JOURNAL OF PSYCHOLOGICAL SCIENCE
Year:2021 | Volume:19 | Issue:96|Papers Count:13

Background: Recently, character strengths-based interventions have had very effective results on increasing wellbeing in numerous studies in different parts of the world. Aims: The aim of the present study was to evaluate the effectiveness of character strengths training on reinforcing of character strengths and promoting students' mental well-being in emerging adulthood period. Method: This study was a semi-experimental research with pre-test, post-test design and a control group. Research population consisted of students of the University of Tehran during 2019-2020 academic year from among whom 34 MA students were selected using convenient sampling method and were assigned to experiment (15 individuals) and control (19 individuals) groups. Research tools used in the study included Mental Well-being Questionnaire (Andrews & Robinson, 1991) and Iranian Character Strengths Questionnaire (Hassaniraad, 2020). Before the interventions, pretest was conducted for the two groups. Then, the experiment group received Character Strengths Culture-Based Interventions (Hassaniraad, 2020) for 12 60-minutes sessions. After the interventions, post-test and one month later, follow-up was performed on both groups. The obtained data were analyzed by repeated measures analysis of variance. Results: The post-test results showed that in the experiment group, the scores of life satisfaction, negative emotion, and character strengths (including wisdom, courage, humanity, and transcendence) all were at a higher level compared to the control group (P< 0/01). Observed changes in the experiment group were also somewhat stable at the follow-up stage. Conclusions: Based on the results, it can be concluded that the package developed has an effective role in reinforcing character strengths and promoting students' mental well-being.

Background: Many studies have looked at the adverse effects of attention deficit / hyperactivity disorder and especially its comorbidity with other disorders. However, the findings of these disorders are contradictory and on the other hand, there is a research gap in the field of compound subgroups and also there is no study in this field considering the Iranian culture. Aims: The purpose of the present study was to investigate comparison of the internalizing and externalizing behavior problems in inattentive and combined subtypes of attention deficit / hyperactivity disorder. Method: The present study was of causal-comparative type. The statistical population of the present study included children with attention deficit / hyperactivity disorder who referred to Atieh Clinic in Tehran in 2016, of which 118 children included 28 girls and 30 boys in the inattentive subgroup and 30 girls and 30 boys in combined subgroup, were selected in available way. Under the compound group were selected in an accessible manner. Subjects were examined with Continuous Performance Test (1956), and Child Behavior Checklist (1991). Data were analyzed using two-way analysis of variance. Results: The results showed that the internalizing behavior problems and externalizing behavior problems are mostly overlooked in the subgroup of inattentive and the combined, respectively. Also, the internalizing behavior problems in girls were higher than that of boys. Conclusions: Based on the findings of this study, it seems that in each subgroup of attention deficit / hyperactivity disorder and in girls and boys, the behavioral problems of internalization and externalization are different and therefore need to be addressed. They have special interventions.

Background: Numerous studies have examined the effect of cognitive therapy based on mindfulness and the study of coping strategies, depression, and suicidal ideation. However, there is a research gap in the study of the effect of cognitive-based cognitive-cognitive therapy on cognitive coping strategies, depression, and students' suicidal thoughts. Aims: To investigate the effect of cognitive-based cognitive-cognitive therapy on coping strategies, depression and students' suicidal thoughts. Method: The research was semi-experimental with pre-test-post-test design with control group. The statistical population of the study was all male and female undergraduate students of Payame Noor University of Kermanshah in the second semester of 20182019. 24 students were randomly selected as a sample and randomly assigned to two experimental and control groups (12 people). The research instruments included: Lazarus and Volkman (1984) coping strategies questionnaires, Beck's second edition of Depression (1996), Beck's Suicidal Thought (1979) and mindfulness-based cognitive therapy sessions (Van Soon, Niklik, Pop, and Pop & Power, 2011). Data were analyzed using multivariate analysis of covariance. Results: Mindfulness-based cognitive therapy significantly reduced students' emotion-driven strategies, depression, and suicidal ideation (P< 0/01). Conclusions: Students who participated in cognitive, mindfulness-based cognitive therapy sessions scored lower on coping strategies, depression, and suicidal ideation.

Background: Providing quality services to clients of the Welfare Organization requires attention to the quality of work life of its staff; But no research has been done on improving the quality of work life of welfare staff. Aims: The purpose of this study was to determine the Effectiveness of training components of quality of work life on improving the quality of work life of staff and line staff of welfare organization in 2019. Method: The research method was quasi-experimental with Non-equivalent control group design. From the staff and line staff of welfare offices in Tehran and its affiliated centers in 2019, 30 persons were voluntarily selected and after controlling the entry and exit criteria, 15 employees in the experimental group and 15 others in the control group were randomly replaced. Training program of quality of work life extracted from Khabbazi research (2020), was conducted in 10 sessions for 120 minutes once a week as a group, and then the participants answered the Allameh questionnaire (1999) of quality of work life. Results: Data analysis using multivariate and univariate analysis of covariance showed that the difference between the experimental and control groups in terms of post-test score of quality of work life (P< 0/05) and all its components (P< 0/05) except the component of "staff awareness of managers performance" (P> 0/05) is significant. Conclusions: Training programs of quality of work life improve the quality of work life of employees by creating development in the organization.

Background: The design and development of functional learning materials should be based on individual, family, group, and social characteristics and needs, to ultimately lead an independent life. Given the problems of reading in the slow paced of students with Down syndrome, can the use of functional reading text improve their reading skills? Aims: The aim of this study was survey the effectiveness of Instruction Functional reading texts on accuracy, speed and reading comprehension skills of slow paced of students with Down syndrome. Method: This is a quasi-experimental study (pretest-posttest with one group). Six slow-paced students with Down syndrome studying in special schools in Qom were selected by convenience sampling method. The sample group participated of 81 session of 20 minutes researchermade functional reading texts education program(2018) and sample group evaluated in the pre-test and post-test stages by the researcher-made reading test(2018). To analyze the data SPSS-19 software and paired T-TEST ere employed. Results: The results showed that Instruction Functional reading texts has led to an increase in the mean scores of the accuracy, speed and reading comprehension skills of slow-paced students with Down syndrome compared to the pretest(p< 0/05). Conclusions: Therefore, it can be argued that Instruction Functional reading texts is an effective way to improve the reading skills of students with Down syndrome.

Background: Nowadays, a large part of the country's youth is critical of success in the University Entrance Exam (UEE). Thus, that failure in it is associated with the problematic condition psycho-educational for them. Holding the university entrance is a phenomenon; despite numerous studies, it has not yet been studied on the factors associated with it. Aims: The present study aimed to explore the experiences of the UEE applicants from the back entrance. Method: This study was carried out with a qualitative method and grounded theory approach. The statistical population of the study consisted of all applicants of the year 1399 from the different academic majors of Khodabandeh city. The study sample included 12 applicants who had the experience of one or two years ' experience in a UEE and were selected by purposeful sampling method. A semi-structured in-depth interview was employed to collect data. Data were analyzed based on Strauss and Corbin approach (2008). Results: By deep analyzing of applicants’ experience, 160 primary concepts, 107 alternative themes and 9 main themes were obtained. Main factors of failure including social atmosphere, instructional environment, friends, and family as background factors; mental function, academic performance, and reaction to inadvertent events as process factors; mental and academic consequences as consequential factors were categorized. “ Motivation for success in UEE” was extracted central class that encompasses all background, process, and consequential factors, it was the final response to the main research question, that is effective factors on failure in UEE. Thus, when failing the test is an option to gain desirable result, it will be selected, otherwise it is abandoned. Conclusions: The results of this study can be helpful for instruction administrators, academic consultants, and parents to understand applicants’ mental world.

Background: many tools have ever been constructed to determine dimensions of the executive functions. But there was no tool which could provide basic executive functions and learning-educational fields for identifying the disturbance and delay of the children and adolescents' executive functions and learning performance. Aims: this study aimed at reviewing the psychometric indices of the Persian versions of executive functioning and the performance and learning of )Castellano, Kronenberger and Pisoni, 2018) scale to identify the disturbance and delay on performance and learning functions. Method: the design of present study was descriptive-correlation; factor analysis. The statistical population consisted of all 7-17-year-old children and adolescents, among which 456 individuals were selected through random sampling method. In order to collect data, the Behavior Rating Inventory of Executive Function scale of Gioia et al. (2000), shortened CHAOS (Conduct-Hyperactive-Attention Problem-Oppositional Symptom) scale of Levy et al. (2013), Learning, Executive, and Attention Functioning scale (LEAF) of Castellano et al. (2012), Golden's Stroop Color and Word Rest (1978), and neuro-psychological tools including Yamaguchi and Proctor (2012) test of assignment progress and Woodcock's (2001) Tests of Achievement were used. Results: analytic results of confirmative factor indicate the desirable practice of the model with the data. Results of Cronbach's alpha coefficient (0. 90) showed the internal consistency of the scale. Furthermore, the correlation between executive function scale, attention performance and learning and associated micro scales behavior rating inventory of executive function, conduct-hyperactive-attention problem-oppositional symptom, and neuro-psychological signals indicates great internal and structural validity among the behavioral checklists. Conclusions: The results of the study demonstrated that the scale of executive functions, attention performance and learning are reliable and valid tools to be applied in experimental research, and even clinical atmosphere to identify individuals who face deficiencies or delay on performance functions and educational problems.

Background: Numerous studies have examined the two-way relationship between depression, bullying, and identity styles; But research that examines the relationship between depression and bullying and the mediating role of identity style has been neglected. Aims: The present study aimed to investigate the relationship between depression and bullying with the mediating role of identity in Secondary high school students. Method: This was a correlational study. The statistical population of the present study included all of tenth and eleventh grade students of Damghan city in the academic year of 2019-2020. 350 students were selected by random sampling. The present research instruments are: Per Eden (2000), the Illinois Bullying Standard Questionnaire (2001) and Brzonski's Identity Styles Questionnaire (1989). Data analysis was performed using correlation matrix. Results: The relationship between depression and bullying and victim variables was significant and positive, and the relationship between information identity style, normality and commitment with bullying and victim was negative, and the relationship between avoidant identity style with bullying and victim was positive (P< 0/001). It has also been shown that depression predicts both identity and indirect variables, bullying and victim variables, both directly and indirectly. Mediation also confirms the identity style in the relationship between depression and bullying. Conclusions: The relationship between depression and bullying in students is not a simple one, and this relationship is partly affected by the mediation of some important elements such as a person's identity style.

Background: Numerous studies have been conducted on the role of occupational therapy in the treatment of addicts and the role of job skills in non-return to drug use. But the comparison of job (fixed income) and job skills of those recovering from addiction with a history of return and non-return has been neglected. Aims: The purpose of this study is to Comparison of occupation (certain income) and job skills of addiction recovered with return and non-return history. Method: The method of this study is causal-comparative. All men addicted referred to the centers and camps Ardabil province in 2015-16 and after treatment were improved, To select the sample, first all addiction treatment centers and camps in Ardabil province were listed, then out of 11 centers and 3 addiction treatment camps in Ardabil province, 6 centers and 2 camps were selected as random sampling cluster sampling method as a statistical sample of this study. Finally, referring to the case of addicts in these centers and camps, 150 people who had more than 6 months left their history and had no history of return, and 150 people who had a history of return, as Selected statistical sample and after the interview clinical responded demogrephic and job skills researcher questionnaire. Data analyzed using statistical chi-square, test t and logistic correlation. Results: The findings showed that those recovering from addiction with a history of non-relapse had significantly more employment (certain income) and job skills than those recovering from addiction with a history of relapse and the survival of those recovering from addiction was predictable based on their job status (employment or unemployment) and job skills (p< 0/01). Conclusions: Therefore, it can be concluded that having a job (certain income) and job skills are related factors in the non-return and permanence of addiction treatment is recovered.

Background: Based on the researches done over the past few decades bullying is a serious problem and if effective action is not taken to prevent bullying and to educate people, this phenomenon will become a common norm in schools. There is a research gap in the effectiveness of assertiveness training on the victimization rate of male students who are victims of bullying, as reviewed by domestic research on bullying. Aims: The purpose of this study was to investigate the effectiveness of assertiveness training on victimization rate of male students who are victims of bullying. Method: The research was quasi-experimental with pre-test, post-test and follow-up design with experimental and control groups. The statistical population of the study consisted of all male high school students in Marivan city, who were studying in the 97-98 academic year. Using cluster random sampling method, 60 students were selected and randomly assigned to experimental (30) and control (30) groups. The participants of the experimental group were trained in groups for six weeks and two sessions per week (12 sessions in total). The revised questionnaire bully / victim scale of Olivius (1996) and the Gambrill and Ritchie (1975) assertiveness questionnaire were used to collect data. Data were analyzed using mixed ANOVA. Results: The results showed that the victimization rate of bullying students in the experimental group was significantly reduced compared to the student victims in the control group (p< 0/001). Conclusions: according to the findings of this study it can be concluded that, assertiveness training during adolescence can be effective in reducing the victimization rate of students who are victims of bullying.

Background: Numerous studies have examined the effectiveness of behavioral therapy based on the acceptance and assessment of anxiety in patients with cardiovascular disease. However, research that has examined the effectiveness of acceptance-based behavior therapy on hidden anxiety, overt anxiety, and hypertension in cardiovascular patients has been neglected. Aims: To investigate the effectiveness of acceptance therapy based on acceptance of hidden anxiety, overt anxiety and hypertension in cardiovascular patients. Method: The present study was a randomized controlled clinical trial with a pretest-posttest design with a control group with baseline measurement after 3 months of intervention and follow-up. The statistical population included all cardiovascular patients referred to Baqiyatallah Hospital in Tehran from June to September 2017. Twenty-four patients were selected as target samples based on sampling and randomly assigned to two experimental and control groups (12 people). The instruments of this study were researcher-made demographic questionnaire (2019), open and hidden anxiety questionnaire of Spielberger (Gerash and Lashn, 1970) and acceptance and commitment-based behavioral therapy protocol (Finance, Ghaderi, Dahl, Niger and Inibrink, 2019). Data analysis was performed using repeated size analysis of variance. Results: Acceptance-based behavioral therapy had a significant effect on reducing hidden anxiety, overt anxiety, and blood pressure (p< 0/001). the results obtained in the follow-up phase were constant. Conclusions: Patients who attended admission-based behavioral therapy sessions had reduced levels of hidden anxiety, overt anxiety, and high blood pressure.

Background: Various studies have shown the effectiveness of cognitive-behavioral therapy and schema therapy on behaviors related to emotional divorce in women, but the question is that “ are cognitive-behavioral therapy and schema therapy effective on extramarital relationships and domestic violence and, if so, which one is more effective? ” Aims: The present research was conducted by the aim of comparing the effectiveness of cognitive-behavioral therapy and schema therapy on extramarital relationships and domestic violence in women with emotional divorce. Method: The present study is quasi-experimental with pre-test, post-test and two-month follow-up with control group. The statistical population of this study was 203 women with emotional divorce referred to counseling centers and social emergency centers in 123 Dezful of County in during 2019 year. Sixty of these women were selected by available sampling method and randomly assigned to three groups of 20 (two experimental groups and one control group). The research tool was Violence against Women Questionnaire (Haj-Yahia, 1999) and the Attitudes Toward Infidelity Scale (Whatley, 2008). cognitive-behavioral therapy (Dattilio, 2009) was performed in 16 sessions, and schema therapy (Young et al, 2003) in 12 sessions over 2 months for two experimental groups. Data were analyzed by repeated measures analysis of variance using SPSS-24 software. Results: The results showed that both therapeutic interventions were effective in reducing extramarital relationships and domestic violence in women and this result was stable in the follow-up phase (p <0. 01). Also, there was no statistically significant difference in the effectiveness of cognitive-behavioral family therapy and schema therapy on infidelity and violence against women (p> 0/05). Conclusions: Cognitive-behavioral family therapy and schema therapy are effective interventions to reduce extramarital relationships and domestic violence in women with emotional divorce.

Background: Due to the increase in substance use disorders and its adverse consequences on individual and social issues, it is necessary to use effective interventions. Much research has been done on the effectiveness of different therapeutic approaches on emotional maturity, but research that examines the effectiveness of mindfulness and acceptance and commitment therapies on emotional maturity in people with substance use disorders has been overlooked. Aims: The purpose of this study was to Comparison of the efficacy of MBCT and ACT on emotional maturity in people with substance abuse disorders. Method: The research design was a quasi-experimental pretest-posttest with a control group. The statistical population was 300 men with substance abuse who referred to addiction treatment centers under the supervision of Ardabil General Welfare Office in 2018. 45 people were selected by available sampling and then randomly assigned 30 people in the experimental groups and 15 people in the control group. The experimental group received training in eight sessions of 90 minutes of Teaching Cognitive Therapy Techniques based on Segal, Williams and Teasdale Mindfulness Therapy (2002) and Wilson, Gifford and Beten Acceptance and Commitment Therapy Techniques (2014) and the control group did not receive any intervention. The instrument of the present study was the emotional maturity questionnaire (1974) and data were analyzed by analysis of covariance and LSD post hoc test with SPSS 25 software. Results: The results showed that MBCT and ACT had a significant effect on emotional maturity (p< 0/05). Also, no significant difference was observed between the two treatments used (p= 0/370). Conclusions: As a result, MBCT and ACT can be used as effective interventions to improve emotional maturity in people with substance use disorders.