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INTRODUCTION: The current study aimed to utilize a network perspective to identify the core symptoms of Relationship Obsessive-Compulsive Disorder (ROCD), encompassing both partner-focused and relationship-centered presentations. Additionally, we examined the interaction between ROCD symptoms and personality traits. METHOD: 493 participants were included in the current study. The Personality Inventory for DSM-5 - short form (PID-5-SF), NEO Five-Factor Inventory, Partner-Related Obsessive-Compulsive Symptoms Inventory (PROCSI), and Relationship Obsessive-Compulsive Inventory (ROCI) were used to estimate the network structure. Specifically, we computed network structure, bridge expected influence (BEI), and Exploratory Graph Analysis (EGA) for ROCD scales. RESULTS: In the ROCI network, items 1 and 11 (ROCI.1: "The idea that my affection for my partner is not genuine troubles me," ROCI.7: Thoughts that something is "off" in my relationship significantly disturb me.) emerged as the most important nodes (ROCI.1: Betweenness:1.777, Closeness:1.025, Strength: .872; ROCI.11" Betweenness: 1.097, Closeness:0.457, strength:.699). Additionally, ROCI.7 stands out with significant Betweenness and Expected Influence, emphasizing its importance in facilitating communication and influencing information flow. Conversely, in the PROCI network, item 2 (PROCI.2: "I am constantly questioning whether my partner is deep and intelligent enough") was identified as the most crucial node (Betweenness: 2.568, Closeness: 2.528, Strength: 1.905). Neuroticism is highly influential in the interaction of personality traits with the ROCI scale (BEI: .3781), connecting non-maladaptive traits, while Negative affect, a maladaptive trait, has a significant impact (Bridge Value: .283). CONCLUSION: The present study provided a detailed examination of the psychological dynamics within romantic relationships, highlighting key cognitive processes and personality trait.
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Purpose: Considering the importance of education and its role in promoting self-efficacy and reducing anxiety, the aim of the present study was to determine the effect of group self-care education on self-efficacy and anxiety among women with gestational diabetes. Methods: The present quasi-experimental study was conducted on 110 women with gestational diabetes mellitus. They were selected using the convenience sampling method in centers with obstetric clinics and perinatal departments. In the intervention group, women (n = 55) received training in groups of 5-7 people during a 60-minute session weekly for four consecutive weeks. The State-Trait Anxiety Inventory (STAI) and diabetes self-efficacy scale (DSES-S) was completed by participants three times, before, immediately after training, and four weeks later. Data analysis was carried out using descriptive and inferential tests (Chi-square, Mann-Whitney U test, independent t-test, and general linear model repeated measures analysis of variance) in SPSS ver. Results: There was no different between the two groups in terms of the score of self-efficacy (P = 0.604) and anxiety (P = 0.780) constructs before the intervention. Time, group, and their interaction has a significant effect in three time periods, i.e. before, immediately and 4 weeks after self-care training intervention in self-efficacy (p < 0.001) and anxiety (p < 0.001) constructs at %99 confidence interval. Conclusion: Group self-care training reduced anxiety among women with gestational diabetes (GD) and increased self-efficacy. Self-care group training is an easy, affordable, and non-invasive method and can be easily performed by midwives. This method can be used to reduce anxiety and increase self-efficacy among women with GD.
