Journal of Psychology
Year:2000 | Volume:4 | Issue:2 (14)|Papers Count:5

The present study aimed to compare the organizational ability (based on the Rorschach Test) with the concrete and abstract periods (based on the Piaget's tests) among high school (N=164) and university students (N=58). In order to find the subjects who have been settled in the concrete or abstract period, the Piaget's operational tests were conducted on the subjects. From them, it was revealed that from 132 students 70 have been settled on the concrete and 62 on the abstract periods. Then, the Rorschach Test was carried out on the subjects. Significant differences were found on the Z Sum and Z f scores between the two groups. However, this result was not repeated on Zd scores for the two groups.

Depression as one of the most common psychological problems among different communities caused several therapeutic models such as cognitive and behavioral therapies. In the following study the effectiveness of cognitive and behavioral therapies have been examined in the depressed students. Comparing the results between the experimental and the control groups, it was revealed that both cognitive and behavioral models had significant effects on the depressed subjects. In addition, it showed that the Beck cognitive therapy was more effective than the Lewinsohn behavioral model. Furthermore, it was found that the most reduction on depression scores was happened for those with internal locus of control and were treated by congnitive therapy.

The purpose of this study was to compare the effectiveness of "Cognitive- Behavioral Therapy" (CBT) with the "Eclectic Therapy" (ET) on children with Attention Deficit- Hyperactivity Disorder (ADHD) who showed low and medium IQ. Forty ADHD Children (20 with low and 20 with medium IQ) have been randomly selected from three educational divisions in Tehran. Both CBT and ET models have been conducted on the two groups as well as on a control group (N =50). Analyzing the data showed that the effectiveness of the two psychotherapy models were not significantly related to the IQ levels. With respect to symptomatology of ADHD (based on DSM-IV's inventories), depression and attention improvement, no significant differences were found between the two therapy models. The CBT model showd more effectiveness than the ET model on the Rutter questionnair's scores and the Bender-Gheshtalt test. Other results indicated that; 1) the visual-motoric perception, self-esteem, and attention in the ADHD children were significantly lower than control group. 2) the depression scores of the ADHD children were significantly higher than the control group but similar result was not found for the anxiety level. 3) The efficacy level of the ADHD children was lower than the normal children. 4) Although the practique IQ of the ADHD children was lower than the normal children, but regarding the Psycho- neurological criteria this difference was not significant. Furthermore, no significant differences were found on the verbal and general IQ between the ADHD children and the control group.

The present study aims to compare the level of stress and coping styles in two groups of adolescents including a gorup who live in the residential care centers and a group of adolescents who lived with their parents. The first and the second group was randomly selected from the different residential care centers (N=50) and the second group was randomly selected from the different high schools (N=50) in Tehran, respectively. Both groups were matched and each included 33 girls and 17 boys. The "Ways of Coping Questionnaire" and the "Adolescents Life Event Scale" were completed by all subjects. Results indicated that the level of stress in the residential subjects were higher than the normal adolescents. Regarding the coping styles, the residential adolescents were more likely to use the emotion-focused style, while the other group tended to use the problem-focused style.

In the following research, the religious orientation of the Shahid Beheshti University students in three levels including "binding to the religious", "approach to the religious", and "avoid from the religious" has been examined. First and the third year students (N=405) were participated in the study. All subjects completed the "Eysenk Personality Inventory" and the "Social-religious outognosis Inventory". Analysis revealed that on the "binding to the religious" factor, females, third year students, those who do not, or less, particpate at the religious rituals and emotionally instable extraverts had significantly higher mean scores. Moreover on the "approaching to the religious" factor, females, third, year students, those who do not, or less, participate at the riligious rituals, as well as computer and thechnology students had significantly higher mean scores. The study failed to show significant results among students for the "avoiding from the religious".