomatology of people with schizophrenia.
Download full-text PDF |
Source |
---|---|
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC6888430 | PMC |
http://dx.doi.org/10.3390/ijerph16224541 | DOI Listing |
BMJ Open
December 2024
British Heart Foundation Glasgow Cardiovascular Research Centre, University of Glasgow, Glasgow, UK
Introduction: Ischaemic heart disease (IHD) and cerebrovascular disease are leading causes of morbidity and mortality worldwide. Cerebral small vessel disease (CSVD) is a leading cause of dementia and stroke. While coronary small vessel disease (coronary microvascular dysfunction) causes microvascular angina and is associated with increased morbidity and mortality.
View Article and Find Full Text PDFPsychon Bull Rev
January 2025
Department of Education and Psychology, The Open University, 1 University Road, P.O. Box 808, 4353701, Ra'anana, Israel.
Visual perspective taking often involves transitioning between perspectives, yet the cognitive mechanisms underlying this process remain unclear. The current study draws on insights from task- and language-switching research to address this gap. In Experiment 1, 79 participants judged the perspective of an avatar positioned in various locations, observing either the rectangular or the square side of a rectangular cube hanging from the ceiling.
View Article and Find Full Text PDFNPJ Digit Med
January 2025
Department of Neurology, Massachusetts General Hospital, Harvard Medical School, Boston, MA, 02129, USA.
Remote, digital cognitive testing on an individual's own device provides the opportunity to deploy previously understudied but promising cognitive paradigms in preclinical Alzheimer's disease (AD). The Boston Remote Assessment for NeuroCognitive Health (BRANCH) captures a personalized learning curve for the same information presented over seven consecutive days. Here, we examined BRANCH multi-day learning curves (MDLCs) in 167 cognitively unimpaired older adults (age = 74.
View Article and Find Full Text PDFSci Rep
January 2025
School of Psychology, South China Normal University, Guangzhou, 510631, China.
This study investigated whether honesty is a stable trait or varies depending on situational factors. Using a coin flip guessing paradigm with monetary rewards, 33 participants completed trials with rewards ranging from 0.01 to 3 yuan.
View Article and Find Full Text PDFJ Med Syst
January 2025
Instituto Polibienestar, University of Valencia, Valencia, Spain.
The physician-patient relationship relies mostly on doctors' empathetic abilities to understand and manage patients' emotions, enhancing patient satisfaction and treatment adherence. With the advent of digital technologies in education, innovative empathy training methods such as virtual reality, simulation training systems, mobile apps, and wearable devices, have emerged for teaching empathy. However, there is a gap in the literature regarding the efficacy of these technologies in teaching empathy, the most effective types, and the primary beneficiaries -students or advanced healthcare professionals-.
View Article and Find Full Text PDFEnter search terms and have AI summaries delivered each week - change queries or unsubscribe any time!