Addiction
Vali Rashidzadegan Dost; Ghasem Ahi
Abstract
IntroductionThe present study was conducted with the aim of comparing the effectiveness of community therapy (TC) and Narcotics Anonymous (NA) in the defense mechanisms of people addicted to methamphetamine. Addiction is a disease that has many biological, psychological, and social consequences, and ...
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IntroductionThe present study was conducted with the aim of comparing the effectiveness of community therapy (TC) and Narcotics Anonymous (NA) in the defense mechanisms of people addicted to methamphetamine. Addiction is a disease that has many biological, psychological, and social consequences, and its treatment programs also have various consequences. Most treatment programs aim to reduce or stop taking medication. However, drug dependent patients are also dealing with many other problems, many of which may date back to before they started using drugs. These problems may even be one of the important reasons for starting to use drugs. In this way, treatment programs should not only aim to reduce and stop drug use but should also consider relevant aMethodThe current study was applied in terms of purpose and in a semi-experimental manner with a pre-test-post-test design with two experimental groups and one control group along with a follow-up period. The statistical population studied included all people addicted to methamphetamine with consumption at least twice a month and at most three times a week for 2 years in 2 maintenance centers of the community center for the treatment of the secret of peace and NA sessions of Shahid Ostadian welfare in the city of Shiraz in 6 months. They were first treated in 2021. According to Cohen's table, 15 people were considered for each group and 45 people in total. The samplingling method was purposeful based on the entry and exit criteria, and the assignment in the groups was done randomly in three groups of 15 people, experiment 1 (TC treatment), experiment 2 (NA treatment) and the control group. The tool used in this research is the defense mechanism questionnaire of Andrews et al. (1993) and the TC treatment protocol and the NA treatment protocol were conducted in two 90-minute sessions in the morning and evening shifts during 12 sessions every 4 days for 3 months. In all three groups, these questionnaires were first distributed, and then educational interventions were held for the test groups. Finally, after two months, a post-test was taken from all three groups. The data was analyzed by spss-22 and statistical tests of covariance were the final analysis.ResultsThe results showed that there is a significant difference between the mean of only the subscales of inhibitory control and selective attention, physicalizing, isolation, exaltation and suppression, irritability in the experimental (under NA) and control groups. The results of the Bonferroni test show that there is a significant difference between TC and NA in the average subscales of memory, planning and social cognition, mechanisms of all-purpose ability, autistic fantasy and suppression, irritability, extroversion, and openness. and TC has a higher effectiveness.DiscussionTherefore, according to the results, TC and NA treatment can be used in the use of incompatible defense mechanisms. Being in a family with a member suffering from a mental disorder often imposes a major objective and mental pressure on other family members. The amount of this pressure depends on the relationships between the members such as husband and wife and children or parents, age and gender, the quality of their relationship with the patient before the illness, the nature of the patient's problems, the coping strategies used. Since defense mechanisms change our understanding of ourselves, immature defense mechanisms become an obstacle to people's understanding of reality and deprive them of the possibility of rational and effective defense. They reduce a person's capacity for insight and self-discovery. In addition, people with underdeveloped defensive styles are more willing to use ineffective solutions to solve their conflicts, which causes them to remain in difficult relationships and can even intensify the severity of the damage. Perhaps one of the reasons for the excessive use of defense mechanisms by the families of people suffering from addiction is the failure to face the same problems in the family.
Marzeh Arghavani; Ghasem Ahi; Mohamad hasan Qanifar; Fatemeh Shahabizadeh; Reza Dastgerdi
Abstract
IntroductionThe present research was conducted with the aim of investigating the teacher-student and teacher-parent relationships on academic outcomes by mediating the role of metacognitive awareness. The interaction of teacher-student relationships and cognitive and metacognitive strategies plays an ...
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IntroductionThe present research was conducted with the aim of investigating the teacher-student and teacher-parent relationships on academic outcomes by mediating the role of metacognitive awareness. The interaction of teacher-student relationships and cognitive and metacognitive strategies plays an important role in increasing the quality of the educational environment and improving learning and performance of learners. Another factor is the significant effect of teacher-parent relationships and parental involvement on students' learning and developmental and academic processes. Utilizing cognitive and metacognitive strategies is one of the individual characteristics that are strongly affected by the learning and classroom environment and affects a person's performance and academic success, and according to Martin's model of motivation and involvement, it can act as a mediator between teacher-student and teacher-parent relationship along with educational consequences. MethodThe current research was a descriptive-correlation type. The statistical population included all the students of the second secondary level of Birjand city and one of their parents in the academic year in 1398-99. The studied sample included 392 students (254 girls, 138 boys) and one of their parents, who were selected by random multi-stage cluster sampling. Data using tools, teacher-student relationship Murray & Zvoch, teacher-parent relationship Vickers & Minke, metacognitive awareness Schraw & Dennison, academic vitality Dehghanizadeh & Chari, perceived learning subscale Alavi, and Marks, planning for graduation subscale of the National Questionnaire of Student Engagement (NSSE), readiness to enter university student subscale Sokol, and happiness subscale and behavior in the classroom of the National Educational Progress Assessment Questionnaire Blazar & Kraft. For collected and analyzed the data using structural equation modeling and path analysis. ResultsThe findings showed that the direct effect of the teacher-student and teacher-parent relationship on metacognitive awareness is positive and significant and on academic consequences is positive and non-significant. Metacognitive awareness directly, positively, and significantly affects on academic consequences. Also, the indirect effect of teacher-student and teacher-parent relationships on academic consequences through metacognitive awareness is positive and significant. The overall effects of the teacher-student and teacher-parent relationship on academic consequences through metacognitive awareness are positive and significant ConclusionThe findings of this study, influenced by the ecological theory and the teacher's interpersonal behavior model along with a metacognitive orientation based on the social constructivist perspective showed that students' academic consequences are affected by both mesosystem and exosystem level variables, also the important role of teacher-student, teacher-parents, and metacognitive awareness as a mediator in these relationships in improving the educational consequences. Based on these findings, teachers and parents are recommended to pay attention to the elements of metacognitive awareness in the development of student's academic skills to help them become metacognitive experts who are aware of their thinking processes and self-regulated learning skills.
Fatemeh Shahabizadeh; Fatemeh khageaminiyan
Abstract
This study was conducted to evaluate the effectiveness of narrative therapy based cognitive-behavioral perspective on symptoms depression and dysthymic disorders of primary school children.The Method of study was an experimental pretest-posttest design on control group. The population consisted of all ...
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This study was conducted to evaluate the effectiveness of narrative therapy based cognitive-behavioral perspective on symptoms depression and dysthymic disorders of primary school children.The Method of study was an experimental pretest-posttest design on control group. The population consisted of all third and fourth grade girls in Yazd in the 2013-2014 school years that they have depression disorders.To perform this study, 26 of those children who have symptoms of depression were selected by Convenience sampling method and were placed into two experimental and control groups randomly.Tool used in this study was children Symptom Inventory (CSI-4), the parent form. narrative therapy based cognitive-behavioral perspective were conducted on the experimental group for 12 sessions lasting 45 minutes and the data were analyzed by analysis of covariance.The results showed that narrative therapy intervention had significant effects on depression disorder. Based on the results of this study, narrative therapy as an effective therapy method can be used in reducing symptoms of depression in children.
