Health Psychology
Abdolbaset Mahmoudpour; Fatemeh Alkasir; soliman ahmadboukani
Abstract
Introduction: elderly has been a major issue for experts, policymakers, and even the general public in recent years. The aim of this study was to predict social adjustment in the elderly based on distress tolerance, emotion regulation and perceived social support.Methods: The statistical population of ...
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Introduction: elderly has been a major issue for experts, policymakers, and even the general public in recent years. The aim of this study was to predict social adjustment in the elderly based on distress tolerance, emotion regulation and perceived social support.Methods: The statistical population of the present study was all the elderly in Ahvaz in the period of November 1400 to December 1400 in the age range of 57 to 74 years. Data were collected using the Bell Social Adjustment Questionnaire (1962), Simmons & Gahr (2005) Distress Tolerance, Gross & John Emotion Regulation (2003), and Social Support (Zimmet, 1988). Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation coefficient and multiple regression analysis).Results: The results showed that there is a direct relationship between anxiety tolerance, emotion regulation and perceived social support with social adjustment (p <0.05). The adjusted R square value was equal to 0.416, which showed that the variables of distress tolerance, emotion regulation, and perceived social support explained 41.6% of the variance of social adjustment. The findings of the present study indicate the importance of the variables of anxiety tolerance, emotion regulation and perceived social support in explaining social adjustment in the elderly. Discussion: Therefore, it is recommended to train for stress tolerance, emotion regulation, providing adequate support from family and important people in life, and developing the dimensions of adjustment in the elderly.Conclusion: Emotion regulation strategies, distress tolerance and perceived social support in the elderly can change their social adjustment capacity and thus affect their mental health. From a fundamental point of view, the research of the current research can be considered as a main factor in explaining social adaptation, and at the practical level, for more adaptation in the elderly, emotion regulation strategies, distress tolerance, and social support are considered.
Shiva Adlkhah; salar faramarzi; ASghar Aghaei
Abstract
AbstractWeak communication skills and social adjustment are secondary problems of children with ADHD, and paying attention to these problems is important for improving the social life of these children. The aim of this study was to compared the effectiveness of parent-child communication package and ...
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AbstractWeak communication skills and social adjustment are secondary problems of children with ADHD, and paying attention to these problems is important for improving the social life of these children. The aim of this study was to compared the effectiveness of parent-child communication package and parent-child interaction therapy on communication and social adjustment skills of children with ADHD in a quasi-experimental design with a single-subject design. In this study, 12 measurements (4 times as baseline, 4 times during treatment and 4 times as follow-up) were performed. Of the mothers of 6 to 12 years old children with ADHD in Isfahan along with their children, 6 mothers (n=12) were selected by purposive sampling and were randomly assigned into two groups of parent-child communication and parent-child interactive therapy. Then, 11 sessions of parent-child communication package for the first group and 12 sessions of parent-child interaction therapy for the second group were administered. The research tools were the Jerabec (2004) communication skills questionnaire and the Vineland Social Adaptation Scale (1935). The results showed that parent-child communication package and parent-child interaction therapy affected the communication skills of children with ADHD, but the effects of these treatments were reduced in the follow-up period. Also, only the parent-child communication package had a lasting effect on the social adjustment of children with ADHD. Therefore, the parent-child communication package plays a more effective role in improving the communication and social adjustment skills of children with ADHD than the parent-child interaction therapy.
nima asadzadeh; behnam makvandi; parviz askari; reza pasha; farah naderi
Abstract
IntroductionAmong the dimensions of psychiatric pathology, anxiety is considered as one of the most common psychiatric disorders. The purpose of this study was to determine the efficacy of reality-therapy on social adjustment, psychological well-being and self-criticism among people with generalized ...
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IntroductionAmong the dimensions of psychiatric pathology, anxiety is considered as one of the most common psychiatric disorders. The purpose of this study was to determine the efficacy of reality-therapy on social adjustment, psychological well-being and self-criticism among people with generalized anxiety disorder.MethodThe methodology of this research is a pre-test-post-test with control group one. The statistical population included all people with anxiety disorder, who referred to Ahvaz psychological treatment clinics in 2017. A sample of 40 people were selected using a targeted sampling method from the population, and were randomly assigned to the experimental group and the control group. The average age of participants in the Reality Therapy group was 40.51 years and in the control group was 40.38 years. The inclusion criteria for entering the study was confirmation of generalized anxiety by using Beck test. Exclusion criteria was also not having consent to participate by subjects in any of research stages, or having a disorder other than anxiety, which is was asked as self-report and in the form of a general question of the subjects.
Hemmat nourali; Alireza Hajiyakhchali; Manizheh shehniyailagh; Gholamhosien Maktabi
Abstract
Introduction Teaching the skills and strategies of emotional regulation can be influential in individuals' adjustment and can function as a preventive factor in the relationship between background factors and adjustment. The present study aimed to investigate the effects of teaching the cognitive regulation ...
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Introduction Teaching the skills and strategies of emotional regulation can be influential in individuals' adjustment and can function as a preventive factor in the relationship between background factors and adjustment. The present study aimed to investigate the effects of teaching the cognitive regulation of emotion strategies on social adjustment and well being of male students in gifted junior high schools in Ahvaz. Method The study employed a quasi-experimental with a pretest-posttest design including a two-month interval follow-up. The research population included all male students from gifted junior high schools in Ahvaz, in the academic year of 2016-2017 (n = 538). Data was collected through multi-stage cluster sampling. From a list, 30 students who possessed the criterion to enter the study were selected and randomly assigned to experimental or control group. The research instruments included theSinha and Singh's Adjustment Inventory for High School Students Questionnaire, Granefski and Kraaij Emotion Regulation Questionnaire and Kaplan and Maher's School Well-Being Questionnaire. Both groups underwent a pretest, posttest and a two- month follow-up. In implementing the treatment, the experimental group received instruction on the skills of cognitive regulation of emotion for 20 hours in 10 sessions, while the control group received no instruction. Results The results of mixed ANOVA indicated that teaching the cognitive regulation of emotion strategies had affected the academic, emotional and social adjustment, as well as school wellbeing of the students from gifted junior high schools in Ahvaz. In addition, results indicated that in the posttest and the follow up, there were significant differences between the experimental and control groups in the degree of academic, emotional and social adjustments, as well as school wellbeing. Discussion Based on the findings, it can be concluded that teaching the skills of cognitive regulation of emotion can be employed as a useful intervention method to enhance adjustment (emotional, social and academic) and also school wellbeing, leading to a higher efficacy of students with adjustment and behavioral problems.
M. Shehni Yailagh; G Maktabi; H Shokrkon; J Haghighi; F Kianpour Ghahfarokhi
Abstract
The present study examined the effects of emotional intelligence training on social anxiety, social adjustment and emotional intelligence of Shahid Chamran University students. In this study experimental-control, with pretest-posttest and follow-up design, was used. The related population consists of ...
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The present study examined the effects of emotional intelligence training on social anxiety, social adjustment and emotional intelligence of Shahid Chamran University students. In this study experimental-control, with pretest-posttest and follow-up design, was used. The related population consists of all Shahid Chamran University undergraduate students. The sample includes 120 students who were selected randomly, according to a multistage sampling method. The instruments employed in this research were self-rated Emotional Intelligence Scale, by Brackett, Social Anxiety Scale, by Mattick and Clarke, and Social Adjustment, by Mazahari. The results of ANOVA and MANOVA showed that emotional intelligence training significantly reduced social anxiety and increased social adjustment and emotional intelligence; but there was no significant difference between girls and boys. In addition, the effects of emotional intelligence training intervention lasted for eight weeks.
V.A. Attari; M. Shehni Yeylagh; A.M. Kochaki; K. Beshlideh
Abstract
This is an experimental study with pre test-post test control group design. The main concern of this research is to study how social skills training will affect individual- social adjustment of juvenile delinquents in the Gonbad Kavous prison. The main hypothesis of this study is: social skills training ...
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This is an experimental study with pre test-post test control group design. The main concern of this research is to study how social skills training will affect individual- social adjustment of juvenile delinquents in the Gonbad Kavous prison. The main hypothesis of this study is: social skills training will increase the social adjustment in juvenile delinquents. To do so, we selected randomly 40 juveniles under 18 year from research population. Then, they were divided into two groups of experimental (20 persons) and control group (20 persons). Before intervention, the California Test of Personality (CT?) was administrated to both groups. Then experimental group received social skills training for 10 sessions. One week after the training, the post test was given to both groups. The analysis of results with the use of MANOVA and subsequent ANOVA showed that training in social skills has tremendous effects on juvenile delinquent’s individual- social adjustment (P< 0/001). What has been achieved in this research proved the usefulness of training in social skills to increase the individual- social adjustment.
