Applied Psychology
Year:2018 | Volume:12 | Issue:2 (46) |Papers Count:9

Aim: The research aim was to investigate effectiveness of emotion regulation training in reducing school burnout and improving social acceptance and affection of students with learning disabilities. Methods: Research method was quasi-experimental with pretest, posttest, and control group and follow-up. Statistical population consisted of 513 third-to fifth-grade male primary students with all kinds of learning disabilities who had been referred by the schools to the center for learning disabilities of Bushehr province’ s Department of education in 2016-2017 school year. Of these, using convenience sampling and considering requirements of research project, 160 students were shortlisted in the first stage, and of these, 34 students were selected and assigned to an experimental group and a control group. Measurement tools were Breso, Salanova & Schoufeli’ s school burnout questionnaire (2007), Ford and Rabin’ s social acceptance questionnaire 1970, Williams, Chambless & Ahrens’ s affective scale (1997), Allen, McHugh and Barlow’ s emotion regulation training scheme 2009. The experimental group subjects received eight weekly 90-minute sessions of emotion regulation training. Data gathered from questionnaires filled out by both groups were analyzed in three stages using repeated measures Results: Findings showed that emotion regulation training has a significant effect on school burnout (F= 3. 232, P= 0. 013), social acceptance (F= 4. 467, P= 0. 001) and affection (F= 4. 327, P= 0. 021) and this effect remains unchanged in the two-month follow-up phase. Conclusion: Since emotion regulation training helps improves individuals’ interactions with peers and increases their awareness, acceptance and emotional expression, such training can be used as an effective intervention method to reduce school burnout and to improve social acceptance and emotions of students with various learning and other disabilities.

Aim: The aim of present study was to investigate effectiveness of emotional regulation training on affective, social and educational adjustment in 10 to 14 years boys’ student suffering from conduct disorder. Methods: it was a quasiexperimental with control, experimental group and pretest, posttest, and followup was 2 months. Target population was 68 pupils aged 10 to 14 years old who referred to counseling center of Rahe Novin Zendegi in Gonbad kavous from October to November 2017, among which, 30 students who had the highest score in Sinha and Sing Student Adjustment Inventories 1993 and Parents' Parenting, Gadowc& Sprafkin (2007) were selected through convenience sampling and randomly assigned into two groups of experimental and control. The experimental group received 8 weekly 90-minute sessions based on combination of McGee, Wood, and Brentley (2011) and Allen, Maggie and Barlow (2009) guidelines for emotional regulation. The control group did not receive any interventions during this period. Data were analyzed using mixed variance repeated measures. Results: Results showed significant difference between function of experimental and control group in Symptoms of conduct disorder (F= 19. 27, P= 0. 001), total adjustment (F= 59. 02, P= 0. 001), affective adjustment (F= 19. 86, P= 0. 01), social adjustment (F= 47. 83, P= 0. 001) and educational adjustment (F= 32. 05, P= 0. 001) in post test and after two month of follow up. Conclusion: Since the training of emotional regulation is directly influencing on interaction of individual with peers and community and reduces the symptoms of conduct disorder, hence, this method can be used in families, educational institute and Psychological and Counseling Services Centers in Iran in order to improve symptoms of conduct disorder.

Aim: The study aim was to determine effectiveness of Mindfulness training and Emotion Regulation on the adjustment of ADHD students. Methods: Method was quasi-experimental with control group, pretest, posttest, and onemonth follow-up. Statistical population consisted of 341 male students who were referred to the counseling center of Education Administration of Eslamshahr town in 2017-2018. Of these, 45 students aged 14 to 16 with the highest scores in Connors, Erhardt and Sparrow Scale of Attention Deficit Hyperactivity Disorder (1999) and the lowest scores in the Adjustment Scale of Sinha and Singh's 1993, were selected and assigned randomly to either an experimental or a control group. Kabat-Zinn’ s (1992) Mindfulness training and Emotion Regulation of Alan, McHugh and Barlow (2009) were conducted on the experimental groups (90 minutes once a week for 8 weeks). Results: Results indicated that Mindfulness (F=8. 89, P=0. 006) and Emotion Regulation training (F=12. 54, P=0. 001) were effective on improving adjustment, and Emotion Regulation (F=16. 59, P=0. 001) could reduce symptoms of attention deficit/ hyperactivity disorder and that these effects remained stable in the follow-up phase. Conclusion: Since the training of emotional regulation is directly influencing the interaction of the individual with his peers as well as the community and on the other hand it seems that emotional regulation may consist of certain components of Mindfulness as well, compared to the latter, Emotion Regulation may be considered as a more effective treatment to improve the level of compatibility and reduce the symptoms of attention deficit/hyperactivity of students.

Aim: Present study aim was to determine effectiveness of attachment-centered intervention on improving the relationship between mother-child and reducing the symptoms of separation anxiety in elementary school children. Method: Research method was quasi-experimental with a pretest-posttest design, a control group and a two-month follow-up process. The target sample included 20 mothers from a 73-member population of male students referred to Robat Karim Education Counseling Center in the academic year of 2016-2017. After screening, 20 of the mothers of the students were selected who had obtained higher scores from the Separation Anxiety Assessment Scale– Child (SAAS-C)’ Hahn, Hajilian, Eisen, Winder, & Pincus (2003) and lower scores from the Child-Parent Relationship Scale (CPRS)’ Pianta (1994) at the same time. They were randomly divided into the experimental and control groups. The experimental group received attachment-based intervention package’ Ganbari, Khodapanahi, Mazaheri & Gholamali Lavasani (2013) on a weekly basis in eight 90-minute sessions. The data were analyzed using the mixed variance analysis with repeated measurements. Results: The findings showed a significant difference between the performance of two experimental and control groups on the symptoms of separation anxiety (F= 18. 86, P= 0. 001) and parent/child relationship (F= 12. 18, P= 0. 003) at the post-test stage and after two months of follow-up. Conclusion: As the attachment-centered treatment provides effective and beneficial strategies for mothers, parents and children's psychiatric centers to improve the relationship between mother and child as well as treating separation anxiety problems in children with attachment problems, it can be considered as an effective treatment method.

Aim: The study purpose was to determinate the role of mediator of coping strategies and perceived social support in relation to perceived stress and quality of life of parents with ASD children. Methods: Research method was correlation and the statistical population were all parents of ASD children in 31 provinces of the whole of the country that was about 4000 in 1396. A sample of 660 qualified father or mother was selected by purposive sampling method, and responded to questionnaires of Perceived Stress Scale of Cohen, Kamarck and Mermelstein (1983), Perceived Social Support of Zimet, Dahlem, Zimet and Farley (1988), Coping Strategies with Stress of Endler and Parker (1990), and questionnaires of World Health Organization Quality of Life (1996). After deleting 26 invalid questionnaires and 11 missing data, data of 623 people were analyzed by structural equation modeling. Results: The findings showed that structural pattern of the research with the collected data was desirable fit and perceived stress both directly and negatively (β =-0/328, P= 0. 001). Also with mediating perceived social support (β =-0. 151, P= 0. 001), as well as problemoriented strategies (β =-0. 035, P= 0. 005), emotion-oriented strategies (β =-0. 182, P= 0. 001) and avoidance style (β =-0. 024, P= 0. 007) is associated with the life quality of parents of ASD children. Conclusion: Since improving, the life quality of Iranian parents with ASD children has a significant effect on the rehabilitation and treatment interventions of their children, designs should be taken to educate effective coping strategies and also to properly parents' perceptions of supportive resources.

Aim: The study purpose was to determine tendency of substance use in adolescent tobacco users based on psychological family climate and family history of addiction with mediating peer group. Methods: Research method was correlation and the statistical population was all 839057 male and female adolescents 13-19 years old in Tehran in the second half of 2016. Using cluster random sampling. Tehran at first was divided into 5 geographical parts of north, south, west, east and center, then from 22 municipal areas, 11 regions were randomly selected. The sample size was determined 150 individuals according to Mishel 1993 and suggesting a ratio of 10 to 20 subjects per observed variable, and considering probable attrition. Data were collected using Addiction Susceptibility Questionnaire-Adolescents Version by Zeinali, (2014); Affective Family Climate Scale by Hillburn, 1964; Adolescent Affiliation with Deviant Peers Scale by Paschal, Ringwalt & Flewelling, (2003), and a researcher-made tool for family history of addiction 2016. After omission of 5 distorted questionnaires and 3 outlier subjects, data analyzed using structural equation modeling. Results: The results showed that Indirect pathway coefficient of the psychological family climate and substance use tendency is negative with mediating peer group (β =-0. 164, P= 0. 002) and the indirect path coefficient of the family history of addiction and relatives and substance use tendency is positive with mediating peer group (β = 0. 153, P= 0. 002). Conclusion: It is suggested that parents protect their children from the influence of peers and tendency of tobacco and substance use by providing an appropriate psychological and emotional atmosphere.

Aim: The study purpose was to determine the structural model of parenting styles, early maladaptive schemas and narcissistic personality traits in adolescents in male adolescents. Method: Method was a descriptive correlational type and the statistical population included all 13 to 18 male adolescents in Tehran in fall and winter of 2016 (N=167459). Through target sampling, 300 teenagers and their mothers were selected from Bahman Cultural Center, Fajr Cultural and Arts Complex, and Bahman Sports Complex. The selection was based on based on Guadagnoli & Velicer’ s proposal. The study tools were Baumrind’ s Parenting Styles Questionnaire (1990) which was completed by mothers and Young’ s Schema Questionnaire-short form (1988) as well as Ames, Rose & Anderson’ s (2006) Narcissistic Personality Inventory which were completed by adolescents. Results: Results showed that early maladaptive schemas had a negative mediation effect on the relationship between authoritative parenting styles and narcissistic personality traits (β =-0. 319, P=0. 001) but had a positive mediation effect on the relationship between authoritarian parenting styles and narcissistic personality traits (β =0. 153, P=0. 02). Conclusion: The educational system of family, or in other words parenting styles are important factors in the formation of children's personality and as well as the formation of cognitive constructs including early maladaptive schemas. Based on these results, positive parenting education is recommended for parents, especially mothers, and especially during the early development of their children.