COMMONITY HEALTH
Year:2020 | Volume:7 | Issue:2|Papers Count:11

Background and Objective: The elderly people, as one of the most groups at high risk for diseases, need to have a high level of health literacy to having an improved level of health. The aim of this study was to investigate the predictors of health literacy among elderly at health centers affiliated to Shahid Beheshti University of Medical Sciences. Materials and Methods: In this descriptive-analytic study, 270 elderly people were selected via cluster random sampling from health centers affiliated to Shahid Beheshti University of Medical Sciences in Tehran. To collect data, a short form of the S-TOHFLA standard questionnaire was used to measure health literacy. Data were analyzed by SPSS software version 16 via independent t-test, ANOVA, Kendall correlation and multiple regressions. Results: The mean (SD) age of participants was 67 (5/6). The health literacy of the elderly with university education with a mean (SD) 28. 2 (7) and the age group of 60-65 years with a mean (SD) 32. 6 (4. 9), was significantly higher than the other groups (P<0. 001). The strongest predictor of health literacy was education, as with an increase in the level of education, the individual’ s health literacy increased by 0. 4 units. In addition, variables such as education, age, economic status and occupation in the regression model were able to predict 45% of health literacy. Conclusion: The study showed that the health literacy score positively correlated with age, female gender, education, education of spouse, employment status, and economic status. The level of education was the strongest predictor of health literacy.

Background and Objective: One of the factors that can improve marital satisfaction is the adjustment of couples' excitement and happiness. The purpose of this study was to determine the effectiveness of solution-focused group counseling on happiness and emotional regulation of couples. Materials and Methods: The present study was of interventional and experimental design with pre-test/post-test and a control group). The statistical population consisted of all couples at the counseling centers in the first and second municipality districts of Tehran in 2016-2017, among whom 30 couples were selected by convenience sampling method and intervention was made for the experimental group. The measurement tools included Oxford Emotional Scale and Happiness Questionnaire and questions related to demographic characteristics. Data were analyzed using analysis of covariance via SPSS software version 20. Results: The mean (SD) age of participants in the experimental group was 32. 7 (2. 8) and control group 33. 4 (2. 6). The mean (SD) score of happiness in the experimental group was 13. 7 (4. 2) in the pre-test, which increased to 19. 8 (6. 8) in the post-test (P<0. 01); however, the mean (SD) score of happiness in the control group was 12. 7 (5. 2) in pre-test and varied to 13. 3 (6. 5) in the post-test, which was not statistically significant. The mean (SD) score of cognitive-emotional regulation in the experimental group was 28. 5 (6. 4) in the pre-test, which increased to 33. 4 (9. 4) in the post-test (P<0. 01); however, the mean (SD) score of cognitive-emotional regulation in the control group in the pretest was 26. 1 (4. 9) and varied to 27. 7 (5. 1) in the post-test, which was not statistically significant. Conclusion: The study showed that the solution-based approach increased the happiness and emotion regulation of couples.

Background and Objectives: Executive functions are a set of basic cognitive processes that control behavior and thoughts and can help improve the creativity and emotion of individuals. The objective of this study was to investigate the pattern of creativity explanation based on the executive functions of the brain by mediating cognitive-emotional adjustment among high school students in Tehran. Materials and Methods: The present study was a descriptive study of structural equation type. The research population consisted of all high school students in Tehran, among whom 250 were selected by cluster random sampling from 22 municipality districts of Tehran. To obtain the data, the Torrance Creative Thinking Test, the Cognitive Critical Control Questionnaire and the Cognitive Ability Test, to measure executive functions, were used. Data were analyzed using Pearson correlation and structural equations via SPSS software version 22 and AMOS software version 22. Results: The mean (SD) age of male students was 16. 8 (5. 4) and female students 16. 6 (5. 3). With the increase in executive functions with mean (SD) of 69. 1 (13. 4), cognitive-emotional self-regulation increased with a mean (SD) 106. 8 (16. 6), and with increasing cognitive-emotional self-regulation, creativity with mean (SD) 134. 6 (12. 8) increased. Creativity is also decreased by increasing executive performance. Increased brain's executive functions mediated in increase in cognitive-emotional regulation variables, creativity. Conclusion: The study showed that increased executive functions were associated with cognitive-emotional self-regulation and increased cognitive-emotional self-regulation was associated with increased creativity. Decreased creativity was associated with increased executive performance. Increased brain's executive functions were associated with increased creativity with cognitive-emotional regulation as a mediating factor.

Background and Objectives: Various solutions have been proposed to improve adaptability, accountability, and legislation among adolescence, one of which is the legitimacy of students. The objective of this study was to determine the effect of spiritual intelligence training on adaptability, accountability and legality among male students aged 14-16 years. Materials and Methods: The present study was a semi-experimental design with pre-test, post-test and control group. The statistical population of the study included all the 700 14-16 year old male students in the city of Talesh in the academic year 2017-18, among whom 108 were selected by random sampling. Data were collected via a questionnaire of accountability, legality and social adjustment. Data analysis was performed using multivariate covariance analysis (MANCOVA) and using SPSS software version 22. Results: The study showed that after the spiritual intelligence training, the mean (SD) lawfulness score increased from 30. 1 (6) in the pre-test to 35 (7. 2) in the post-test, P<0. 001. The mean (SD) accountability score was increased from 52. 4 (9. 4) to 70. 6 (12. 3) in the post-test, P<0. 01. The mean (SD) social adjustment score increased from 70. 2 (11. 6) in the pre-test to in 81. 1 (15. 5) in the post-test, P<0. 001. The mean (SD) scores of participants in the control group in the post-test was not significantly different form the pre-test for any of the variables. Conclusion: The study showed that spiritual intelligence training increased the compatibility, accountability and legitimacy of students.

Background and Objectives: The military personnel are more exposed to psychological harm than civilians. Therefore, the present study seeks to investigate the effectiveness of life skills training on anxiety sensitivity, psychological empowerment, and anger among soldiers. Materials and Methods: In a semi-experimental design with pretest-posttest with control group, 60 soldiers from the garrison of Shahid Javan-e-Pasha air defense group in Khondab city were selected using convenience sampling method and assigned into two groups of experiment and control. At first, anxiety sensitivity questionnaires, standard psychological empowerment questionnaire, Spielberger's Standard Anger Questionnaire were used for each group. Then, life skills training were provided to the experimental group and after the completion of the training program, a post-test was performed. The data were analyzed using multivariate covariance analysis via SPSS software version 22. Results: The mean (SD) score of the psychological empowerment of the experimental group was 63. 4 (17. 2) in pre-test, which increased to 80. 2 (11. 7), P<0. 01; however, the mean (SD) score of the control group was 61. 7 (3. 5) in the pre-test, which was 64. 7 (6. 3) in the post-test, which was not statistically significant. The mean (SD) score of the anxiety sensitivity of the experimental group was 54. 5 (2. 8) in the pre-test, which decreased to 48. 9 (1. 6) in the post-test, P<0. 01; however, the mean (SD) of the group the pre-test was 53. 3 (5. 8), which was 52. 9 (6. 4) in the post-test which was not statistically significant. The mean (SD) score of anger in the experimental group was 27. 7 (7. 7) in the pre-test, which decreased to 22. 7 (9. 1) in the post-test (P<0. 01); however, the mean (SD) of the control group in the pre-test was 27. 5 (5. 5), which was 27. 9 (5. 8) in the post-test, which was not statistically significant. Conclusion: The study showed that life skills training increased psychological empowerment and decreased the anxiety sensitivity and anger among soldiers.

Background and Objective: Divorce is one of the most prevalent causes of stress which results in emotional disturbances and behavioral problems in people. Women's vulnerability to divorce is more than men. The objective of this study was to determine the effectiveness of cognitive-behavioral components training on emotional adjustment, resiliency and self-control strategies among divorced women. Materials and Methods: The present study was of semi-experimental design with pre-test, post-test, and control group. Among all divorced women referred to the Justice Advice Center of Babol in during 2017-2018, 60 were selected via convenience sampling method and randomly divided into two experimental and control groups. Data were collected via emotional cognitive strategies, resiliency scale and self-control questionnaire. At first, a pretest was given to each group. Then cognitive-behavioral training was performed on the experimental group during 12 90-minute sessions. Then, both groups took the post-test. Data analysis was performed using multivariate covariance analysis by SPSS software version 22. Results: The mean (SD) positive cognitive emotional regulation score increased from 52. 4 (10. 5) in post-test to 60. 2 (13. 7) in pre-test in the experimental group (P<0. 001). The mean (SD) negative cognitive emotional regulation score in the pre-test of the experimental group decreased from 59. 5 (9. 3) to 48. 2 (4) in the post-test (P<0. 001). The mean (SD) resiliency score in the pre-test group increased from 43. 6 (7. 7) to 55. 6 (9. 5) in the post-test (P<0. 001). The mean (SD) self-control score in the pre-test of the experimental group increased from 35. 8 (6. 4) to 46. 2 (8. 5) in the post test (P<0. 001). The mean (SD) scores of positive cognitive emotional regulation, negative cognitive-emotional regulation, resiliency and self-control in pre-test and post-test of control group were not significantly different (P>0. 05). Conclusion: The study showed that cognitive-behavioral training lead to increased positive cognitive emotional regulation, resiliency and self-control and decreased negative cognitive-emotional regulation among divorced women.

Background and Objectives: One of the motivational-cognitive factors influencing various aspects of human life such as learning and academic achievement is attribution style. The purpose of this study was to predict educational self-regulation based on the components of attribution style among students. Materials and Methods: The research was of descriptive-correlational design and the statistical population included all secondary school students in the city of Sari in northern Iran during the 2016-2017 academic year, among whom 375 students were selected using cluster and stratified sampling. Among participants 160 were boys and 215 girls. The data collection tool was the self-regulatory questionnaire and the attribution style questionnaire (ASQ). Pearson correlation coefficient and multivariate regression analysis using SPSS software version 22 were used to analyze data. Results: The mean (SD) age of boys was 16. 4 (3. 4) and girls 16. 8 (3. 7). By increasing the score of attribution styles with the mean (SD) 147. 9 (15. 2) and its components including locus of control with the mean (SD) 49. 7 (6. 7), stability 49. 2 (6. 0) and comprehensiveness 48. 9 (7. 9), student’ s self-regulation with the mean (SD) 45. 5 (7. 9) increased (P<0. 01). In addition, the locus of control component predicted self-regulation (P<0. 001). However, stability and comprehensiveness did not predict self-regulation. Conclusion: The study showed that by the increase in the score of documentary styles, self-regulation increased. In addition, the source of control from the variable components of attribution styles predicted student self-regulation.

Background and Objectives: Training emotional intelligence leads to increased awareness of one's self and others, connecting with others, and adapting to the environment that is needed to succeed in meeting social demands. The objective of this study was to determine the effectiveness of emotional intelligence training on the self-efficacy and academic burnout of third grade high school girl students in the city of Tonekabon. Materials and Methods: This study was of semi-experimental design with pre-test and post-test, and control group. The statistical population of this study consisted of all third-grade high school girls in Tonekabon city in the academic year 2016-2017. As many as 60 students were selected by cluster random sampling method and then divided into two experimental and control groups. Emotional intelligence training was conducted for the experimental group. Subjects completed general self-efficacy (GSES) and academic burnout questionnaires. Data were analyzed using one-variable covariance analysis and analyzed using SPSS software version 22. Results: The mean (SD) age of the students was 15. 7 (2. 8) in the experimental group and 15. 2 (2. 4) in the control group. The mean (SD) self-efficacy score in the experimental group was 30. 5 (5. 9) in the pre-test and 35. 4 (5. 5) in the post-test, with a mean difference of 4. 9 points (P<. 001); in the control group 30. 7 (5. 3) and 31. 5 (5. 9) with a mean difference of 0. 8. The mean (SD) score of academic burnout in the experimental group was 40. 8 (3. 7) in the pre-test and 29. 1 (3. 4) in the post-test, with a mean difference of 11. 7 (P<. 001); in the control group 40. 6 (3. 8) and 39. 8 (3. 8) with an average difference of 0. 76. Conclusion: The study showed that emotional intelligence training has positive effect on increasing self-efficacy and reducing academic burnout.

Background and Objectives: Love and marital satisfaction are factors which will undoubtedly affect the growth of individuals and families. The objective of this study was to investigate the effect of positive psychotherapy on marital satisfaction, love-making styles and couples happiness. Materials and Methods: This study was of semi-experimental design with pre-test, post-test, and control group. The statistical population of the study consisted of all couples referred to counseling centers in Tehran, among whom 60 people were selected by convenience sampling method and divided into two experimental and control groups, each including 30 participants. Data were collected via Enrich’ s marital satisfaction questionnaire, Sternberg’ s love-making styles questionnaire and Oxford’ s Happiness questionnaire. Data analysis was done using descriptive statistics and covariance analysis by SPSS software version 22. Results: The mean (SD) age of the participants in the experimental group was 42. 7 (4. 8) years and 42 (4. 55) in the control group. The mean (SD) score of marital satisfaction in the pre-test of the experimental group increased from 46. 8 (4. 3) to 51. 2 (6. 2) in the post-test (P<0. 001), but the mean (SD) marital satisfaction scores in the control group did not differ in the pre-test and post-test. The love-making styles score in the pre-test group increased from 33. 1 (3. 9) to 37. 2 (5. 1) in the post-test, but the mean (SD) of the love-making styles did not differ in the pre-test and post-test. In addition, the mean (SD) happiness score in pre-test of the experimental group increased from 38. 9 (3. 1) to 44. 5 (4. 1) in post-test (P<0. 001), but the mean (SD) of the score the happiness of the control group did not differ in pre-test and post-test. Conclusion: The study showed that positive psychotherapy led to increased marital satisfaction, love-making styles and happiness among couples.

Background and Objective: Chronic urticaria is a disease could result in irritation and disability among patients. The purpose of this study was to determine the effectiveness of emotion-focused therapy on pain acceptance and the mental health dimensions among patients with urticaria. Materials and Methods: This study was of semi-experimental design with pretest-post-test and control group. The population of this study included all patients with urticaria who were referred to Imam Khomeini Hospital in Tehran in 2017, among whom 60 were randomly selected and assigned to two experimental and control groups, each containing 30. The experimental group participated in eight sessions of emotional-focused therapy. Chronic pain acceptance questionnaire and general health questionnaire were completed by both groups. Data were analyzed using covariance analysis in SPSS software version 22. Results: The mean (SD) age of the respondents was 41. 3 (6. 4) years. The mean (SD) score of the health problems of the experimental group was 47. 4 (8. 5) in the pretest, which decreased to 40. 5 (5. 3) in the post-test and the mean (SD) of not accepting pain in the experimental group was 30. 1 (4. 1) pretest, which decreased to 27. 19 (3. 5) but the mean (SD) of both variables in the pre-test and post-test of the control group did not show a significant difference. Conclusion: It can be concluded that emotional-focused group therapy improved pain acceptance and mental health dimensions of patients with Urticaria.

Background and Objective: HIV/AIDS is a community medicine issue and has a wide range of negative consequences and challenges. This research aimed to investigate the effect of cognitive-behavioral group therapy on improving the quality of life and increasing CD4+ lymphocyte count in HIV/AIDS patients. Materials and Methods: The present study was a quasi-experimental study with pre-test and post-test design and control group. The statistical population included HIV/AIDS patients in Ahvaz Behavioral Counseling Center who were selected by simple random sampling method. The sample consisted of 30 patients who were randomly assigned to two groups of cognitive-behavioral therapy and control group. After implementing pre-test on the cognitive-behavioral and control groups, the experimental intervention was administered in 8 sessions for one hour and a half as one session per week for experimental group. Quality of Life Scale, CD4 Index and Demographic Factor Questionnaire were used for data collection. Multivariate analysis of covariance with SPSS software version 22 was used for data analysis. Results: The results showed that in the experimental group that received cognitive-behavioral therapy, the mean (SD) quality of life score increased from 166. 9 (26. 7) in the pre-test to 199. 5 (21. 4) in the post-test (P<0. 001) but in control group, the mean (SD) varied from 167. 8 (25. 5) in pre-test to 168. 2 (18. 3) in post-test, which was not significant. Also, the mean (SD) of the CD4+ lymphocyte count in the experimental group increased from 247. 8 (65. 1) in the pre-test to 341. 8 (71. 1) in the post-test (P<0. 001); however, the mean (SD) count in the control group varied from 254. 2 (46. 2) in the pre-test reached to 256. 26 (56. 8) in the post-test which was not significant. Conclusion: It can be concluded that cognitive-behavioral therapy improved the quality of life and CD4+ lymphocyte count in HIV/AIDS patients.