A. ALIZADEH ET AL.
Conclusion
The result of this research emphasizes on the importance of
the role of irrational beliefs and maladaptive thinking in indi-
viduals’ development to anxiety disorders. It points out that
disputing the irrational beliefs, maladaptive thinking and cogni-
tive distortion by CBT and REBT which the patients learn dur-
ing the treatment can be changed into an individual skill, and
individuals by using this skill can confront the provoking-
anxiety situations easily.
A complete and comprehensive treatment is one that beyond
decreasing the symptoms of the disorder includes the men-
tioned eight elements of the research model. Except this, it is
possible that a patient gets into a recovery and relapse process.
As the results of the researches show, the effect of psy-
chopharmacological intervention is not as stable as the effect of
CBT. Most of the patients who are treated just by drugs become
involved in relapse again; at last this issue possibly leads the
patients to a learned helplessness.
Depression is usually accompanied by anxiety disorders, and
vice versa. The three studied disorders in this research are
highly accompanied by depression, and anxiety and depression
have an inter relationship. It could be said that there is a rela-
tionship between these disorders. According to Dr. Johan Ros-
qvist, if anxiety disorders are not treated, they finally could lead
into depression disorders. In other words, the ultimate outcome
of anxiety is depression.
Considering this point that the irrational beliefs and mal-
adaptive thinking are the main cores of anxiety disorders, it is
necessary to teach people how to confront with these kinds of
attitudes in a comprehensive way. It is a kind of prevention that
is not only effective but also economical.
Briefly, the research findings point out that through training,
individuals can prevent the development of anxiety disorders
and depression that generally originate from the irrational be-
liefs and maladaptive thinking. It is also possible in other places
such as schools, colleges, etc.
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