The random sampling was the right sampling

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Esmaeili et al., (2018) aims to study ‘Effectiveness of mindfulness-based cognitive
group therapy on cognitive emotion regulation of patients under treatment’ and finds out
important correlation between the various effectiveness of cognitive behavioral therapy on
the betterment of the emotional parameters of the patients who are under treatment
(Spinhoven et al., 2017). The researchers of the study used a pretest-posttest type of quasi-
experimental design that included the two groups that is the experimental group and the
control group. The design that was used in the study has the added advantage of congruence,
a logical progression and an aspect of quality being added to the research (Aghaie et al.,
2018).
The researchers of the study used a random sampling to involve the participants in the
study and the subjects were affected with the substance abuse disorder and they were all in
the pharmacological management with methadone maintenance therapy. The random
sampling was the right sampling technique used by the researchers of the study as because it
is cost effective, eliminates different types of biases that can affect the research parameters
and the selection outcomes of the research (Solati et al., 2017).. As the group was divided
into two experimental and control – 60 were put in the experimental group and the rest 30
formed the control group. The education level, mean age and abuse duration were in the same
range in both the groups and the chances of selection bias were substantially reduced along
with the increase of quality of the research.
The subjects were administered with the sessions of cognitive group therapy for
certain amount session per week. The duration of the sessions were upto 1.5 hours that were
given to the subject on a per week basis. The sessions of the group therapy were varied from
each other and explored and applied an extensive set of interventions to better the
mindfulness of the patients. In the first session, the skills relating to awareness, body
scanning and auto piloting were introduced (Solati et al., 2017). The basics of the

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mindfulness exercises were taught and the importance of self-awareness were also explained
and taught to the patients. In the second session, the barriers to the process of mindfulness
such as disturbing thoughts were understood in details and the various ways of removing
these barriers were also taught to the subjects. The function and role of mindfulness were
taught and mindful breathing was one of chief lessons that were explained in this session.
Following week, conscious movements, mindful breathing, recording experiences mindful
watching, meditation, yoga stretching movements and the art of active listening were taught
to the subjects. In the four week –seeing with mindfulness, hearing with along with mindful
walking, relaxation, meditation, stress-coping techniques were being incorporated into the
patients and the skills were taught. The act of translating the skills gained into the practice of
stress coping was a vital strategy that the experimental group was educated with. In the fifth
session, critical aspects of the mediation, breathing activities and the right, appropriate
responses to the mental thoughts plus feelings were taught as well. It is very important to
understand that while the cognitive group therapy sessions were progressive in nature and in
the sixth session – the mood awareness and various self-care skills were being taught to the
subjects (Hakanen & Bakker, 2017). In the second last sessions – important self-management
skills pertaining to the sounds, body, emotions and thoughts were incorporated in the subject
to improve the level of mindfulness. In the very last session, three minute breathing and
discovering the problem and stimulating the self or personal recovery process from it was
taught to the patient. Then the questionnaires were filled up by the patients who were
involved in the study and the people’s opinions or views along with the experiences in
relation to a session were found out with complete equity and integrity. Student’s T-test was
used to analyse the findings of the research and it is critical to understand that the finding
were exact and appropriate. The research methodology, philosophical perspective, methods,