DANESHVAR RAFTAR
Year:2006 | Volume:13 | Issue:19 (SPECIAL EDITION ON PSYCHOLOGY 7)|Papers Count:9

The purpose of this research was to compare the visual motor coordination ability, attention, intelligence, Learning disorder and behavioral disorder in premature and normal children. Research sample comprised 250 premature students and 250 normal students. The subjects completed tests of Bender Gestalt, Tools piron, Wechsler (Wisc-R form), Micheal Bust and Ratter (teacher form). The results showed that premature children are lower than normal children in intelligence quotient, attention and visual motor coordination ability, and prevalency of learning disorders and behavioral disorders in premature children is more than that of in normal children.

The present study was carried out to examine the effects of cognitive-behavioral therapy based on Cash’s eight stages model on negative body image amongst female colelge students. In the first stage, Multidimensional Body-Self Relation Questionnaire (MBSRQ) was administered to 226 female students of Shahed University. The results of this stage revealed that 38 students have negative body image. Of these 38 subjects, 16 were selected randomly and were randomly allocated to control (8 subjects) and experimental (8 subjects) groups. After 8 sessions of treatment, the MBSRQ was administered to these 16 subjects. The results of Uman Vitni nonparametric test, support the effectiveness of intervention; more specifically, negative body image significantly improved for treatment (experimental) group. When the two study groups were compared, using 6 individual subscales of the MBSRQ (i.e. Appearance Evaluation, Fitness Orientation, Body Areas Satisfaction, Appearance Orientation, Fitness Evaluation and Subjective Weight) significant differences emerged only for the first 2 subscales.In sum, cognitive-behavioral therapy with Cash’s 8 stages model has been found to be effective in improvement of negative body image among a sample of Iranian university females.

The type of coping styles which is used by adolescents in stressful situations affect their mental health. The aim of this study was to examine the relationship between coping styles and mental health indices. 180 students (80 boys, 100 girls) were selected from Sepindan’s high schools using a clustering sampling method. Coping styles were measured by the Coping Orientations to the Problems Experienced (the COPE) and mental health was measured by the General Health Questionnaire (G.H.Q.). The results showed that Problem-focused and Rational coping styles could predict mental health indices, but avoidance and dysfunctional coping styles could predict mental disease indices. Furthermore, boys demonstrated greater mental health compared to girls, but girls obtained greater scores on all three coping styles. The results suggest that problem focused and rational coping styles might have positive effect on mental health, but avoidance and dysfunctional coping styles might have negative effect on the mental health of adolescents.

This research investigates the relationships between employed mother’s work-family conflict with several family and Job variables. The aim of the study was to determine the relative contribution of each variables in explaining role conflict experienced by career women in 311 participants who were randomely selected among the population of families in city of Tehran. Results indicated the family factors related to role conflict dobe participation of husband in domestic duties and equal distribution it among wives and husbands. Furthermore findings showed a significant correlation between Job factors and experienced conflicts, such as Job satisfaction, Job motivation, Job content and work flexibility.

The Value Systems and self-Esteem are two factors of mental and social health. This research aimed to investigate the relationship between parents value and interests and Self-Esteem of students. 212 male and female adolescents were tested by Coopersmit self-Esteem Inventory (SEI) and 212 parents of the same students was tested based on Alport, Venon and Lindzey.Analysis of data (Pearson’s correlation, Regression analysis) demonstrated a significant correlation between some of the dimensions of parents value interests (Just Mothers) and Student’s self-Esteem. Social interest values of mothers were negatively correlated with Student’s self-Esteem. Effects of value interests of parent on student's Self-Esteem were different.

This research aimed at studying and comparing the effectiveness of cognitive-behaviora parents training methods with pretest-posttest control group design. To do so, six classes were randomly selected among the second grade classes of Junior high schools in Esfahan province. Eliss Pop's self-esteem test was used as the pretest and 15 students whose self-esteem scores were below the cut-off score in each class were selected and randomly assigned to experimental and control groups. Four experimental groups (two groups of girls and two groups of boys) were instructed based on two cognitive - behavioral methods and their parents were exposed to special instructions. The control group received no treatment. At the end of sessions, the posttest was carried out and the results were analyzed by two-way and three-way analysis of covariance.The results: showed that cognitive-behavioral instructions effectively increased the self-esteem of female students. Giving Instructions to parents increased the self-esteem of male students. The two mentioned methods increased all aspects of self-esteem simultaneously including general, educational, familial, social and physical self-esteem. The difference in one aspect was not more prominent than the other aspects.

The main purpose of the present study was to examine the effectiveness of cognitive-behavioral play therapy on aggressive behavioures of a group of 8-11 year old boys with conduct disorder. The sample of the study consisted of 24 boys aged 8-11 years selected among 75 who were living in well-being governmental centers in Tehran.They were Selected through, usig child sandrom inventory (CSI-4) and were arranged to experimental (12 subscales) and control group (12 subscales).Then aggression inventory were completed by caretakers in both groups. After 10 session of play therapy, aggression inventory were completed again and two groups were compared, using a series of independent samples t-test. The results of these analysis support the overall effectiveness of cognitive-behavioral play therapy. More specifically, the level of aggression was significantly reduced among those who participated in treatment sessions.