Health Psychology
Marziyeh Sadeghzadeh; Ezatollah Ghadampour; Maryam Safari Shirazi
Abstract
IntroductionCompassion has been valued as a virtue in most religious and spiritual traditions for centuries. It has also been considered in the social psychology literature, along with related constructs such as empathy, altruism, and prosocial behavior. However, the existing research literature suggests ...
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IntroductionCompassion has been valued as a virtue in most religious and spiritual traditions for centuries. It has also been considered in the social psychology literature, along with related constructs such as empathy, altruism, and prosocial behavior. However, the existing research literature suggests that compassion benefits psychological, physiological, and behavioral health, reduces negative emotions, and improves interpersonal and social skills. Existing research literature has confirmed attachment as an important antecedent of fear of compassion; however, not much attention has been paid to the variables that act as mediators between these two structures. Because attachment provides a platform for the formation of cognitive structures such as basic beliefs about self, others, and the world, and on the other hand, the cognitive perspective can become the underlying factor of fear of compassion, Therefore, the current study seeks to answer the question of whether the cognitive triad can mediate the relationship between parental attachment and fear of compassion.MethodThe current research can be considered a correlational study in terms of the research method. The statistical population of the research included all the students of Salman Farsi University of Kazeroon who were studying in the academic year 2022-2023 and the data was collected online based on available sampling. Research tools included the Fear of Compassion Scale (FCS), Parental Attachment Recognition Scale (PARS), and Cognitive Triad Inventory (CTI). In this model, the general parental attachment recognition variable is considered as an exogenous variable, the latent variable of fear of compassion is considered as an endogenous variable, and the latent variable of the cognitive triad (negative) is considered as a mediating variable of the model. Research data were analyzed using the structural equation modeling method and SPSS-22 and AMOS-24 software.ResultsThe assumed model was fitting in the research community. The results of the analysis showed that the mediating role of the cognitive triad in the relationship between parental attachment recognition and fear of compassion is significant and the proposed model explains 50% of the variance of fear of compassion. Also, the direct effects of parental attachment with cognitive triad, parental attachment with fear of compassion, and cognitive triad with fear of compassion were significant.DiscussionThis finding will lead to a better understanding of the process that leads to fear of compassion among Iranian students. Because it shows that there is a major mechanism for the effect of parental attachment recognition on the fear of compassion, which is a person's negative outlook towards self, the world, and the future. It can be said that the impact of the attachment created during childhood with parents on the feeling of fear of compassion through the negative cognitive triad returns to the lack of confidence, a hesitant and critical view that a person has internalized due to the experience of an environment without warmth and safety and it has led to a negative evaluation of self, the surrounding world or the future. It seems that the positive outlook of securely attached individuals is due to a stable mental representation that stems from their secure base and their optimistic outlook. One could say that a secure base is an internal resource that promotes optimistic and constructive attitudes and a lower tendency to engage in cognitive distortions about themselves, the world, and the future. Internalized negative evaluation leads to less self-acceptance, lower self-confidence, and self-criticism, lack of trust in others, the world, and herself and it provides a basis for the emergence and expansion of the fear of self-compassion, compassion for others, and receiving compassion from others. In other words, a person who has a negative view of themselves does not see themselves as worthy of compassion from others and therefore responds with fear and apprehension to expressions of compassion from others, or even shows a fear of compassion towards themselves through pathological self-criticism and self-judgment.
Ezataleh Ghadampour; mohmad Abbase; Mehdi Yoosfvadn; Banafsheh Hassanvand; Hossein Hosseini
Abstract
Introduction The system of education, like other systems, has its own principles and characteristics. One of the essential features of this evaluation is the provision of useful feedback, through which one can identify important educational goals and, among other things, examine the important needs for ...
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Introduction The system of education, like other systems, has its own principles and characteristics. One of the essential features of this evaluation is the provision of useful feedback, through which one can identify important educational goals and, among other things, examine the important needs for language learning. Unless appropriate feedback is given, students are reluctant, and desperate to overcome academic barriers. Understanding the factors that facilitate academic achievement can have implications for learning and education. On the other hand, the failure and weakness of students in learning English will reduce the resiliency of education and the meaning of education, so students do not learn English or try and retry to improve their performance in learning this language. The aim of this study was to investigate the effects of corrective feedback (written and verbal) of teachers in formative evaluation on educational resiliency and meaning of education of ninth grade male students in Khorramabad city. Method This is a quasi-experimental study in which the pretest-posttest and control group was used. The statistical population of this study included all male high school students in Khorramabad city in the academic year of 2016-17. A multistage cluster sampling method was used to select the sample members. The sample consisted of 40 subjects selected by multistage cluster sampling method and were randomly assigned to experimental group and control group. The data were collected from questionnaires, namely, Meaning of Education of Henderson-King and Smith and Academic Resilience Scale of Samuels. Results Data were analyzed using univariate and multivariate analysis of covariance. Covariance analysis showed significant differences between the two groups. The results showed that there is a difference between the two groups at least in terms of one of the dependent variables. To find out this difference, a one way analysis of covariance analysis was performed. The results showed that the effect was equal to %59. Fifty-nine percent of the individual differences in the scores was from components of academic vibration and the meaning of education. The results of single-variable covariance showed that the effects of experimental intervention on increasing academic survival and the meaning of education were %61 and %59, respectively, meaning that %61 of the total variance of academic and %59 of the variance of the meaning of education were related to the effect of the experimental intervention. Discussion The proper corrective feedback function emphasizes improving student performance and enhances students' self-esteem in achieving goals and improving performance by utilizing a self-serving and empowering one, which increases productivity, effort and self-confidence. Effective written feedback to students, in addition to informing them about their weaknesses and strengths, also influences personality and motivation, in the way that the students come to believe that they are important. Thus it can be concluded that written and verbal feedback, suggested by Butler and Wine model, can be effective. If the teachers, in their formative assessment can provide feedback to the students, they can increase the level of their resiliency and meaning of education significantly.
mehdi rezaee; ezatollah ghadampur; rezae kazemi
Abstract
Introduction Emotional invalidation is a transdiagnostic process that can be relevant across a variety of disorders. Emotional invalidation (the perception of others as indifferent to one’s emotions) is associated with difficulty accepting emotions, maladaptive coping with emotions, perception ...
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Introduction Emotional invalidation is a transdiagnostic process that can be relevant across a variety of disorders. Emotional invalidation (the perception of others as indifferent to one’s emotions) is associated with difficulty accepting emotions, maladaptive coping with emotions, perception of negative emotions as less controllable and comprehensible, and less psychological flexibility (Linehan, 1993; Leahy, Tirch, & Napolitano, 2011). Childhood abuse (sexual and emotional abuse) may be considered prototypical experiences of invalidation of emotional experiences (Westpha, Leahy, Pala, & Wupperman, 2016; Leahy, 2015). Childhood abuse communicate that the child’s internal experiences do not matter. Furthermore, abusive caregivers who routinely punish emotional or sexual displays convey that negative emotions are unacceptable and unimportant (Leahy, 2015). Also in cross-sectional studies, childhood abuse has been found to be a predictor of depressive symptoms directly (Infurna et al., 2016; Jascheka, Carter-Pokrasa, Hea, Leea, & Canino, 2016). Emotional invalidation is linked to a host of internalizing such as depression, anxiety, and social avoidance (Tanaka, Wekerle, Schmuck, & Paglia-Boak, 2011; Hong, & Lishner, 2016).The present study examined the predictive associations among childhood trauma (emotional and sexual), emotional invalidation and depressive symptoms in female college students with current major depressive disorder and with history of major depressive disorder. In summary, the following hypotheses are proposed: Hypothesis 1. Sexual abuse would contribute to the depressive symptoms through emotional invalidation. Hypothesis 2. Emotional abuse would contribute to the depressive symptoms through emotional invalidation. Method The present investigation is a descriptive-cross-sectional study. The population of this study was 21,000 female college students in six different branches of Payam-e-Noor University with Persian languages (Baharestan, Eslamshahr, Shahryar, Tehran Souht, Robatkarim and Varamin). Data were obtained from college women enrolled in a clinical research study of mood disorders and behavior from the 2015 to 2016 academic year. Of these, 394 were selected through available sampling, of whom 92 met the criteria for current major depressive disorder (MDD) and 347 who had history of MDD in the last 12 months. Measures Beck Depression Inventory:The BDI-II (Beck, Steer, & Brown, 2000) was used to assess depressive symptoms during the last two weeks. It measures the severity of depression and consists of 21 items. The reliability and validity of the BDI-II have been well demonstrated both in clinical and non-clinical samples (Beck et al., 2000). Structured Clinical Interview for DSM-IV Axis I & II (SCID): SCID is a structured diagnostic measure designed to assess DSM–IV Axis I and II disorders. The SCID showed good reliability in previous studies (Maffei et al., 1997). Childhood Trauma Questionnaire - Short Form:The CTQ (Bernstein et al., 2003) retrospectively assesses the severity of different types of trauma and provides five subscales: Sexual abuse, emotional abuse, physical abuse, physical neglect, and emotional neglect. Each item is scored on a five-point Likert scale from. The CTQ has demonstrated excellent reliability, convergent, divergent and predictive validity in both clinical and non-clinical populations (Bernstein et al., 2003). Leahy Emotional Schemas Scale (LESS; Leahy, 2002): This scale is made up of 50 items that are used to assess how one thinks about his own emotions. The LESS is a six-point Likert scale for each question (very true of me = 6 to very untrue of me = 1), it includes items regarding how they have dealt with emotional experiences during the last month. Results The results showed that depressive symptoms were significantly correlated with emotional (r = 0.46), sexual (r = 0.29) abuse and emotional invalidation (r = 0.51). In the present study, the 95% confidence interval (CI) of the indirect effects was obtained with 5000 bootstrap samples. The final step was to determine if the 95% CI for the estimated indirect effect included zero. An indirect effect is significant at the .05 level if the 95%CI does not include zero. There was significant indirect effect (path ab) of sexual abuse on depression symptoms through emotional invalidation (CI=0.20 to 0.75). In other words, consistent with that first hypothesis, emotional invalidation significantly mediated the effect of sexual abuse on depression symptoms. In addition, the bootstrapping results indicated that the direct effect of sexual abuse on depression (path c’ = 1.05, p < 0.0001) remained significant when controlling emotional invalidation, thus suggesting partial mediation. In addition, according to the bootstrapping results, emotional invalidation significantly mediated the effect of emotional abuse on depression symptoms (CI = 0.33 to 0.65). The direct effect of emotional abuse on depression (path c’ = 1.06, p < 0.0001) also remained significant when controlling emotional invalidation, thus suggesting partial mediation. Discussion The present study aimed to clarify whether emotional invalidation would explain the effect of childhood trauma (sexual and emotional abuse) on depressive symptoms. Consistent with our hypotheses, emotional invalidation partially mediated the effect of sexual and emotional abuse on depression. It is important to note, however, that this finding is consistent with previous studies (Leahy et al., 2011; Linehan, 1993; Infurna et al., 2016; Jascheka et al., 2016). Results from the current study suggested that one pathway by which sexual and emotional abuse may affect depressive symptoms is via emotional invalidation. This finding can be explained by reffering to attachment theory. First, during the process of forming and maintaining attachment during early childhood, the rudiments of empathy, mirroring, and validation include the caregiver’s responsiveness to the child’s distress, which reinforces the child’s mental representation—“My feelings make sense to others.” Second, responsive soothing of the child’s feelings by the caregiver encourages the child to believe, “My distressed feelings can be soothed.” Initially, it is proposed that this “soothing” occurs through the caregiver’s attention and reassurance but later is “internalized” by the child in self-calming and optimistic self-statements, similar to Bowlby’s idea of internal working models, in this case the internal representation that one’s feelings make sense and can be calmed. Third, the child’s communication of feelings to the caregiver becomes an opportunity not only for expressing feelings but for the caregiver to link emotional states to external events that “cause” the feeling—“You’re upset because your brother hit you.” This attempt to comprehend the cause of feelings and to share them with the caregiver can also assist in differentiating these feelings—“It sounds like you are angry and hurt”—and in constructing a theory of mind that can be applied to both self and others. Indeed, without an adequate theory of mind, the child will be impaired in showing validation toward others and will be unable to soothe her own feelings and the feelings of others (Leahy et al., 2011).
MohammadReza Mottaghinia
Abstract
This study was carried out to design a model forteacher personalefficacy from school climate and teacher collective efficacy - socialvariables.In this study, 255 teachers from elementary schoolsin Bajestan city were selected with multistage random sampling method.Instruments of the study were Teacher ...
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This study was carried out to design a model forteacher personalefficacy from school climate and teacher collective efficacy - socialvariables.In this study, 255 teachers from elementary schoolsin Bajestan city were selected with multistage random sampling method.Instruments of the study were Teacher Sense of Efficacy Scale (Short form),School Climate Index and Collective Teacher Belief Scale. Results of the studyshowed that all absolute, comparative and parsimonious fit indices weresuitable for the supposed model. According to this model, indirect path fromschool climate towards teacher personal efficacy, via collective teacherefficacy, was positive and significant. Also direct path from collectiveteacher efficacy towards teacher personal efficacy and direct path from schoolclimate towards teacher collective efficacy were positive and significant, too.Results of current study showed the importance of mediation of collectiveteacher efficacy in relationship between school climate and personal teacherefficacy, indicating the neccessity of group activites among school teachers.
