SOCIAL COGNITION
Year:2020 | Volume:8 | Issue:2 (16) |Papers Count:10

Introduction: The aim of this study was to investigate the effectiveness of group therapy based on the hope therapy approach on depression of mothers of children with physical disabilities. Method: The present study is an experimental research with pre-test, post-test, control group. The statistical population of this study was mothers of children with physical disabilities. A sample of 30 people was selected through available sampling method and assigned to experimental (n =15) and control (n =15) groups and the hope therapy was conducted to the experimental group. The Beck Depression Scale was used in both groups in the form of pre-test and post-test. Results: The results of covariance analysis showed that the depression scores of the participants in the experimental group were significantly lower than the control group. Conclusion: It was shown that hope therapy can reduce the depression symptoms in mothers of disabled children and can be an effective step in improving their mental status and parent-child relationship.

Introduction: The purpose of the present study was to compare the effectiveness of anger management and emotion regulation training programs on social cognition of prisoners suffering from intermittent anger explosive disorder. Method: The research method is semi experimental. The sample consisted of 54 prisoners with intermittent rage explosive disorder who were identified by using Kokaro et al. ’ s Intermittent Explosive Anger Disorder Questionnaire and clinical interview amongst the prisoners of Rasht city and then assigned to three groups of anger management training, emotional regulation training and control group (18 people in each group). The first group was given anger management training, and emotion regulation training was applied to the second group, and the control group did not receive any training. Results: The Results of study showed that anger management and emotion regulation training programs were significantly effective in improving suitable social response and direct and communicative aggressive response (p>0/05). The results also showed that anger management training was more effective in improving the suitable social response and direct and communicative aggressive response compared to emotional regulation training program. Conclusion: These findings suggest that anger management training and emotional regulation training can be used as alternative methods to improve the quality of life and social recognition of prisoners with intermittent rage explosive disorder.

Introduction: Social communication disorder is a neurodevelopmental disorder which is located in the vicinity of autistic disorder and causes problems in the context of appropriate social interactions. This study was was done aiming at investigating the effectiveness of teaching the theory of mind on improving the theory of mind and social skills of students suffering from social communication disorder. Method: The present study was a semi experimental typewith pre-test, posttest andcontrol group. The statistical population of this study consisted of all male students infifth and sixth grades (1319) fromschools of Bostanabad city in the academicyear of 2017-18. The purposive sampling was used to select theresearch sample. To fulfill the research goal, the criteria for social communication disorder were explained to the relevant teachers, and suspicious students were introduced by them. For further certainty, a diagnostic interview was carried out on the basis of DSM-5 screening and 26 students were selected and randomly divided into two experimental and control groups. To collect the research data, students’ social skills questionnaire of Eliot and Gershamand Qamarani et al’ s theory of mind test were used. The experimental group trained under the theory of mind for eight two-hour sessions during the four weeks. Results: The results of covariance analysis at a significant level of 0. 5 showed that the experimental group showedsignificant improvement in the theory of mind and social skills compared to the control group. Conclusion: Improving the theory of mind seems to be promising to improve social skills and reduce inappropriate social outcomes in people suffering this disorder.

Introduction: The purpose of this study was to investigate the effect of rational reasons on ethical decision making. Method: In order to investigate the effect of rational reasons on moral decisions, the call for participatingin this study was sent to 75000 email addresses of residents of Tehran and thesuburbs, which 765 volunteers participated in the study. The research tool was a moral dilemma. In an experimental design, the participants were asked to say which option they would choose if they were in this moral dilemma (their initial decision). Then the participants were randomly assigned itnto three groups: one group was given the reasons confirmingtheir initial decision, the secondgroup was given the reasons opposing their initial decision, and the thirdgroup was given all reasons (confirmingand opposing). Participants were asked to evaluate these reasons. Then theywere asked to choose one of the two options again (their final decision). Results: Fisher's exact test, logistic regression analysis, and variance analysis showed that afew participants changed their initial decision after examining the reasons; the initial decision explained a large proportion of the final decision's variance, and participants evaluated affirming reasons better than opposing ones. Conclusion: These findings suggest that rational reasons do not help to change the people's moral decisions.

Introduction: By expanding the culture of celebrities, experts talk about strong desire to celebrities and their related issues; in this regard, parasocialbonds can play important roles in worshippingcelebrities. Therefore, the present study aims to investigate the role of parasocial interaction experience, parasocial interaction, and par asocial breakdown in predicting theworship of celebrities. Method: The research design was descriptive and correlational. The statistical population of the study consisted of students of the faculty of literature and humanity sciences of the University of Guilan in 2018. In this study, 240 female and male students were selected through convenience sampling method. For collecting data, Celebrity Worship Attitude Scale (McCutcheon et al., 2002), Parasocial Interaction Experience scale (Hartmann & Goldhoorn, 2011), parasocial interaction scale (Rubin et al., 1985) and parasocial breakup scale(Cohen, 2003) were used. Then, data were analyzed through Pearson correlation formula and multiple regression method. Results: The results indicated that the parasocial interaction and parasocial breakup could significantly predict the worship ofcelebrities, while parasocial interaction experience was not able to predict the worshipof celebrities. Conclusion: According to the results, the parasocial interaction and parasocial breakup play important roles in fascination to favorite celebrities and worshiping them. Therefore, interventions to reduce extreme parasocial interactions, as well as the reduction of aversive behaviors and emotions after the parasocial breakup, can lead to the reduction in worshipping celebrities and consequently reducing its problems.

Introduction: The present study aimed to standardize and evaluate the validity of the Barnett and Fanshav’ s High School Stress Scale (HSSS) (1997). Method: This research was descriptive-survey in terms of method and was considered in the field of developmental research in terms of purpose. To perform the research, high school stress scale was carried out on 445 high school students, and Goldberg and Hiller’ s general health questionnaire (1979) was administered to 150 male and female high school students who were selected through multistage cluster sampling. In order to determine the factorial validity, factor analysis was used and to verify the internal consistency, Cronbach Alpha Coefficient was used. Results: The results showed that the test consists of nine subscales. Subscales consists of stress education including teaching methods, teacher-student relations, the workload of school, vulnerability feelings, personal organizing, school environment, achieving independence, anxiety about the future, and communication with parents. To check the convergent validity, General Health Questionnaire was used. The results showed the convergent validity fortwo tests. Conclusion: Overall, the results showed that the High School Stress Scale is a valid and reliable tool for measuring high school students' stress.

Introduction: This research aimed at explaining self-knowledge based on the components of epistemological beliefs and personality traits. Method: The research method was correlational in this study. The statistical populationof this study included all students of (State, Azad, Applied Science, and nonprofit) universitiesof Tehran in the academic year of 2017-18. For this purpose, a total of 400 female students were selected using multistage cluster sampling. The research instrument were Self-Knowledge Questionnaire (Ghorbani, Watson & Hargeis, 2003), Five Factor Personality short-form Questionnaire (McCarry & Costa, 1985), and the Epistemological Beliefs Questionnaire (Schommer, 1993). Data were analyzed using Pearson correlation and regression analysis method. Results: The findings of the research showed that there was a significant direct correlation between self-knowledge andpersonality traits (Compatibility and Conscientious) and epistemology beliefs (innate ability andability to understand everything fully)(P<%05). Also, the variables of personality traits (Compatibility and Conscientious) and epistemology beliefs (ability to understand everything fully)were able to explain and predict self-knowledge with beta coefficients of%260, %156, and %150. Conclusion: Since epistemology beliefs (ability to understand everything fully)and personality traits (Compatibility and Conscientious) can explain and predict selfknowledge, it seems that students can improve their self-esteem by promoting such features.

Introduction: The relationship between social perspective taking and self-control with prosocial personality of the community is significant. The purpose of the present research was to study the Model Of Relationship Between Social Perspective Taking And Self-Control with prosocial personality via mediator role of emotional empathy among teachers. Method: The research design is descriptivecorrelational using path analysis method. The statistical population of the study consisted of all teachers working at schools in Sanandaj in 2017. In this study, 425 teachers participated. They were selected based on categorical random sampling method. The participants completed the Social Perspective Taking (Mohaghegi et al., 2016), Self-control (Nikmanesh, 2007), Prosocial behavior (Penner, 2002), and Emotional Empathy (Mehrabian & Epstain, 1972) questionnaires. Data analysis was conducted through AMOS software using path analysis method. Results: The results showed that the final model has good fitness with the data. The path analysis model has determined that Pro-social Personality is influenced by social perspective taking directly and indirectly, and by self-control indirectly. Therefore, it can be concluded that social perspective taking and self-control play important roles in the pro-sociality of teachers. Conclusion: Findings show that Emotional Empathy play a significant mediating role for social perspective taking with prosocial personality and not for self-control.

Introduction: The aim of this study was to investigate the effectiveness of emotion-focused therapy on obsessivecompulsive symptoms, rumination and cognitive avoidance of women patients with obsessive-compulsive disorder. Method: In order to select the participants of the study, 20 patients with obsessive-compulsive disorder were selected by Purposive sampling method from among the patients referred to the counseling centers of Isfahan in 2018, were selected and divided into two groups of emotion-focused therapy and control. Emotion-focused therapy was performed during eight weekly sessions and the control group did not receive any special treatment during this period of time. Yale-brown obsessivecompulsive scale, Ruminative Response Scale and cognitive avoidance scale were completed in three stages: pretest, posttest, and follow-up. To analyze the data, the method of analysis of variance with repeated measurements was used. Results: the efficacy of emotion-focused therapy on reducing obsessivecompulsive symptoms, rumination and cognitive avoidance of patients was significant in post-test scores (0/05>sig). Conclusion: The findings of this study have potentially significant implications for therapists to consider the effectiveness of emotion-focused therapy on the severity of obsessive-compulsive symptoms, rumination and cognitive avoidance in women patients with obsessive-compulsive disorder.

Introduction: The purpose of this study is to examine the effects of problem-solving training on the stress coping strategies and responsibility of distance education students. Method: The present research is quasi-experimental with control and experimental groups with pre-test and post-test. The statistical population of the study consisted of undergraduate students of distance education system among whom 40 were selected through available sampling method and assigned in two experimental (n = 20) and control (n = 20) groups. The research instruments for collecting data consisted of Lazarus and Folkman's (1988) Stress Coping Strategies Questionnaire and Nematic Responsibility Questionnaire (2008). Using SPSS software version 21, Covariance analysis was used for data analysis. Results: The results showed that problem solving training influenced the dimensions of stress coping strategies (problem-based and emotional-based strategies) as well as students' responsibility and the experimental group used problem solving methods more after training. Conclusion: Given that problem solving is the ability of individuals to deal with their daily problems, and based on the results of the research, problem solving training can increase this ability in students and enhance their ability to face problems. So it is recommended that problem-solving instruction be emphasized in enhancing students' skills and provided through academic and educational programs.