The Effect of Balance Training on Anxiety, Depression, and Quality of Life in Elderly Patients with Parkinson’s Disease

Authors

    Khadijeh Bavi * Master of Science, Department of Clinical Psychology, Andimeshk Branch, Islamic Azad University, Andimeshk, Iran therapist.bavi@gmail.com
    Maryam Esfahani Asl Assistant Professor, Department of Clinical Psychology, Andimeshk Branch, Islamic Azad University, Andimeshk, Iran
https://doi.org/10.61838/jcbl.1.3.12

Keywords:

Parkinson's, Anxiety, Depression, Quality of life, Balance exercises

Abstract

The aim of this study was to examine the effect of a 12-week balance training program on anxiety, depression, quality of life, and balance in elderly individuals with Parkinson’s disease. This was a quasi-experimental study with a pretest-posttest design involving experimental and control groups. The experimental group, in addition to receiving pharmacological treatment, participated in balance training sessions three times a week for 12 weeks. Data were collected using the Berg Balance Scale, the Beck Depression Inventory, and the Parkinson’s Disease Questionnaire (PDQ) for assessing quality of life. The results indicated that balance training had a significant effect on reducing depression, and improving quality of life and balance in the patients. The mean depression scores in the experimental group decreased, and their quality of life improved. Furthermore, the balance scores of the experimental group improved in comparison to the control group. This study suggests that balance training can serve as an effective intervention for managing Parkinson’s disease by reducing physical and psychological symptoms and enhancing patients’ quality of life.

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References

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Published

2024-12-20

Submitted

2024-11-07

Revised

2024-11-01

Accepted

2024-12-11

Issue

Section

مقالات

How to Cite

Bavi, K., & Esfahani Asl, M. . (2024). The Effect of Balance Training on Anxiety, Depression, and Quality of Life in Elderly Patients with Parkinson’s Disease. Journal of Cognition, Behavior, Learning, 1(3), 162-171. https://doi.org/10.61838/jcbl.1.3.12

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