Saeed Ariapooran; Elham Rastgoo; Mahdi Abdolahzadeh Rafi
Abstract
Introduction
Mothers who are caregivers of children with severe and profound intellectual disabilities may experience psychological problems during the COVID-19 outbreak. These mothers report more stress and psychological problems than mothers of normal children. One of the major problems ...
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Introduction
Mothers who are caregivers of children with severe and profound intellectual disabilities may experience psychological problems during the COVID-19 outbreak. These mothers report more stress and psychological problems than mothers of normal children. One of the major problems these caregivers face is depression. Emotional training is an effective way to help mothers of children with intellectual disabilities deal with depression. However, no research has been done on the effectiveness of emotion regulation training on depression in caregiver mothers of children with intellectual disabilities during the COVID-19 pandemic. This study aimed to explore the effectiveness of emotion regulation training on depression symptoms in caregiver mothers of children with intellectual disabilities during the COVID-19 outbreak.
Method
The study used a quasi-experimental method with experimental and control groups. The study population consisted of all caregiver mothers of children with severe and profound intellectual disabilities in Razan City, Iran. The study randomly selected 22 mothers with severe depression symptoms for the experimental and control groups. The experimental group received emotional regulation training in 8 weekly sessions (90 hours), while the control group did not receive any training during the sessions. The data was collected using a short form of the depression inventory, and analysis of covariance with repeated measures was used to analyze the data.
Results
The results showed that 42.86% of mothers had symptoms of severe depression. The study found that emotional regulation training was effective in reducing depression in caregiver mothers of children with severe and profound mental disabilities (p <0.05).
Discussion
Based on the study, it is recommended that parents of children with ADHD be educated about the negative consequences of screen time (SB). Parents should be encouraged to engage in physical activities with their children, especially during the COVID-19 pandemic. Strengthening home sports activities can be beneficial for both parents and children with ADHD. Workshops on managing screen time can be held online or face-to-face for mothers. Psychological strategies to reduce caregiver distress can also be effective in managing the screen time of children with ADHD. Mothers who are caregivers of children with severe and profound intellectual disabilities may experience psychological problems during the COVID-19 outbreak. These mothers report more stress and psychological problems than mothers of normal children. One of the major problems these caregivers face is depression. Emotional training is an effective way to help mothers of children with intellectual disabilities deal with depression. However, no research has been done on the effectiveness of emotion regulation training on depression in caregiver mothers of children with intellectual disabilities during the COVID-19 pandemic. This study aimed to explore the effectiveness of emotion regulation training on depression symptoms in caregiver mothers of children with intellectual disabilities during the COVID-19 outbreak.
mozhgan fatemi; saeid bakhtiarpour; Reza Pasha; fariba hafezi
Abstract
IntroductionAdolescence is referred to as a dynamic and active period of each person's life, and the major part of a person's personality is formed in this period. Undoubtedly, the importance of the adolescent developmental period cannot be denied. Thus, during adolescence, a person may encounter problems ...
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IntroductionAdolescence is referred to as a dynamic and active period of each person's life, and the major part of a person's personality is formed in this period. Undoubtedly, the importance of the adolescent developmental period cannot be denied. Thus, during adolescence, a person may encounter problems in various areas of individual, family, psychological, emotional, social, and health. Although the prevailing view among researchers is that most people go through the developmental stage of adolescence and the unstable psychological and emotional states of that stage in good health, recent research suggests that the number of adolescents with symptoms of behavioral disorders or who express emotion is increasing. According to this, the present study was conducted to test the model of the relationship between social anxiety and parental psychological control and social support with the mediation of cognitive distortions in students. MethodThe research method was descriptive-correlational and Structural equation modeling. The statistical population of the present study included all first and second high school male and female students who were studying in the academic year 2019-20. The statistical sample included 400 adolescents who were selected through a clustered random sampling method. After collecting the questionnaires and removing the distorted and incomplete questionnaires, 373 students remained in the research (198 female students and 175 male students). The applied questionnaires included Social Anxiety Scale (CAS) (LaGreca, 1998), Parental Psychological Control Questionnaire (PPCQ) (Soenens, Vansteenkiste, Luyten, 2010), Cognitive Distortions Questionnaire (CDQ) (Hamamci, Büyüköztürk, 2004), and Peer Social Support Questionnaire (PSSQ) (Procidano, Heller, 1983). The data analysis was conducted through way analysis. The collected data were analyzed by SPSS and Amos 23 software. ResultsThe results showed that parental psychological control, peer social support, and cognitive distortions have a significant relationship with social anxiety (p<0.01). Moreover, parental psychological control and peer social support have a direct significant effect on cognitive distortions and social anxiety (p<0.01). Furthermore, the results of the Bootstrap and Sobel test showed that cognitive distortions have a significant mediation role in the relationship of parental psychological control and peer social support with social anxiety in male and female students (p<0.01). Finally, the model had an appropriate goodness of fit. ConclusionTaking the significant mediation role of cognitive distortions into account, clinical therapists must decrease the student's cognitive distortions by applying cognitive techniques. Reducing cognitive distortions allows adolescents to have more efficient cognitive processing. This process also reduces the incidence of cognitive errors.
maryam emami; maryam moghadasin; maryam ilka
Abstract
IntroductionAnger is one of the most basic emotions in human beings. Psychologists regard anger as a normal and typically healthy emotion with evolutionary functions that is occasionally experienced by human beings. The way anger is experienced or expressed is important because uncontrolled anger will ...
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IntroductionAnger is one of the most basic emotions in human beings. Psychologists regard anger as a normal and typically healthy emotion with evolutionary functions that is occasionally experienced by human beings. The way anger is experienced or expressed is important because uncontrolled anger will negatively impact not only people's social or personal well-being but also their relationships with others. Several factors can influence the way anger is expressed or experienced. Anger experience and its expression are distinct concepts. Anger experience refers to the emotional state that one feels. On the other hand, anger expression refers to the behavioral dimension, which is one’s way of dealing with the feeling of anger The aim of this study is discriminant analysis of personality characteristics (the Big Five personality traits) in determining the styles of the experience and expression of anger (State anger, Trait anger, Anger expression-out (AX-O), Anger expression-in (AX-I), Anger control-out (AC-O), and anger control-in (AC-I)). MethodPopulation in the study included people over 18 years old. 241 participants (women = 149, men = 92) were selected using the convenience sampling method. To collect data, the Short Form NEO personality inventory & State-Trait Anger Expression Inventory 2 (STAXI-2) questionnaires were used. Date were analyzed using discriminant analysis and Variance Analysis.ResultsResults revealed that, among the Big 5 Personality Traits, four traits—neuroticism (λ=.666), conscientiousness (λ=.715), extroversion (λ=.758), and agreeableness (.795), respectively were able to discriminate individuals significantly on the basis of their anger experience and expression styles. However, Openness to Experience (λ=.928) was not significantly related to the dependent variable. DiscussionBased on the results, one can conclude that individual differences in personality characteristics influence the way people experience and express anger. Personality traits are among the factors influencing the way anger is expressed and experienced. As the development of personality traits begins early in childhood and such traits are supposed to remain constant all through the individual's life, it's important for parents and educators to take into account the role personality traits (the Five Big personality factors) can play in the wide negative ramifications brought about by the unhealthy manifestations of anger. Parents and educators are thus recommended to make use of the theoretical knowledge and empirical findings to help develop adaptive personality traits in children and reduce the negative impacts caused by inappropriate ways of experiencing and expressing anger. These findings can help clinical psychologists develop intervention programs based on the Five Big Personality Factors to help prevent the harms created by the unhealthy ways of the manifestation of anger.
mahshid shabani; shohreh ghorban shiroudi; javad khalatbari
Abstract
IntroductionThe family, as the most fundamental cultural and social institution, has the most stable effect on its members, so that people's attitudes, behaviors, beliefs and emotions are deeply influenced by the family context. The bricks of a family are based on the emotional ties and personal trust ...
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IntroductionThe family, as the most fundamental cultural and social institution, has the most stable effect on its members, so that people's attitudes, behaviors, beliefs and emotions are deeply influenced by the family context. The bricks of a family are based on the emotional ties and personal trust of each couple, which is not only comfort for the individual, but also for the whole family. The absence of each parent in the family environment due to divorce disturbs its balance, weakens the functions of the family, and reduces social supervision and control. As a result, addiction and delinquency, physical problems, psychological and social disturbances, and disorders of behavior increase in children. Children of divorce face intellectual, emotional, identity and social challenges in groups of friends due to receiving social stigma, which forms the basis for behavioral disorders in them. Therefore, The present study was conducted to develop a psychological capital training package and evaluate its Effectiveness on the alexitimia of the Students Engaged in Divorce with Externalized Behavior Disorder. MethodThe research method of the present study was thematic analysis through comparative method in the qualitative part and quasi-experimental with pretest, posttest, control group design and two-month follow-up period in the quantitative part. The statistical population of the present study included the students engaged in divorce with externalized behavior disorder who were studying in the first high school in the academic year 2020–21 in the city of Isfahan. 40 students engaged in divorce with externalized behavior disorder were selected through the purposive sampling method and randomly accommodated into experimental and control groups (each group of 20 students). The experimental group received ten 75-minute sessions of psychological capital training over two and a half months. 3 people from the experimental group and three from the control group quit participating in the study. The applied questionnaires in this study included alexitimia questionnaire (AQ) and children and adolescents behavioral inventory (CABI). The data from the study were analyzed through a mixed ANOVA via SPSS 23 statistical software. ResultsThe results showed that the psychological empowerment package enjoys suitable content validity from the experts’ viewpoint. Furthermore, this package has had an effect on the alexitimia (f = 17.02, eta = 0.35, p≤0.001) of the students engaged in divorce with externalized behavior disorder. In addition, the results showed that the effect of the psychological empowerment package was stable on the alexitimia of the students engaged in divorce and the externalized behavior disorder of the patients with follow-up stages. After carefully examining the descriptive findings, it was found that the psychological empowerment package reduced the alexitimia of the students engaged in divorce with externalized behavior disorder in the pre-test and post-test stages. ConclusionAccording to the findings of the present study, it can be concluded that psychological capital training can be used as an efficient method to decrease alexitimia in the students engaged in divorce with externalized behavior disorder through employing the fundamentals of resilience, optimism, hope and self-efficacy. In addition, it should be said that psychological capital is introduced as a structure beyond social and internal capital and includes your identity in the direction of "what you are" and "what you can be". This process can cause changes in people's emotional processing and reduce their alexitimia.
maliheh aminian; moslem asli azad
Abstract
IntroductionOne of the most common childhood neurodevelopmental disorders is attention deficit/hyperactivity disorder, which affects many aspects of development, including the development of social, emotional and cognitive functions in the home and school environment. Attention deficit/hyperactivity ...
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IntroductionOne of the most common childhood neurodevelopmental disorders is attention deficit/hyperactivity disorder, which affects many aspects of development, including the development of social, emotional and cognitive functions in the home and school environment. Attention deficit/hyperactivity disorder is characterized by unpleasant developmental disorders and impairment in gross motor activities, attention and impulsivity and affects 3–5% of children worldwide. These children are prone to many complications, including poor academic performance, behavioral disorders, communication disorders, social withdrawal and adjustment problems. Children with this disorder do not have the ability to pay close attention to details or make careless mistakes in schoolwork, work or other activities. They are often disorganized when performing activities and perform tasks carelessly and without sufficient thought. Accordingly, the purpose of the present study was to investigate the efficacy of play therapy based on a cognitive-behavioral approach on executive functions and social competence in female students with signs of attention deficit/hyperactivity disorder. MethodThe research method was quasi-experimental with a pretest, post-test, control group and two-month follow-up period design. The statistical population included female fourth- and fifth-grade students with Attention Deficit Hyperactivity Disorder in Zone 2 in the city of Shiraz in the academic year 2019-20. 27 students were selected through the purposive sampling method from the statistical population and randomly assigned to experimental and control groups. Then, the children in the experimental group received play therapy based on a cognitive-behavioral approach in 10 sessions of 50 minutes over the course of one month. The applied questionnaires included the Attention Deficit Hyperactivity Disorder Questionnaire (ADHDQ) (Brock, Clinton, 2007), the Social Competence Scale (SCS) (Cohen and Rosman, 1972), and the Executive Functions Questionnaire (EFQ) (Gerard et al., 2000). Mixed ANOVA and Bonferroni follow-up test levels were used to analyze the data. ResultThe results showed that the play therapy method based on a cognitive-behavioral approach has been effective on the executive functions and social competence of the students with signs of attention deficit/hyperactivity disorder (P<0.005). These results were stable in the follow-up period. Therefore, it is concluded that play therapy based on the cognitive-behavioral approach has had a significant effect on the executive functions and social competence of students with attention deficit/hyperactivity disorder by 59 and 60 percent. Statistical power also indicates high statistical accuracy and a sufficient sample size. ConclusionAccording to the findings of the present study, it can be concluded that play therapy based on a cognitive-behavioral approach can be used as an efficient method to improve executive functions and social competence in students with signs of attention deficit/hyperactivity disorder. Through increasing interpersonal and group communication skills, self-consciousness, and negative emotion coping skills, and problem-solving and decision-making skills.
Maryam Aghaei; Amrollah Ebrahimi; Mojtaba Ansari Shahidi
Abstract
IntroductionIn the past decades, a group of diseases have been classified under the title of psychosomatic complaints and it has been reported that the diagnostic problems and their differentiation from other diseases have caused an increase in paraclinical and diagnostic costs in the patients of this ...
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IntroductionIn the past decades, a group of diseases have been classified under the title of psychosomatic complaints and it has been reported that the diagnostic problems and their differentiation from other diseases have caused an increase in paraclinical and diagnostic costs in the patients of this group of patients. Psychosomatic diseases are a class of diseases in which a person suffers from physical and physical signs and symptoms that are caused by psychological factors or may be intensified under the influence of psychological characteristics and stressors. It seems that in addition to biological mechanisms, psychological and emotional factors are involved in the occurrence of these diseases. In this way, different levels of feelings of hostility, depression, and anxiety can be seen as the predominant basic factors of psychosomatic complaints. According to this, the present study was conducted to investigate the efficacy of mindfulness-based cognitive therapy on cognitive fusion and alexithymia in students with psychosomatic disorders. MethodThe research method was quasi-experimental with pretest, posttest, control group, and two-month follow-up period design. The statistical population included secondary high school students with psychosomatic disorder in Khomeini Shahr in the academic year 2020-21. 37 students with signs of psychosomatic disorder were selected through the purposive sampling method and randomly accommodated into experimental and control groups (18 in the experimental and 19 in the control group). The experimental group received eight seventy-five-minute sessions of mindfulness-based cognitive therapy intervention during two months. The applied questionnaires in this study included a psychosomatic complaints scale (Takata & Sakara, 2004), a Cognitive fusion questionnaire (Gillanders et al., 2014), and an alexithymia (Takata & Sakara, 2004) questionnaire (Bagby et al., 1994). The data from the study were analyzed through mixed ANOVA via SPSS23 software. ResultsThe results showed that mindfulness-based cognitive therapy has a significant effect on cognitive fusion and alexithymia in students with psychosomatic disorder (p<0.001). Also, the results showed that this effectiveness remained stable in the two-month follow-up period. Descriptive findings also indicated that cognitive therapy based on mindfulness was able to reduce the average scores of cognitive fusion and alexithymia of students with psychosomatic complaints. ConclusionAccording to the findings of the present study, it can be concluded that mindfulness-based cognitive therapy can be used as an efficient therapy to decrease cognitive fusion and alexithymia in students with psychosomatic disorder through mindful activities and attitudes and addressing feelings and problem-making emotions. In addition, cognitive therapy based on mindfulness by applying practical mechanisms (such as body awareness and cognitive and emotional re-evaluation), can reduce the cognitive and emotional avoidance of students with psychosomatic complaints. On the other hand, by accepting signs and symptoms, students reduce overthinking about symptoms and learn that these are part of the body's defense mechanisms against stress that they have to deal with. This process improves the skill of regulating, managing, and expressing emotions and reduces alexithymia and cognitive fusion.
davod fathi; ahmadreza kiani; esmail sadri; ali sheikholslamy
Abstract
IntroductionThe death of a loved one, especially when it happens tragically or prematurely, could rock the foundations of our hypothetical world and our relationship with God and the world (Neimeyer, 2019) and cause deep challenges (Neimeyer, Prigerson& Davies, 2002). Complicated spiritual grief ...
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IntroductionThe death of a loved one, especially when it happens tragically or prematurely, could rock the foundations of our hypothetical world and our relationship with God and the world (Neimeyer, 2019) and cause deep challenges (Neimeyer, Prigerson& Davies, 2002). Complicated spiritual grief is a crisis during bereavement that endangers the bereaved person’s sense of relationship with God or the religious community as they struggle to re-establish spiritual balance after the loss of a loved one (Holland, Burke, Neimeyer et al., 2014). As for complicated spiritual grief in Iran, there has been no scale to determine the psychometric properties thereof, nor has such a scale become normative in the country. The Inventory of Complicated Spiritual Grief (ICSG) is a 5-point scale that is used to measure post-grief meaning. The ICSG has been used and validated by Neimeyer et al. (2014) and Holland Burke. However, the scale has not been investigated or psychometrically tested in Iranian society. The present research aims to investigate the psychometric properties of the Persian version of the ICSG in relation to the Iranian sample.MethodThe research sample included 215 bereaved women in the Iranian city of Ardabil who were selected on an available basis. Then, they responded to the research tool. In the study, the ICSG (Holland, Burke and Neimeyer et al., 2014) and the Grief Experience Questionnaire (Barrett and Scott, 1989) were used. The statistical analysis was carried out using SPSS version 25 and AMOS version 24 software tools. The SPSS software was used for descriptive analysis, and the AMOS software was used for combined reliability (CR) and factor analysis. ResultsThe face, content and structure validity of the research showed that the ICSG has appropriate validity and reliability. The scale’s convergent validity was confirmed to be (AVE>0/50). The internal consistency reliability of the ICSG was assessed using composite reliability and Cronbach's alpha coefficient, and an alpha coefficient of 0.73-0.81 confirmed the reliability of the dimensions of the scale. In addition, the correlation results pertaining to the variables of the research showed that the ICSG has a significant correlation with the grief experience scale (p<0.01). ConclusionOverall, the findings of the research indicated that the 18-item Inventory of Complicated Spiritual Grief has strong internal consistency and convergent and incremental validity, and that the scale supports a two-factor model for measuring doubt in God and impairment of the person’s religious faith. Thus, the results of the present research showed that the ICSG has good validity and reliability for the Iranian sample.
Banafsheh Zarei; Yadollah Zargar; Iran Davoudi
Abstract
IntroductionPanic disorder (PD) is a severe anxiety disorder characterized by recurrent panic attacks, anticipation and worry about further panic attacks and their potential consequences, as well as dysfunctional reassurance and avoidance behaviors aimed at preventing them. Panic disorder disrupts a ...
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IntroductionPanic disorder (PD) is a severe anxiety disorder characterized by recurrent panic attacks, anticipation and worry about further panic attacks and their potential consequences, as well as dysfunctional reassurance and avoidance behaviors aimed at preventing them. Panic disorder disrupts a person's performance in important areas of life and negatively effects on quality of life. Therefore, the present study was conducted with the purpose of evaluate the effectiveness of cognitive-behavioral therapy on symptoms and quality of life (QoL) among people with panic disorder in Ahvaz city. MethodThe research method was experimental single subject with non' concurrent multiple baseline design trials. The statistical population of the study consisted of all individuals with panic disorder referring to counseling centers in Ahvaz from February 2020 to August 2020. Three of them were selected using available sampling, and randomly between 3 and 5 baseline sessions were considered for them. The treatment program was carried out for 10 weekly sessions derived from the cognitive-behavioral therapy protocol, with a follow-up period of 6 weeks after treatment termination. Data were collected from the Structured Clinical Interview for DSM-5 Disorders (SCID-5-CV), Beck Anxiety Inventory (BAI) and Quality of Life Questionnaire (WHOQOL). Clinically Significant Improvement (CSI), Visual Analysis, and Reliable Change Index (RCI) were used to analyze the data.ResultsResults showed that panic symptom severity decreased with CBT. Participants achieved a 52/69 percentage of recovery in BAI, and 55/03 percentage of recovery in QOLQ. These results indicate the effective effect of cognitive behavioral therapy on reducing the symptoms of panic disorder and increasing the quality of life in the participants. Also, the results of the reliable change index in Beck anxiety scores after the intervention sessions were (2.25 for the first participant), (2.57 for the second participant), and (2.90 for the third participant). After 6 weeks' follow-up, the reliable change index was in the first participant (2.45), the second participant (2.78), and the third participant (2.81). Considering that the score of each participant reached above Z = 1.96, it is possible to attribute the change or improvement obtained to the effect of the intervention with a 95% confidence level (P < 0.05). The result of the reliable change index in quality of life scores after follow-up indicates that in some subscales, the improvement was caused by the intervention and treatment. The rate of reliable change index was calculated for the first participant in the quality of life subscales, respectively, physical (6.37), psychological (4.28), social (1.99), and environmental (2.47). In the second participant, physical (6/37), psychological (4/28), social (2/63) and environmental (1/23), and in the third participant, physical (5/14). Psychological (3.25), social (0.63), and environmental (1.44) were obtained. In other words, cognitive behavioral therapy was effective in decreasing panic symptoms and increasing quality of life. ConclusionAccording to the results of this study, panic disorder is common and can lead to significant disruption in daily functioning and reduce quality of life. Using both cognitive and behavioral techniques is effective in improving a person's performance and improving panic symptoms, as well as improving the quality of life. Accordingly, cognitive behavioral therapy CBT for treating panic disorders and improving quality of life may be useful in Iranian clinical settings. In other words, results from the present study indicate that a CBT protocol of acceptability in patients with PD can be successfully delivered in this population.
haleh badamian; Mohamad agha delavar pour; Nemat sotodeh Asl
Abstract
IntroductionE-learning, as an alternative to classical education in class, enables students to access information without time limitation and geographical limitations (Al-Samarai, 2016). Although e-learning makes interaction and active learning possible, one of the challenges e-learning confronts ...
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IntroductionE-learning, as an alternative to classical education in class, enables students to access information without time limitation and geographical limitations (Al-Samarai, 2016). Although e-learning makes interaction and active learning possible, one of the challenges e-learning confronts with them is the real level of learners' engagement in academic tasks and their real learning and academic achievement. of course, from the start of e-learning formation, this issue has been a concern and also a constant contemplative question. But, in a recent year, with the prevalence of coronavirus and thereby the pervasiveness of e-learning, learners' academic engagement issues in the online space have been questioned by custodians, parents, teachers, and all individuals involved in education. So, the purpose of the present research is to develop a causal model of students' academic engagement in cyberspace based on parents' meta-emotions, Family Communication Patterns and academic emotions. MethodTherefore, the type of research is descriptive-correlational. The statistical population of this study includes all secondary school students in Tehran.The sample size is equal to 400 high school students, who were selected from the statistical population by available sampling. The instruments used were the Family Pattern Communication Questionnaire (RFCP), Rio & Tsang (AES), Swayne Bourne's Parents' Farahijani Perspective (SMEPS), Packran, Goetz, and Perry (2005). The obtained data were analyzed by the structural equation method and PLS3 software. ResultsThe results showed that 38% of the changes in the variables of positive emotions and 23% of negative emotions are explained by the variables of communicative communication pattern, conformity communication pattern, Farahijani perspective of leadership, Farahijani perspective of consciousness. Also, 47% of the changes in the academic engagement variable are explained by the variables of conversational communication pattern, conformity communication model, Farahjani perspective of leadership, Farahjani view of consciousness, positive emotions and negative emotions. The value of Q2 related to the structure of positive emotions, negative emotions and academic engagement is 0.32, 0.13 and 0.27, respectively, which indicates the proper fit of the structural model and confirms the proper fit of the structural model of the research. DiscussionFrom the results of the present study, it is concluded that the academic performance of students in the context of e-learning depends on a set of internal and external factors, and to address the challenges of e-learning, a set of these factors should be considered.
Shirin Pouladi; Mohammad Mehdi Hasanshahi; Mohammad Rabiei; Naser Baghery
Abstract
IntroductionDisruptive Mood Dysregulation Disorder is a childhood condition characterized by extreme irritability, anger, and intense temper outbursts. This disorder significantly impacts a child's quality of life, school performance, and relationships with family and peers. Psychopathologists now recognize ...
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IntroductionDisruptive Mood Dysregulation Disorder is a childhood condition characterized by extreme irritability, anger, and intense temper outbursts. This disorder significantly impacts a child's quality of life, school performance, and relationships with family and peers. Psychopathologists now recognize that emotion dysregulation plays a crucial role in DMDD. Scientific findings suggest that individuals with DMDD experience difficulties processing emotions. Despite increased research attention, treatment options for DMDD remain limited. Consequently, integrated approaches that consider etiology and transdiagnostic treatment represent promising avenues for further investigation. The central question of our current research is whether unified Transdiagnostic treatment effectively reduces irritability and improves emotional regulation in children with DMDD. MethodThis study employed a single-case experimental design using the multiple baseline design type with different subjects and continuous measurement. The statistical population consisted of children aged 8–10 years who sought therapeutic interventions from psychiatrists and psychologists in Shahrekord. Among them, three children met the criteria for a definitive diagnosis of DMDD based on multidimensional evaluations, structured diagnostic interviews, and emotional irritability scales. These three participants were purposefully selected and entered the treatment phase. We evaluated the subjects at various time points: baseline, during treatment, post-treatment, and two follow-up periods (2 months each). We used the Emotion Regulation Checklist (ERC) and the emotional irritability scale for assessment. ResultsSpecifically, the percentage of recovery after the intervention in the emotion regulation subscale for the three subjects was as follows: Subject 1: 81.6%; Subject 2: 72.5%; and Subject 3: 58.2%. In the instability-negativity subscale: Subject 1: 53.8%, Subject 2: 52%, Subject 3: 54.7%. The recovery percentages after follow-up were as follows: Emotion regulation subscale: Subject 1: 77.7%, Subject 2: 65%, and Subject 3: 60.9%. Instability-negativity subscale: Subject 1: 54.8%, Subject 2: 50%, Subject 3: 51.1%. DiscussionOur findings indicate that unified Transdiagnostic treatment effectively enhances emotion regulation, reduces emotional instability and negativity, and ameliorates the symptoms of disruptive mood disorder during the intervention phase. Furthermore, these positive effects persist over time, extending from the treatment period to the first (2 months) and second (4 months) follow-up assessments.
Esmail Rahmani; Siroos ghanbari
Abstract
IntroductionToxic leadership is a style of leadership in which leaders, due to their negative behavior and detrimental personal characteristics, inflict long-lasting and serious harm directly on their followers and indirectly on their organizations. The interpersonal style of the leader, thus, has implications ...
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IntroductionToxic leadership is a style of leadership in which leaders, due to their negative behavior and detrimental personal characteristics, inflict long-lasting and serious harm directly on their followers and indirectly on their organizations. The interpersonal style of the leader, thus, has implications for formulating the organizational culture, both when it is positive and when it is negative (Mehta & Maheshwari, 2014). Trauma after a life-threatening event can lead to exhaustion and serious damage to an individual's ability to interact positively with others in the organizational community. Toxic leader behaviors and toxic interactions can lead to physical, mental, and emotional exhaustion. The present study was conducted with the aim of investigating the effect of toxic leadership by managers on the creation of organizational trauma with regard to the mediating role of organizational pessimism. MethodThis correlational study was applied research in terms of purpose and descriptive in terms of implementation. The study population was all first and second secondary schools teachers in Khuzestan province in 2020 (N = 16750). Cochran's formula was used to determine the sample size (alpha= 0.048; error value= 0.05 and P & O ratio = 0.5). Therefore, the sample size was 407. The questionnaires were used to collect data Schmidt Toxic Leadership Questionnaire (2008), Dean et al. Organizational Cynicism Questionnaire (1998), and Vivian and Hormann Organizational Trauma Questionnaire (2015). ResultsToxic leadership by managers had a positive and significant effect (0.81) on organizational cynicism at the level of P <0.05. Toxic leadership by Principals had a positive and significant effect (0.16) on school organizational trauma at the level of P <0.05. Organizational Cynicism had a positive and significant effect (0.79) on school organizational trauma at the level of P <0.05. Toxic leadership by Principals due to Organizational Cynicism had an indirect, positive and significant effect (0.63) on school organizational trauma at the level of P <0.05. DiscussionToxic leaders exhibit highly destructive behaviors and some dysfunctional personal characteristics. Through poisoning, these behaviors and personality traits cause serious and lasting damage to their followers and organizations. And with selfish behaviors, harming others and reinforcing and pursuing personal goals, willingly or unwillingly, will also have negative effects. Considering that Toxic leadership has a direct and positive effect on the creation of organizational trauma in schools, in the meantime, teachers' cynicism and mistrust will intensify this relationship and create a school where everyone is hopeless and mistrustful of each other, and trauma and Lack of organizational health will prevail in the whole school. It is very important for school administrators to adopt a fair management approach so that teachers do not show attitudes and behaviors in the framework of organizational pessimism. Also, correcting the non-functional behaviors of managers as behavioral patterns in schools can prevent the occurrence of destructive behaviors that endanger the mental health of employees.
seyedeh fateme Bahramian; mahbobe Fooladchang
Abstract
Introduction Adolescence (12–18 years old), which is characterized by puberty, is an important developmental period that is associated with the process of identity formation. An important part of this developmental process is emotional reactivity. In dealing with the problems and crises of adolescence, ...
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Introduction Adolescence (12–18 years old), which is characterized by puberty, is an important developmental period that is associated with the process of identity formation. An important part of this developmental process is emotional reactivity. In dealing with the problems and crises of adolescence, many teenagers engage in behaviors that threaten their current and future health. Drug use, violence, extreme excitement, unsafe sexual behavior and self-harm are the causes of many deaths in adolescence and early adulthood. Bergman & Scott stated that most risky behaviors begin before the age of 18. These behaviors, which are increasing, are a reflection of psychological and emotional problems. Research that has been carried out in the field of emotional and behavioral disorders has mostly concluded that these disorders are more the result of the way the parents communicate with the child than genetic and biological factors Many researchers have concluded that there is a relationship between parental misbehavior and children's emotional and behavioral inconsistencies; This relationship is very important and shows that the family factor and especially the parents' behavior plays an important role in the occurrence of behavioral and emotional disorders in childhood and adulthood. Also, it seems that parenting style has a role in adolescents' coping self-efficacy beliefs. The atmosphere in the family and the behavior of the parents can affect how a person feels about himself and his abilities. The purpose of the present study is to investigate the effectiveness of parenting skills training on emotional reactivity and coping self-efficacy of adolescent male students.MethodThe current research was semi-experimental type (pre-test and post-test design with a control group). The statistical population of this research included all the mothers and male students in the sixth grade of Dehdasht schools (academic year 2021–2022). The samples examined in this research were done by simple random sampling method. To collect data in the two stages of pre-test and post-test, the Coping Self-Efficacy Questionnaire (CSE) by Chesney et al. (2007) and the Emotional Responsiveness Scale (ERS) by Nock et al. (2008) have been used. The experimental group was trained in safe parenting skills during 8 sessions (90 minutes). While the control group did not receive such an intervention, the collected data were analyzed using a univariate analysis of covariance. ResultsThe results showed that with the pre-test control, there is a significant difference between the mean post-test scores of emotional reactivity and coping self-efficacy in the experimental and control groups. So in the experimental group, emotional reactivity decreased and self-efficacy increased. DiscussionThe present study was conducted with the aim of investigating the effectiveness of the mother's parenting skills training program on students' emotional reactivity and coping self-efficacy. The results of the analysis of the research findings showed that the parenting skills training program leads to a decrease in the total score of emotional reactivity and an increase in the self-efficacy of students. Therefore, it can be said that teaching parenting skills is effective in reducing emotional reactivity and coping self-efficacy in adolescent male students.
maryam setayesh; mohammad hatami; hassan ahmadi
Abstract
IntroductionOne of the diseases that can cause many physiological and psychological complications is coronary heart disease. According to the predictions of scientific societies, these diseases will be the main cause of death in different countries by 2030. According to the scientific findings published ...
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IntroductionOne of the diseases that can cause many physiological and psychological complications is coronary heart disease. According to the predictions of scientific societies, these diseases will be the main cause of death in different countries by 2030. According to the scientific findings published by the World Health Organization, it is predicted that 8.44% of deaths in Iran will be related to coronary heart disease by 2030. Coronary heart disease is a serious and rapidly growing disease. Coronary heart disease is one of the diseases that lead to increased mortality, lack of self-reliance, increased depression and anxiety in affected people. Several factors such as anxiety and depression, social stress, conflict and hostile behavior can lead to abnormal coronary contraction, increased coronary artery blockage, malignant heart rhythm irregularities and as a result, heart failure. The occurrence of psychological disorders such as depression and anxiety in patients with coronary heart disease causes them to experience less self-efficacy and self-care behaviors. Therefore, the present study was conducted to investigate the effectiveness of acceptance and commitment therapy on the self-efficacy perceived and self-care behaviors of people with coronary heart disease. MethodThe present study was quasi-experimental with a pretest, post-test, control group and two-month follow-up period design. The statistical population of this study included patients with coronary heart disease referred to the heart center of Madain Hospital in Tehran in the second half of 2020. The statistical population included patients with coronary heart disease referred to the heart center of Madayen Hospital in Tehran in the second half of 2020. 34 Patient with coronary heart disease were selected through a voluntary and purposive sampling method and randomly assigned to experimental and control groups (18 patients in the experimental group and 16 patients in the control group). The experimental group received ten seventy-five-minute sessions of acceptance and commitment therapy during One and a half months. The applied questionnaires in this study included the self-efficacy questionnaire (Sherer et al., 1982) and Self-Care Questionnaire (Galiana et al., 2015). The data from the study were analyzed through repeated Mixed ANOVA via SPSS23 statistical software. ResultsThe results showed that acceptance and commitment therapy have a significant effect on the self-efficacy and self-care behaviors of the cardiac people with coronary heart disease. In addition, the results showed that the effect of acceptance and commitment therapy was stable on the self-efficacy and self-care behaviors of the cardiac patients with coronary heart disease with a follow-up stage. After carefully examining the descriptive findings, it was found that acceptance and commitment therapy increase the self-efficacy and self-care behaviors of the cardiac people with coronary heart disease in the post-test and follow-up stages. ConclusionAccording to the findings of the present study, it can be concluded that acceptance and commitment therapy can be used as an efficient intervention to improve the self-efficacy and self-care behaviors of the people with coronary heart disease through employing techniques such as six main processes, including psychological acceptance, context self, communication with the present time, values and committed action.
leila orang; Hayede Saberi; afsane taheri
Abstract
IntroductionElderly is a process that is genetically visible during the life of living things and decreases in the organism over time, which reduces the activities of the organs of the body. Although it is not an aging disease and most of the elderly can be seen in other age groups, the elderly process ...
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IntroductionElderly is a process that is genetically visible during the life of living things and decreases in the organism over time, which reduces the activities of the organs of the body. Although it is not an aging disease and most of the elderly can be seen in other age groups, the elderly process is facilitating physical diseases, including cancer. The formation of tumors becomes. These cells grow very rapidly and usually cause severe pain by pressing on healthy tissues and nerve fibers, blocking fluid flow in the body, and disrupting the activity of the organs. MethodThe present semi-experimental research design was used with a pre-test-then-test with the control group. The research community is all the 60 to 75-year-olds residing in Tehran in 2021 who have been diagnosed with Stage 1 and Stage 2 cancer, of which 30 elderly women were referred to medical centers for treatment. The semi-trial design was used to determine the effectiveness of the emotion therapy. The pre-test was first implemented and then accidentally performed in one of the two experimental groups of excitement treatment, and the control group received no training and was implemented at the end of the post-test training. Research Criteria: Over 60 years old, getting a cancer diagnosis, mental consciousness, lack of participation in another therapeutic program, wanting to cooperate, elderly with cancer, tendency to attend intervention, and exit criterion unwilling to participate in intervention. The selected sample was accessible through random selection into two groups of tests and certificates. The emotion-based treatment package was developed and presented in the format of 10 sessions, each 90 minutes long, and content validity was used to validate it. The research tool was the questionnaire on psychological adaptation to cancer by Watson et al. (1988). Coronbach's alpha was used for data analysis using conventional descriptive statistics (average and standard deviation) and inferential statistics (repeated measurement variance analysis). ResultsThe results of the study showed that the emotional intervention package was able to significantly increase mental compatibility with cancer. In addition, the excitement intervention package was followed up after the post-test execution, and the results showed that there was no tangible post-test change after two months (p < 0.001). DiscussionTherefore, excitement-based treatment with recovery experiences and changing the meaningful meanings of any experience has a corrective training for stabilized emotional strategies that enhance the use of efficient and positive strategies and better adaptation to the disease by breaking the inefficient strategy and better adaptation to the disease. Since this study was conducted on older women with cancer in Tehran, it is recommended that other cultural and gender groups be aware of the generalization of the results.
Nadere Afkhami Ardakani; Yasser Rezapour Mirsaleh; Hossein Ghafuri Charkhabi; Azra Mohammadpanah Ardakan
Abstract
IntroductionDiabetes is a chronic and costly disease that has a high prevalence throughout the world, Iran, and specifically in Yazd province. Considering the heavy psychological and economic costs of diabetes and its complications, it is important to pay attention to all the factors that can increase ...
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IntroductionDiabetes is a chronic and costly disease that has a high prevalence throughout the world, Iran, and specifically in Yazd province. Considering the heavy psychological and economic costs of diabetes and its complications, it is important to pay attention to all the factors that can increase diabetes self-management. Since self-management is the main key to controlling diabetes and postponing the occurrence of diabetes complications, it is valuable to pay attention to distress tolerance and its affecting factors as one of the significant factors in diabetes self-management. Self-acceptance, self-actualization, and self-transcendence are proposed as three psychological factors that seem to improve people's distress tolerance. But evidence shows that self-acceptance can play a mediating role in the relationship between self-actualization, self-transcendence and distress tolerance in type 2 diabetic patients; however, few studies have investigated the relationship between these variables in diabetic people, which shows the necessity of conducting more studies. MethodThis is a descriptive-correlational study, performed using path analysis. A total of 207 questionnaires were administered by the available sampling method to type 2 diabetic patients living in Yazd province. The data was gathered using the Distress Tolerance Scale (Simmons & Gaher, 2005) and the Existential Fulfillment Scale (Loonstra, 2007). The Existential Fulfillment Scale is composed of three subscales: self-acceptance, self-actualization, and self-transcendence. The correlation and structural equation analysis were conducted to analyze the data using SPSS-23 and AMOS-24 software, respectively. ResultsThe results showed that self-acceptance, self-actualization, and self-transcendence have a significant positive relationship with distress tolerance in diabetic patients. In other words, self-actualization has a positive and direct effect on distress tolerance (r =.22, p<.01), self-transcendence has a direct and significant effect on distress tolerance (r =.23, p<.05), and the direct effect of self-acceptance on distress tolerance is statistically positive and significant (r =.24, p<.001). The data also revealed that self-actualization has a direct and positive effect on self-acceptance (β=.29, p<.001), and the direct effect of self-transcendence on self-acceptance is statistically positive and significant (β=.21, p< 0.01). Also, self-acceptance plays a mediating role in the relationship between self-actualization and distress tolerance (Sobel test = 2.72, p<.01), and self-acceptance has a mediating role in the relationship of self-transcendence with distress tolerance (Sobel test = 2.45, p<.05) in diabetics. The distress tolerance of diabetic patients can be predicted up to 22% by the sum of self-actualization, self-transcendence, and self-acceptance (p<.01). ConclusionThe results showed that individuals with type 2 diabetes who have higher self-acceptance, self-actualization, and self-transcendence show higher distress tolerance. Considering the mediating role of self-acceptance in the proposed model, it is suggested that by trying to promote the self-actualization and self-transcendence of diabetic patients, their self-acceptance of diabetics is improved. Higher self-acceptance, in turn, leads to greater distress tolerance and ultimately better diabetes self-management.
Hossein Mahdiyan; Elham Mahdiyanfar; Ali Jahangiri
Abstract
IntroductionHumans go through sensitive phases in their lives, and one of the critical and decisive phases is the issue of marriage and the formation of a common life, and more importantly, the efforts of each couple to maintain this common life so that they can reach their desired goals. Today, it is ...
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IntroductionHumans go through sensitive phases in their lives, and one of the critical and decisive phases is the issue of marriage and the formation of a common life, and more importantly, the efforts of each couple to maintain this common life so that they can reach their desired goals. Today, it is very important to expand the horizon of psychological treatments, especially to find more effective treatments. Also, comparing different treatments can be a priority among researchers to choose the most effective treatment that can be more cost-effective. Therefore, the current research seeks to investigate whether mindfulness and schema therapy have an effect on marital conflict, anger management, and quality of life. And which one has more influence on the components of marital conflict, anger management and quality of life? The aim of this study was to compare the effectiveness of mindfulness and schema therapy on anger management, marital conflict and quality of life. MethodThe method used in this study was quasi-experimental, in which the effect of two independent variables, namely schema therapy and mindfulness, on the dependent variables, namely marital conflict, anger management and quality of life, was examined. The pre-test-post-test design with the control group was used. The statistical population of this study consisted of all men and women who referred to counseling centers. To measure independent variables such as mindfulness in this study, the mindfulness package based on the package written by Bowen, Chaula and Marlat (2011) was used to measure anger management using the Spielberger anger control questionnaire, to measure quality of life from 36-item quality of life questionnaire (SF-36) and to measure conflict from Zakir and Barati questionnaire (2008) to analyze information from software. ResultsThe results showed that both therapeutic schemas and mindfulness training increased anger management, reduced marital conflicts and increased the quality of life of the experimental group compared to the control group. In addition, the results indicated that there is no difference in the mean total score of marital conflict, anger management and quality of life between the two groups of schema therapy and mindfulness, but between the control group and the two groups of schema therapy and mindfulness in all three conflict variables. There is a significant difference between marital, anger management and quality of life (P<0.001). Therefore, both types of treatment had the same effect on marital conflict, anger management and quality of life in couples with conflict. DiscussionIn comparing the effectiveness of schema therapy and mindfulness on anger management, marital conflict and quality of life in this study, it was observed that the training of both schema therapy and mindfulness groups increased anger management, reduced marital conflicts and increased quality of life in the experimental group compared to the control group was. Therefore, the training of both therapy groups is effective in increasing anger management and reducing marital conflicts, as well as increasing the quality of martial life. In addition, both types of treatment showed the same effect on marital conflict, anger management and quality of life in couples with conflict.
Mohsen Shokoohi-Yekta; Elham-Sadat Naji
Abstract
IntroductionDriving behavior is a behavior that a driver chooses as a pattern for his driving, and it depends on three factors: the driver, the vehicle, and factors related to the driving route. The driver's psychological and personality characteristics are the most important factors in his driving behavior ...
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IntroductionDriving behavior is a behavior that a driver chooses as a pattern for his driving, and it depends on three factors: the driver, the vehicle, and factors related to the driving route. The driver's psychological and personality characteristics are the most important factors in his driving behavior and the driver behavior is related to his emotional and behavioral characteristics. Many studies have shown the role of emotional intelligence as one of the most important determinants of driver behavior. Emotional intelligence is the ability to understand and manage our own and others' emotions which play a key role in all kinds of personal, social and professional situations. Some research have shown that high emotional intelligence is associated with greater ability to manage emotions, and low emotional intelligence is often associated with greater involvement in risky behaviors. Emotional intelligence can improve through training and have a positive effect on people's performance. Adults can learn to manage their behaviors and emotional reactions. Considering the importance of emotional intelligence in reducing inappropriate driving behaviors, the aim of the present study was to investigate the effect of the mental health training program of drivers on their emotional intelligence. MethodIn the present study, in order to enhance the emotional intelligence abilities of bus drivers through psychosocial training, a quasi-experimental with a pre- and post-test design was used. The driver training project of Tehran Bus Company has been started since 2011 and is implemented in different phases on drivers who are applying for employment in the Company. In one of the phases, 88 bus drivers from Tehran Bus Company who received 9 training sessions on anger management, retaliatory driving, stress management and effective communication participated in the study. Bar-On (1977) emotional intelligence test was used to collect data in two stages of pre-test and post-test. This questionnaire is a self-assessment tool that can be used for people over 18 years old. In the present study, a shortened form of the questionnaire was used, in which there are 54 items related to 9 scales of problem solving, stress tolerance, emotional self-awareness, interpersonal relationships, optimism, impulse control, flexibility, empathy, and self-expression. ResultsThe research findings of multivariate analysis of variance with repeated measures and univariate analysis of variance showed a significant difference between pre-test and post-test scores of four subscales. This difference is significant for the subscales of problem solving, emotional self-awareness and optimism at the 0.01 level and for the subscale of interpersonal relationships at the 0.05 level. In other words, participating in the training program has led to an increase in the ability of the participants in these subscales. Also, the value of F in these 4 subscales of emotional intelligence is equal to 7.70, 16.48, 11.52, and 5.29, respectively. DiscussionThe findings show the effectiveness of the program on some components of emotional intelligence. In other words, the training course on socio-emotional interventions can be considered effective in promoting drivers' emotional intelligence.
Reyhaneh Tabesh; Fariborz Sedighi arfaee
Abstract
IntroductionAt the same time as the rapid growth of technology and the ever-increasing human progress, and considering that the roles and responsibilities of adulthood have expanded and become more complex and teenagers need advanced abilities and skills to enter adulthood, emerging adulthood theory ...
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IntroductionAt the same time as the rapid growth of technology and the ever-increasing human progress, and considering that the roles and responsibilities of adulthood have expanded and become more complex and teenagers need advanced abilities and skills to enter adulthood, emerging adulthood theory has been proposed to explain these social and economic developments of the late 20th century. One of the main features of this developmental period is the nature of discovery, experimentation and gaining experience. It is a period in which people focus on personal growth and develop the qualities necessary for self-sufficiency, accept new roles and responsibilities, and learn the social skills necessary to assume those roles. Due to the difficulties of this developmental period, qualities such as agency should be considered an important psychological resource. Also, perfectionism, as a tendency to set very high standards in performance along with extreme self-evaluation critically, can be harmful in the path of self-sufficiency and achieving goals, especially in this developmental period. On the other hand, since emerging adulthood is associated with exploration, stress, ambiguity, and the lack of a specific role, one's emotions also fluctuate during this period. In this regard, and considering the features of the emerging adulthood period and the importance of the structures mentioned in this period, increasing the capabilities of people and helping them to successfully transition to adulthood is of particular importance. In the meantime, education based on the logotherapy approach is one of the types of education that can affect a wide range of lives. Therefore, the main goal of the research is to investigate the effectiveness of education based on the logotherapy approach on the sense of agency, positive affect, and perfectionism in emerging adults. MethodIt was a quasi-experimental study with a pretest, post-test, control group, and two-month follow-up period design. The statistical population included all undergraduate students of Isfahan University in the academic year 2020-2021, of which 30 people were selected by the available sampling method and randomly assigned to two experimental (15 people) and control (15 people) groups. The data collection tools included the human agency scale (consisting of three components of purposefulness, futurism, and general self-efficacy), Hewitt and Flett's perfectionism questionnaire (1991) and Watson et al.'s positive affect scale (1988). The people in the experimental group were trained based on the logotherapy approach (Hutzel, 2002) during 10- to 60-minute sessions. Data analysis was also performed using the method of analysis of variance with repeated measurements. ResultsThe obtained results showed that the average scores of the feeling of agency and positive affect in the experimental group compared to the control group increased significantly in the post-test stage, and the average scores of perfectionism decreased significantly (P≤0.01). Also, the results indicated the permanence of the training effect for the constructs of a sense of agency and perfectionism over time. DiscussionThe results of this research showed that education about discovering meaning in life can affect different aspects of life, including the sense of agency, perfectionism, and positive emotions. Using the results of this research, effective measures can be taken regarding the development of different skills in teenagers and especially emerging adults.
Zahra Nazeran; Seyed Abbas Haghayegh; Zohre Raeisi; Akram Dehghani
Abstract
IntroductionThe family can be considered as an emotional unit and a network of intertwined relationships that is built from the marital bond of a man and a woman, and a person's satisfaction with married life is considered as his satisfaction with the family. One of the threats to growth and development ...
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IntroductionThe family can be considered as an emotional unit and a network of intertwined relationships that is built from the marital bond of a man and a woman, and a person's satisfaction with married life is considered as his satisfaction with the family. One of the threats to growth and development in married life of couples is incompatibility and (marital burnout) in married life. Nowadays, the prevalence of marital burnout among couples is increasing and many couples do not want to stay in failed marriages. 50% of couples face marital burnout. The relationships of many couples lack the intimacy that characterizes a good marriage, and one of the most important reasons is marital burnout. Divorce may be rooted in marital burnout; marital burnout is a state of physical exhaustion and emotional and mental exhaustion that is the result of long-term mental and emotional conflicts. The onset of boredom rarely happens suddenly and usually its process is gradual. In fact, the intimacy and love gradually fade and along with it comes the feeling of general fatigue. MethodThe research method was descriptive correlation. The statistical population of the study included all married people (men and women) with marital problems who referred to family counseling centers in Tehran in 2019. Among them, 300 people (150 women and 150 men) were selected as the research sample using available sampling method. Pines' (1996) marital dissatisfaction questionnaires, Bam's (1974) gender stereotypes, and Pollard et al.'s (1998) marital forgiveness questionnaires were used to collect data. Pearson correlation tests and structural equation analysis were used to analyze the data. ResultsThe results of the research showed that there was a positive and significant relationship between gender stereotypes and marital discord, and there was a negative and significant relationship between marital forgiveness and marital discord and gender stereotypes and marital forgiveness (p<0.01). Also, gender stereotypes through marital forgiveness, it had an indirect effect on marital burnout. Results showed that there is a relationship between marital forgiveness and marital burnout; this means that with the increase of marital forgiveness, marital burnout decreases. DiscussionIn general, the assumed model of the research had a good fit; therefore, it is necessary to pay attention to the role of variables of gender stereotypes and marital forgiveness in the construction of educational and counseling packages to reduce the marital forgiveness of couples. In general, according to the findings of this research, it can be concluded that the final model has a good fit. And marital forgiveness played a mediating role in the relationship between marital forgiveness and gender stereotypes. Therefore, the findings of the model provide researchers with more information to manipulate the dependent variable and help researchers design an experimental study to reduce marital burnout in couples with marital conflicts. Also, according to the religious and spiritual context of Iranian society, activating spiritual capitals such as forgiveness has significant effects in reducing marital burnout and increasing marital forgiveness.
Reza Homaei; Alireza Maredpour; Armin Mahmudi
Abstract
IntroductionThe aim of the present study was to determine the effectiveness of the indigenous package based on ancient Persian literature on forgiveness on the differentiation and emotional safety of adolescents attempting suicide. One of the social problems of today's societies is suicide, which worries ...
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IntroductionThe aim of the present study was to determine the effectiveness of the indigenous package based on ancient Persian literature on forgiveness on the differentiation and emotional safety of adolescents attempting suicide. One of the social problems of today's societies is suicide, which worries the family, society, and statesmen. Based on this, much research has been conducted by researchers in the fields of psychology, social sciences, and mental health because the statistics published by the World Health Organization and the health organizations of the countries are very worrying and show an increase in suicide among young people. MethodThe research method was quasi-experimental, with a pre-test, post-test and follow-up with the control group. The statistical population included all adolescents in the age group of 16 to 18 years who attempted suicide in Isfahan, and the sample size included 30 people, 15 of whom were randomly selected in the experimental group and 15 in the control group and selected by the available sampling method. An indigenous package based on ancient Persian literature of forgiveness (based on poems by Ferdowsi, Nezami, Khayyam, Molavi, Saadi and Roudaki) was implemented for adolescents who attempted suicide in the experimental group (in 8 sessions). Measurement tools included the 13-item Emotional Safety Questionnaire of Casey Family Service Center (2007) and the 46-item Differentiation Questionnaire of Skowron (2000). For data analysis, a covariance analysis test with repeated measures was used.ResultsThe results showed that there was a significant difference between the mean scores of differentiation post-test and emotional safety of adolescents attempting suicide in the experimental and control groups. In explaining the findings of the research, it can be said that in the poem there are emotions and emotions such as sadness, happiness, anxiety, hope, despair, nostalgia, and surprise, which arise from the mental and mental states of the poet, and the poet tries to convey them to the audience as they are and based on the theory of the emotional-emotional life of the Eastern man, which defines the emotional-emotional states of each person as a result of his emotional-emotional education and considers it necessary to know his own emotions and emotions. In the noble Persian poetry and ancient literature, these emotional-emotional aspects are well taken into consideration and easily affect the emotional-emotional characteristics of the audience. The attention of poets of ancient Persian literature, such as Ferdowsi, Nizami, Khayyam, Molavi, Saadi and Rudaki, to the emotional-emotional components of human beings has caused them to choose a specific model for the emotional aesthetics of their poems. DiscussionIn the therapeutic atmosphere of a non-threatening atmosphere, along with unconditional positive attention to express the feelings of anger and resentment of others, the researcher has provided an opportunity for the teenager to complete the incomplete gestalts. Unhealed emotions were released, and the adolescent's psychological defenses were broken. Therefore, the adolescents of the experimental group were able to find out that revenge and malice are useless, and this was the beginning of their cognitive processing of the incident. During this cognitive processing, they were able to review their role in the loss of this relationship, to be guided from only paying attention to the mistakes and weaknesses of others, and to face the essence of their existence. Become the main ones who make mistakes and, at the same time, are valuable with a feeling of shame and guilt, thus they can live more calmly, and by maintaining their mental health, they have a greater sense of emotional safety.
