JOURNAL OF PSYCHOLOGICAL MODELS AND METHODS
Year:2012 | Volume:2 | Issue:8|Papers Count:7

The aim of this study was to determine the effectiveness of Transactional Analysis on personality states, self-esteem and clinical symptoms of people with emotional breakdown. A single case study method and experimental design of the multiple baselines was performed. Thus, the sample of five female clients was selected using purposeful sampling method and was treated by Transactional Analysis therapy. Clients completed questionnaires of Love Trauma, BDI-II, self-esteem, GHQ-28, functions after an emotional breakdown, DASS-21, and PAC in pretreatment (baseline) and during the first session, seventh, eighth, and final session (Session XIV) and the three-month and six-month follow-up. Also they completed MCMI-III questionnaire pre-treatment to identify clinical patterns of personality. Both methods of clinical significance and percentage of improvement were used for data analysis. Results showed that transactional analysis therapy has been effective on personality states, self-esteem and clinical symptoms of people with emotional breakdown, and clients have uses "adult" and "supportive parent” more after treatment. Transactional Analysis therapy with regard to its therapeutic process has a good efficacy in improving symptoms of emotional breakdown of Students.

The purpose of this study was to investigate the reliability and the validity of the Barratt Impulsiveness Scale (BIS-11) to use for Iranian sample. Participants were 259 student of shiraz nuiversity (174 boys, 85 gilrs) were selected by accessed sampling. To have the Persian form for BIS-11 at the first step the English form of BIS-11 was translated to Persian and then the Persian form was back-translated to English. All participants were asked to fill out the Persian form of the BIS-11. Exploratory factor analysis was used to study the factor structure of the Persian form of BIS-11. The questionnaire showed three factors. These factors named i non planning impulsivity, motor impulsivity, and cognitive impulsivity. All the factors were significantly correlated to the total score (p<0.05). The reliability coefficients were calculated in two different methods: cronbach alpha & test-retest, whith were 0.81and 0.77, respectively. The results provide evidence that the BIS-11 scale construct is applicable for Iranian sample.

The aim of this research was to investigate the effect of emotional intelligence training on communication skills of university students. The methodology was experimental, with two groups of control and test group using pretest and posttest. Statistical population is comprised of 849 female students and 1265 male students in the dormitory of Islamic Azad University, Najafabad Branch in the first semester in 1389-90. From among this group, 255 female and 380 male students were selected as sample because of probable cancellation by participants. Then the sample group was divided into control and test group. Later Queendom Questionnaire of Evaluation of Communication Skills was administered to the sample as the pretest. After that, the test group members were exposed to the independent variable, i.e., emotional intelligence training period. On the other hand, control group received no intervention. After the end of the training period, all the students were evaluated based on their communication skills using Queendom questionnaire. The results achieved through variance analysis and comparison of the means of the two control and test group revealed that emotional intelligence training caused an increase in the scores of communication skills of students in test group (p<.05). While, the pre-test and post test scores of students in control group showed no significant difference.

Establishing a proper communication requires various skills including problem-solving. Lack of such skills could result in impulsive behaviors, aggression, isolation, disappointment, and other behavior problems in children. In the case of mentally challenged children, deficient cognitive capacities and underdeveloped social skills could also affect their impulse control and their adaptive behaviors. Therefore, teaching productive thinking skills, such as problem-solving seems necessary. The main objective of the present study is to evaluate cognitive problem-solving approach for resolving interpersonal issues in slow-learner students in first grade. This single-subject study was conducted on five male students with A-B design with follow-up. Behaviors such as aggression, bullying and threat, complaining, arguing and quarrelling were observed as target behaviors. The baseline data was gathered during 10 sessions. Then, the cognitive problem-solving skill training for resolving interpersonal issues was offered in 30 sessions of 50 minutes each, three times a week. Follow-up data was gathered during 10 sessions after the workshop. Diagrams and Visual Analysis were used to analyze the data. Analysis shows that training was effective on reducing behavioral problems during intervention phase; a decreasing trend was also noticed during the follow-up period.

The aim of this study was to Standardization of four Factors of Irrational Beliefs Test-Ahvaz (4IBT-A). For this mean 1947 students of Teacher Training Centers of Tabriz selected by multi step random sampling and (4IBT-A) ministered. Reliability of Test with use Cronbach Alpha, for factors and total of test was .77, .68, .59, .68 and .86 ordinary. The validity of test was .81, p£.001with using from convergent Validity method. After data analysis, for raw Scours each factor and total test, percent standardization and standard scores of Z was prepared.

This study examined validity and reliability of the authentic character of the scale - the form of 12 questions (Wood et al 2008) in a group of students from University Isfahan and University of Medical Sciences (175 girls and 129 boys). For the validity of the methods content validity, items correlated with the total score (the material), subtests correlated with total scores and factor analysis were used. Scale reliability by Cranach’s alpha and split - half reliability. The correlation of items with total score (45.0 to 79.0) and sub-test total score (69.0 to 79.0) was significant in all cases. The factor analysis showed three factors Self-alienation, accepting external influences authentic-living. The Cranach’s alpha coefficients for subscales of scale, Self-alienation, accepting external influences, authentic-living and total scores were obtained 80.0 77.0, 81.0 82.0. The split - half reliability coefficients of Scale was estimated 0.74. Overall, the results showed that the scale of the Authenticity character of the psychometric characteristics is desirable for use in Iran.

The aim of this study was to predict the religious sell-discrepancy based on family process and family content among female college students. The sample consisted of 365 female college students from Shiraz University and Islamic Azad University, Marvdasht Branch. Self-report family process scale, self report family content scale, and religious self-discrepancy scale were used in this study. The results of multiple regression revealed that family process predict Ideal-self significantly. Also the results of this study showed that family process is a significant variable to predict ideai reiigious self-discrepancy and ought religious self-discrepancy. In sum the research clarifies the role of family to develop of self-concept for female college students.