JOURNAL OF PSYCHOLOGICAL SCIENCE
Year:2021 | Volume:20 | Issue:97|Papers Count:13

Background: The available statistics show that the number of divorces registered in the early years of cohabitation, especially in the first five years, is higher than other years of marriage. Qualitative studies on the pathology of this issue and the development of a model to reduce its causative factors have been neglected. Aims: The aim of this study was to discover the antecedents and consequences of divorce in the first five years of married life and to develop a conceptual model of the contexts that shape it. Method: The study was conducted with a qualitative approach and data foundation method. The statistical population included all divorced couples in the first five years of living together in Tehran and Shiraz in 1398. 19 people were selected from the statistical population in a targeted manner. Participants were interviewed with in-depth semi-structured interviews, and the data were analyzed in accordance with the systematic approach of Strauss and Corbin in a regular and continuous process. Results: Finally, from the analysis and the conceptual model of the research, it can be concluded that divorce in the first years of family life is the result of individual, marital and family and socio-cultural weaknesses of the couple. Conclusions: Therefore, it is necessary for preventive programs in the field of community health to focus on education, skills training and reduction of individual and marital deficits for people about to get married and couples in the early years of married life.

Bachground: Previous studies have shown that Unified transdiagnostic therapy affects different variables. However, there is a research gap regarding the effectiveness of Unified transdiagnostic therapy on the Positive Metacognitions and Meta-Emotions in mothers of children with cancer. Amis: The purpose of this study was to determine the effectiveness of Unified transdiagnostic therapy on Positive Metacognitions and Meta-Emotions in mothers of children with cancer. Method: This research was a quasi-experimental study with pre-test and post-test with control group. The statistical population consisted of all mothers of children with cancer who were referred to Mahak, Shohada Tajrish, Bahrami, Hazrate Ali Asghar hospitals, in 2019 in Tehran. 31 mothers were selected by available sampling method and randomly assigned to the experimental group and the control group. The present research tools are Positive Metacognitions and Positive Meta-Emotions Questionnaire (Beer, 2011) and Unified Transdiagnostic Therapy (Barlow, 2011). The experimental group received the Unified Transdiagnostic Therapy for 12 sessions, each for 90 minutes. Data analysis was performed by covariance analysis method. Results: Unified transdiagnostic therapy on improving the components of confidence in extiguishing perseverative thought and emotions, confidence in interpreting own emotions as cues, restraining from immediate reaction and mind-setting for problem-solving and confidence in setting flexible and feasible hierarchies of goals had a significant effect (P≤ 0/001). Conclusions: Mothers who participated in Unified transdiagnostic therapy sessions had significant improvements in Positive Metacognitions and Meta-Emotions.

Background: Network methodology makes it possible to study several goals at the same time and has capabilities leads to providing appropriate analytical tools. There are studies on the use of network data analysis in the field of educational assessment but there is less research that has practically constructed an adaptive test based on network theory or presented its algorithm. Is it possible to use network science to build adaptive tests? Aims: This study was performed with the aim of improving the adaptive test algorithm based on network data analysis on language learners of language teaching centers and institutions in Tehran. Method: This research was descriptive and its main focus was on the analysis of test questions using network data analysis technique. The statistical population included all students of the top ten language teaching institutes in Tehran in 2019 who had the ability to read English at a minimum level. Among them, 1556 people were selected by convenience sampling method. The tool used was the 140-item English Vocabulary Size Test (VST) (Nation & Waring, 1997). The analysis of test questions was performed through classical test theory, item response theory and network analysis based on Fruchterman-Ringold algorithm. Results: The parameters of the test questions were calculated based on classical test theory and item respons theory. The relationship map between the questions was drawn based on Fruchterman-Ringold algorithm and statistical test of partial correlation with alpha modulation (p< 0/01), network centrality parameters and adaptive test algorithm were extracted. Conclusions: Utilizing the benefits of network data analysis techniques such as results visibility, providing simple and comprehensive reports and considering the importance of the questions in the structure of the communication network between the questions have led to the improvement of adaptive testing methodes.

Background: Numerous studies have examined the difficulty levels of homework and homework learning. But research that uses machine learning approaches, and in particular neural-fuzzy inference systems, to model the difficulty of throwing a task with different difficulty conditions among the elderly has been overlooked. Aims: The aim of the present study was to investigate the effects of different levels of difficulty on learning the task of throwing in the elderly: Emphasis on machine learning methods. Method: The research was quasi-experimental with pre-test and post-test design with 4 control groups. The statistical population of the study included all righthanded elderly men in 1397 with an age range of 70-60 years in Mashhad. 120 elderly people were selected by available sampling method and randomly divided into 8 groups of 15 people (4 experimental groups and 4 control groups). The instrument of the present study was the task of discus throwing participants derived from the research of Sanli and Lee (Sanli and Lee, 2015). Data analysis was performed using encryption using an sophisticated system. Results: Individuals in the experimental group were better off than the control group in terms of learning conditions. Also, the best scenario of the adaptive fuzzy-neural inference system in the learning phase was selected in the experimental group No. 1 with the lowest error RMSE= 0/73 for the survey data. Conclusions: The use of fuzzy neural inference system and the creation of neural-fuzzy networks has been successful and significantly reduced the prediction error, which has a significant feature of rapid convergence and high accuracy.

Background: Bullying, as one of the unsolved problems in schools, leads to undesirable consequences. Effective factors associated with bullying, like moral disengagement, are crucial. However, no qualitative study has been conducted to build a model for moral disengagement and bullying. Aims: Identifying fundamental, procedural, and consequential factors of moral disengagement in bullying. Method: The study was qualitative, based on grounded theory. The statistical population included all male students of middle and high schools of the Abhar city. 17 students and a focus discussion group with the average age of 15. 5 were selected through purposive sampling in the 2018-19 academic year. The method was semi-structured interviewing. Data analysis was performed using the Corbin and Straus methodology (2008) and the ATLAS. ti 8 software. Results: From initial 630 open codes, 19 secondary subjects and 7 main subjects were obtained. Results showed that the core category of beliefs and functional attitude to bullying are influenced by fundamental factors including determinant experiences, violent atmosphere, and bullying, and procedural factors including weak emotional perception, dysfunctional social perception, and externalization. Conclusions: Fundamental and procedural factors and related matters result in leveraging the moral disengagement mechanism and perpetrating bullying.

Background: Various studies have been conducted on the effectiveness of filial-therapy and child-centered play in improving children's emotional and behavioral disorders, but little research has been done to compare the effectiveness of these two methods on theory of mind. Aims: The purpose of this study was to compare the effectiveness of these two types of treatments on the levels of theory of mind. in children with separation anxiety disorder. Method: The method was quasi-experimental with pretest and posttest in three groups. The statistical population consisted of all female students (2732 students) in the fifth and sixth grades of Babol in the second semester (2018-2019). Based on the entry and exit criteria, 45 people were selected by convenience sampling as a statistical sample and randomly divided into three experimental groups and control group, each group consisting of 15 students. The first experimental group received child-centered play therapy with Axline approach (1969) in sixteen 45-minute sessions, the second experimental group received filial therapy training (Landreth, 1993) in ten 2 hour sessions. The research instruments were Questionnaire (d), the children Symptoms inventory (CSI-4) and the Stearrman Theory of Mind Questionnaire (1992). Data were analyzed by multivariate analysis of covariance using SPSS. Result: The results showed that both interventions Were effective in improving the levels of theory of mind in children with separation anxiety disorder. Moreover, there was significant difference between the effectiveness of the experimental groups of filial therapy and child-centered play therapy at level 1, and the filial therapy was more effective. But there was no significant difference between the two experimental groups at levels 2 and 3 (p< 0/05). Conclusions: The results showed that parenting play therapy training can be considered as a better alternative in improving the levels of mind theory as well as improving the psychological symptoms of children with separation anxiety disorder; This study also confirms that timely identification and treatment of this disorder should be one of the important activities of child mental health professionals so planning to prevent and treat the disorder is a priority.

Background: In spite of the long history of clinical research as well as recent experimental study of pathological narcissism, this phenomenon is still confusing and seems contradictiory. Therefore, research about its predicting factors can partly help us know about this psychological phenomenon. Childhood trauma is an important risk factor for the development of pathological narcissism in adulthood; but there are few studies on the quality of this relationship. Aims: The aim of the present study is to predict pathological narcissism, based on childhood traumas with the mediating role of self-compassion deficit and shame. Method: It was a descriptive study and was based on structural equation modeling. The statistical population included the students of Shahid Beheshti University, Tehran university and Kharazmi University in 1397-98 academic year. 340 students were selected through available sampling and filled out the following questionnaires: Pathological Narcissism Inventory (Pincas et al., 2009), the Childhood Trauma Questionnaire (Bernstain et al., 1994), Self-Compassion Scale (Neff, 2003) and the Test of Self-Conscious Affect-3 (Tangney, 1998). The data were then analyzed by structional equation modeling. Results: The results showed that childhood trauma has a negative effect on self-compassion and self-compassion has a negative effect on the feeling of Shame and the feeling of Shame has a positive effect on pathological narcissism. And all these relationships were meaningful (p<0/001). On the other hand, the results of the model test showed that self-compassion and feeling of shame play a mediating role in the relationship between childhood trauma and pathological narcissism. And finally, the proposed model of the study had a good fit with the tested model. Conclusions: Deficit in self-compassion, and feeling of shame play a key role in the relationship between childhood trauma and pathological narcissism, therefore it is important to pay attention to these variables in both prevention and treatment.

Background: Various research have shown that positive psychotherapy has been effective on improving mental health indices among patients, but no research has investigated the effectiveness of positive psychotherapy on subjective wellbeing of obese women with type 2 diabetes. Aims: The current research was conducted by the aim of investigating the effectiveness of positive psychotherapy on obese women with type 2 diabetes Method: The research was quasi-experimental with pre-test-post-test design-follow-up with the control group. The study population consisted of all obese women with type 2 diabetes, members of the Sanandaj Diabetes Association in 2019, which numbered 758 people. Forty patients were randomly selected as a sample and randomly assigned to two experimental and control groups (20 Person). The research tools were Rumi and et al. 's mental well-being questionnaire (2010) and positivist psychotherapy sessions (Rashid and Seligen, 2013). Data analysis was performed by variance analysis with repeated measurement and Bonfroni follow-up test. Results: Positive psychotherapy significantly increased the mental well-being of the subjects of the group undergoing intervention in the post-test and follow-up stages (p< 0/01). Also, therapeutic intervention was effective in increasing positive emotions and reducing negative emotions in patients (p< 0/01). Conclusions: Women who participated in positive psychotherapy sessions increased their mental well-being.

Background: Autism is a complex developmental disorder that challenges not only the individual but also the family and the community. Aims: The present study aimed to compare the effectiveness of interventions based on mindfulness training of mothers and Lego therapy on signs of autism in children. Methods: This quasiexperimental research had a multiple-group pretest-posttest design and a control and follow-up group. In addition, it was an applied study in terms of objective. The statistical population included 85 children with autism, who referred to two autism rehabilitation centers in Tehran, Iran in 2019. In total, 30 subjects were selected by convenience sampling and were randomly divided into three groups of (1 and 2) test and control (10 subjects per group). The participants in the test groups attended 12 45-minute sessions while the control group received no treatment. Data were collected using the Gilliam Autism Rating Scale (1994), and data analysis was performed in SPSS version 22. Results: In this study, the results of repeated measures ANOVA showed the effectiveness of mindfulness training of mothers and Lego therapy on the decrease of signs of autism and its dimensions (social interactions, social interactions, communication, and stereotyped behaviors) (P< 0/001). However, Lego therapy had a greater impact, compared to mindfulness training. Conclusions: According to the results of the present study, Lego therapy decreased the signs of autism in children more than the interventions based on mindfulness training of mothers.

Background: The effectiveness of many non-architectural trainings, such as art, mathematics, and geometry, on children's spatial cognition has been demonstrated in research. But, due to the relationship between problemsolving ability and spatial cognition, and considering that architecture is essentially a problem-solving process, can architectural education affect spatial cognition in primary school children? Aims: The aim of this study was to investigate the effectiveness of architecture education on spatial cognition of primary school children. Method: The method of this research was a quasi-experimental with pretest-posttest design and control group. The statistical population was primary school children in Tehran in 1398. 5 schools with multi-stage clustering method from north, south, east, west and center of Tehran (regions 1, 8, 16, 6 and 22 out of 22 regions) and in class, 12 people from each school according to gender and the educational level were selected randomly (60 people in total). Children were tested before training. Then, the experimental group was trained for 12 sessions of 3 hours. Then, both groups were tested. The test used was one-way analysis of covariance. Results: Findings showed that architectural education is effective on spatial cognition. This effect is used for spatial orientation (P value= 0/034), spatial visualization (P value= 0/004), image reconstruction (P value= 0/037) and spatial cognition (P value= 0/001) Is meaningful. Conclusions: The results indicate the effectiveness of architectural education in spatial cognition and its components, especially the spatial visualization, in primary school children.

Background: Improving the working memory of students with learning disabilities and helping them gain academic achievement as well as preventing further injuries are very important. Researches have been done in this field, but few researches examined computer assisted cognitive rehabilitation, sensory integration and combining these two methods to improve working memory in students with learning disabilitie. Aims: This study was carried out by the aim of comparing the effectiveness of computer assisted cognitive rehabilitation, sensory integration and combination of these two methods on improving working memory of students with specific learning disabilities. Method: The research method was quasi-experimental with a pre-test/post-test design with unequal groups. The statistical population of the present study was students with specific learning disabilities who referred to Pendar and Atieh clinics in Tehran in the academic year 2019-2020, among them, 58 students with specific learning disabilities were selected by purposive sampling and were randomly replaced in three experimental groups and one control group. 14 people in the first experimental group received computer assisted cognitive rehabilitation intervention, 15 people in the second experimental group received the sensory integration intervention and 16 people in the third experimental group received a combination of these two interventions and 13 people in the control group did not receive the intervention. N back (1958) test was used to measure working memory performance. Data analysis was performed using variance analysis with repeated measures. Results: Computer assisted cognitive rehabilitation, sensory integration and combination of these two methods significantly improve working memory in students with specific learning disabilities (P< 0/01). However, there is no difference between these three methods in improving working memory. Conclusions: Computer assisted cognitive rehabilitation, sensory integration, and a combination of these two methods can be used to improve the working memory of students with learning disabilities.

Background: Marital infidelity has increased in recent decades. The psychological disorders occur following the nonforgiveness of women who have experienced husbands’ infidelity. Therefore, it is important to address the most effective therapeutic interventions to increase forgiveness in women affected by infidelity. Aims: The purpose of this study was to determine comparison of the effectiveness of training based on rational, emotional and behavioral therapy (REBT) and acceptance and commitment therapy (ACT) on forgiveness of women affected by marital infidelity. Method: In this research, quasi experimental with pretest-posttest and follow-up with control group design was used. From all the women with husbands’ infidelity who referred to two counseling centers and a psychiatric office in Shiraz, 30 women were selected and were randomly assigned to two experimental and control groups (10 each). The two experimental groups received Rational, Emotional and Behavioral therapy (REBT) and Acceptance and Commitment Therapy (ACT) and the control group did not receive any intervention. All participants completed the Forgiveness Questionnaire (FQ) in three stages of pre-test, post-test and follow-up. Results: The results showed that the two treatments increase forgiveness (p<0/01) and neither is superior to the other (p> 0/05). Conclusions: Therefore It can be concluded that in despite of the difference between content and process of the two approaches of rational-emotionalbehavioral therapy (REBT) and acceptance and commitment therapy (ACT), it seems that elements such as emotional discharge, hope and universal experience which are things that are common to both therapies, are the factors that could have influence on the rise of forgiveness, and therapists can use both treatment approaches equally to increase forgiveness in women affected by infidelity.

Background: The sixth grade is the gateway to adolescence. Entering adolescence, a person needs to have basic life skills in three areas: cognitive, emotional and behavioral. The study on the status of teaching these abilities in students has been neglected. Aims: The aim of this study was to discover the lived experiences of sixth grade elementary students and their teachers about the status of teaching basic life skills. Method: This research has been done with a qualitative approach and phenomenological method. The required data were collected using semi-structured in-depth interviews. The statistical population of the study included all sixth grade elementary school teachers and students in Kerman province in the academic year 2019-2020 and the statistical sample consisted of 100 sixth grade elementary school students and teachers who were purposefully selected. The obtained data were analyzed by Colaizzi method. Results: Analysis of participants' experiences leads to the identification of 3 main themes of intellectual abilities with sub-themes of self-knowledge, creative thinking and critical thinking and emotional abilities with sub-themes of effective communication, empathy and management of emotions and behavioral abilities with sub-themes the Problem Solving, purposefully and decision making Conclusions: The results of the research based on lived experiences showed that the situation of teaching basic life skills to sixth grade elementary students is not favorable and needs to be reviewed and improved.