DEVELOPMENTAL PSYCHOLOGY (JOURNAL OF IRANIAN PSYCHOLOGISTS)
Year:2019 | Volume:15 | Issue:60 |Papers Count:13

The aim of this study was to investigate the Development of visual perception and projection in students. 129 students (60 boys, 69 girls) were selected from the second district of Tehran in the academic year of 1396-1397, using available sampling method. Participants consisted of 44 preschoolers, 42 first-grade students, and 43 third grade students. The study design was causalcomparative and participants completed Rey-Osterrieth Complex Figure (Rey, 1941) and Tree Drawing Test (Koch, 1949). Then, Anova and Manova data analysis and Pierson correlation test were administered. The results indicated that children’ s visual perception and projection develop with age and educational level. The results also showed that children with different ages differ in visual perception and projection and their performances improve as they grow older.

This study aimed to determine the effectiveness of Phonological Awareness Training (PAT) on visuospatial working memory of 3rd grade students with written expression disorder. The study design was quasi-experimental with a pretest, posttest, and control group. Thirty students were randomly selected and evaluated by the Writing Expression Test (Fallahchai, 1379), Wechsler Intelligence Scale for Children (Wechsler, 2000), and the Visuospatial Working Memory Test (Cornoldi & Viecchi, 2004). They were randomly assigned to experimental and control groups (each consisted of 15 individuals). The experimental group participated in 13 sessions and was trained by the phonological awareness program but control group participated in the regular school program. All subjects were evaluated after the 13th session and two months later. The data were analyzed using analysis of covariance and repeated measurement analysis of variance. The findings showed that 32% of variation in improvement of visuospatial working memory of the experimental group has been due to the phonological awareness intervention and lasted after two months (P<0. 001). Based on the results the Phonological Awareness Training leads to JIP Aug 2019 SS. docx JIP Aug 2019 SS. docxpromoted visuospatial working memory of experimental group, and its effects lasted for two months. Therefore, the implementation of the Phonological Awareness Training is worthwhile for promoting the visuospatial working memory of the students with written expression disorder.

The present study examined the effectiveness of family education focused cognitive behavior therapy on reducing family accommodation, child OCD severity and functional impairment. The study design was quasi-experimental with pretest-posttest and control group. With using Yale Brown Child OCD Scale (Scahill et al, 1997) twenty OCD children were selected and assigned into either experimental (n=10) or control (n=10) group. Then family accommodation scale (Calvocoressi et al., 1999) and child OCD impact scale (Piacentini, Bergman, Keller, McCracken, 2003) were administered. The experimental group received 12 family focused cognitive behavior therapy. During this period, the control group did not receive any intervention. All scales were performed as the post-test for both groups. The data were analyzed using ANOVA with repeated measurement. The results indicated that family accommodation, child OCD severity and functional impairment reduced significantly in the experimental group compared to the control group. Findings of this study by clarifying the role of family accommodation in the severity of obsessive-compulsive disorder, will lead to a further contribution JIP Aug 2019 SS. docxof the application of the combined pattern of cognitive-behavioral therapy and family education in clinical settings.

The aim of this study was to evaluate the effectiveness of group therapy based on two methods of interaction and psychodrama on identity orientation in adolescent girls with psychological distress. study design was experimental with pre-test, post-test, and control group. 33 girls (aged 14-16) with psychological distress were selected by purposive sampling method in the academic year 2016-2017 and randomly divided into three equal groups. Interventions were 10 sessions of 2-hour group therapy based on interaction and psychodrama. Then Kessler psychological Distress scale (Kessler et al, 2002) and Identity Orientation Questionnaire (Cheek & Briggs, 2003) were administered. ANCOVA and MANCOVA analysis of covariance showed that group therapy based on interaction and psychodrama is effective on reducing psychological distress in adolescents. Results also showed psychodrama was effective on personal identity orientation and interaction group therapy was effective on social identity orientation. Finally, the results indicate the necessity for paying attention to the identity orientation, and preventive and therapeutic actions to improve the psychological health of adolescents.

The aim of this study was to investigate the effectiveness of child-parent relationship therapy in enhancing self-efficacy and improving mother-child relationship. The study design was quasi-experimental with pretest-posttest, control group, and follow-up. The study population consisted of all mothers with 3 to 5 year-old children attending to Tehran kindergartens. 30 mothers were selected among mothers who had received low scores in Child-Parent Relationship Scale (Pianta, 1992) and Parenting Self-Agency Measure (Dumka et. al, 1996). Mothers completed the scales in pre-test, post-test and follow-up steps. The data were analyzed using repeated measurement analysis of variance. Based on the results, child-parent relationship therapy significantly increased parental self-efficacy. It also resulted in a significant increase in overall score of child-parent relationship scale and closeness dimension and a significant reduction in the dependency and conflict dimensions. It seems that child-parent relationship therapy is an effective intervention in increasing parental self-efficacy and improving child-parent relationship.

The aim of this study was to determine the effectiveness of generative instruction based on generative learning theory on cognitive and metacognitive self-regulation and motivational beliefs of 7th grade students. The study design was quasiexperimental with pretest-posttest and control group. 100 students among 7th grade students in Hamedan were selected using accessible sampling method and randomly, divided into the experimental group (50 students) and the control group (50 students). The Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich & Degroot, 1990) was administered before and after the implementation of the generative instruction program. The data were analyzed using multivariate analysis of covariance (MANCOVA). The findings showed that generative instruction program could predict 44% of cognitive regulation changes, 32% of metacognitive regulation changes and 39% of motivational self-regulation changes. According to the findings, it can be concluded that generative instruction affects cognitive and metacognitive self-regulation and motivational beliefs.

The aim of this study was to investigate the relationship between positive perfectionism and negative life events with coping style and psychological well-being mediated by psychological capital in Shahid Chamran University students. 254 female students and 253 male students were selected using multi-stage random sampling method. Then Psychological Capital Questionnaire (Lorenz, Bee, Putz & Heinitz, 2016), Positive Perfectionism questionnaire (Terry-Short, owens, Slade & Dewey, 1995), Stress Scale (Holmes & Rahe, 1967), Coping Inventory for Stressful Situations (Endler & Parker, 1990) and Psychological Well-being Scale (Ryff, 2002) were administered. The findings showed that positive perfectionism and negative life events predicted psychological capital. Psychological capital also predicted problem-focused coping, emotional-focused coping, and psychological well-being. These results highlighted the importance of psychological capital, positive perfectionism and negative life events in explaining psychological wellbeing and coping styles of students and also showed that have important implications as the necessary steps to promote the level of psychological well-being and the problem-focused coping in students.

The aim of this study was to examine the mediating role of reactive aggression in the relationship between sensitivity to victimization and loneliness in adolescents. 349 middle school male students were selected using multistage cluster sampling method. Then Justice Sensitivity Inventory (Bondu & Elsner, 215), Reactive-Proactive Aggression Questionnaire (Raine et al, 2006) and UCLA Loneliness Scale (Russell, 1996) were administered. Data were analyzed using path analysis and bootstrap tests. Results showed that sensitivity to victimization as an antecedent and loneliness are consequences of reactive aggression in adolescents. In addition, the results indicated that reactive aggression has a significant mediating role in the relationship between sensitivity to victimization and loneliness. Finally, these results can help school counselors, educational psychologist, and teachers to solve aggresion problems.