JOURNAL OF PSYCHOLOGICAL SCIENCE
Year:2016 | Volume:15 | Issue:59 |Papers Count:11

Parent-child interaction in children with attention deficit hyperactivity disorder very important impact leaves on behavioral problems, Therefore, one of the ways of enhancing parenting style and subsequently reduce behavioral problems, Psychological training in behavior management of children with attention deficit disorder / hyperactivity for parents. So the present study is to investigate the effectiveness of training mothers with Adler-Dreikurs approach on enhancing parenting style and decreasing their children’ s oppositional behavioral problems. The research method was quasi-experimental with pre-and-post design with control group. Therefore, 24 mothers whose children were diagnosed as ADHD were chosen through at-hand sampling and were matched into experimental and control groups. The research instruments were CSI-4, and parenting style questioners for Parents. Training mothers with Adler-Dreikurs approach was accomplished in ten 90-minutes sessions. In the end, the two groups completed the questionnaires as post-test. The data was analyzed using ANCOVA. The results indicated the effect of instructing Adler-Dreikurs methods on improving authoritarian parenting style scores in mothers (P<0/05) and also the effect of this experimental instruction on decreasing authoritative and neglectful parenting practices scores and oppositional behavioral (P<0/05) of experimental group in comparison with control group. The results totally showed that behavioral training to mothers improves their parenting style and prevents rising confusion in parent-child relationships and also emotional problems in mothers of children with ADHD disorder.

Impulsiveness, the individual's tendency to respond quickly to a given stimulus without reflectivity and evaluation of the consequences, is considered as a determinant component of several psychiatric disorders. Dimensions of impulsiveness including nonplanning, motor impulsiveness, and cognitive impulsiveness could influence different aspects of depression and anxiety disorders. The main aim of the present study was to compare impulsiveness in patients with major depression, anxiety disorders, and normal individuals. This study demonstrates the differences of impulsivity among the three groups. A total of 224 individuals (87 depressed, 64 anxious, 73 normal) participated in this study, voluntarily. Following a psychiatric diagnosis of the psychological disorders, both the patient and normal groups were asked to complete the Barrat Impulsiveness Scale (BIS). Method of the present descriptive study was causal-comparative. Analysis of the data involved both descriptive and inferential statistics including means, standard deviations, and MANOVA. The results revealed that depressed patients reported significantly higher levels of motor impulsiveness and nonplanning than did anxious patients and normal individuals (p<0. 001). Anxious patients reported higher levels of cognitive impulsiveness than did depressed patients as well as higher levels of cognitive impulsiveness and nonplanning than did normal individuals (p<0. 001). Normal individuals reported lower levels of impulsiveness than did the two groups of depressed and anxious patients. It can be concluded that comparison of dimensions of impulsiveness in patients and normal individuals provides evidence of the possible impact of pathological impulsivity on the development and/or continuity of depression and anxiety disorders. The difference between levels and dimensions of impulsiveness of the two groups of depressed and anxious patients also could explain their differences in terms of the kind of psychological disorders.

Excessive inhibition of emotions is associated with a variety of psychological and health problems. Weinberger developed an inventory to assess socio-emotional adjustment. The present study was carried out in order to validate the Persian version of short form of Weinberger adjustment inventory (WAI) in student population. 230 students of University of Tehran completed Mindful Attention and awareness scale, beliefs about emotions scale, depression and anxiety subscales of DASS-21 and short form of Weinberger adjustment inventory. Confirmatory factor analysis was used to assess construct validity. Also, Pearson correlation coefficient was used for convergent and discriminant validity. Confirmatory factor analysis confirmed the three-factor structure of WAI with distress, Restraint and repressiveness (RMSEA=. 077; CFI=. 85; IFI=. 85). Furthermore, a positive correlation of distress/depression, distress/anxiety, distress/beliefs about emotions, Restraint/mindfulness and Repressiveness/mindfulness and a negative correlation of distress/mindfulness, Repressiveness/depression, Repressiveness/anxiety, Restraint/depression and Restraint/anxiety were found, which indicates a favorable convergent and discriminant validity for this inventory. The results were discussed, based on different nature of WAI subscales and self-deception in repressors.

Social interaction problems and interpersonal conflicts are correlated with behavioral problems and low achievement. Evaluating the effectiveness of interpersonal problem solving training program to improve problem solving skills for preschool children was the main objective of the present study. This study was conducted using a quasi-experimental method with pretest-posttest. The population sample comprised of 18 preschool girl students of a non-profit school who were enrolled in the study as available sample. The Shure’ s Interpersonal Cognitive Problem-Solving Program was taught in class by the teachers. To evaluate the training program, we used The Preschool Interpersonal Problem Solving Test (PIPS). Results using repeated measures analysis indicated that intervention program was significantly effective in increasing scores on “ relevant solutions” and “ relevant category” of the problem solving instrument (P=0. 003). Also, results indicated that the training was successful in reducing verbal responses including irrelevant and repetitive solutions (P=0. 003). The results indicated that the intervention program has been effective in improving problem solving skills for preschool children. In addition, the results did not show statistically significant differences in the means of “ Irrelevant responses” and “ Force Ratio” (P=0. 37). At the end, we discuss the concurrence of our results with other studies, and the importance of problem-solving training as a prevention strategy at schools.

Major depression is one of the most prevalent disorders. In previous studies, cognitive, emotional, and metacognitive variables have been studied separately. The main problem of the present study is a comprehensive investigation of the differences between cognitive, emotional, and metacognitive variables in patients suffering from depression and normal peoples. The current study aimed to compare dysfunctional beliefs, emotional schemas and metacognitive beliefs in patients suffering from major depression and normal peoples. The sample (20 normal peoples and 20 patients) was selected conveniently from the statistical population which consisted of all the normal peoples and the major depressive patients attending private psychotherapy clinics of the city of Urmia. The data were collected using Dysfunctional Attitudes Scale (DAS), Leahy Emotional Schema Scale (LESS) and Metacognitions Questionnaire (MCQ). The results indicated that there was a significant difference (P=0/001) between the two groups in terms of the three variables of the study. The findings highlight the importance of paying more attention to these variables in psychotherapy process of the major depressive patients.

Children with autism spectrum disorders (ASDs) are pervasive, developmental, neurological conditions. Deficit of emotion recognition is a fundamental impairment of social skills in autistic children. The purpose of this was to investigate the cognitive rehabilitation on imitation of emotional facial expression in children with high-functioning autism disorders. The method was quasi-experimental and used single-subject design. 3 children with high functioning autism aged between 5-7 were selected by available sample method. All children received 12 session of imitation rehabilitation. Emotion recognition was evaluated via NimStim emotion recognition and Ekman emotion recognition. Data analysis was performed by visual analysis and effect size was computed subsequently. The results showed that the subjects’ performance improved in Ekman and NimStim of emotion recognition test after intervention. The Percentage of Non-Overlapping Data (PND) was computed and it was 100 percent. As well, the effect size of the training program was effective in emotion recognition. This study supports efficacy of training based on imitation in improving the emotional expressions distinguishing skills in children with high-functioning autism.

Using a mobile phone as a technology tool mobile to help teaching-learning process can be very effective. The purpose of this study to investigated role of usage mobile phone on learners' academic Self-efficiency in learning English from the perspective of professors and teachers of the English language. This study was a descriptive survey. The population was consists of high school English language teachers in Isfahan city that 200 selected through random sampling method. The questioner was used for gathering information by made with researchers. Data was analyzed in both descriptive and inferential level by SPSS software. The results showed that there was a significant relationship between role, type and amount of mobile phone on students' academic Self-efficiency in English learning (p≤ 0/05) also, there was a significant relationship between amount and type of usage mobile phone to students' academic self-efficiency in four english language skills (reading, writing, listening and speaking) learning. (P≤ 0/05). Based on our findings, we can conclude the features and functions of mobile phones to improve the educational process and enhance the quality of learning in English courses can be used.

Marital adjustment that determined with high levels of dyadic satisfaction, cohesion, consensus and affectional expression, successively has considered as an important dimension of partner’ s life quality. Inquiry in the factors those explains the marital adjustment can be efective in enhancement of partner’ s life quality. Hence, this study was conducted in order to investigate the relationship between hardiness, stress, and social support and the marital adjustment of couples referring to the psychological centers. A correlation method was applied in the current research. The statistical population included all couples who were referred to the psychological centers in Kermanshah in 2013. The sample included 145 personas who selected on the convenience. For gathering of the data, Ahwaz Psychological Hardness Scale (1998), perceived Stress Scale (1983), Social Suport Scale (1995) and Dyadic Adjustment Scale (1976) were administered to all participants. In addition to descriptive statistical methods, Pearson's coorelation coeffecient method and regression analysis method was used for data analyis. The results showed there are significant positive relations (P>0. 01) between hardiness and social support with marital adjustment, coorelation coeffecient has been 55. 5 and 41. 1, and a significant negative relation (P>0. 01) between stress and marital adjustment, the coorelation coeffecient has been-70. 9. Results of regression analysis showed that being informed about psychological hardiness, stress and social support can help the prediction of marital adjustment level.