Psychology
azam akrami; Ahmad Ghazanfari; Reza Ahmadi
Abstract
The purpose of this study was to develop and validate a training package on motivational strategies, and to compare the effectiveness of motivational strategies training and emotion regulation training on the social development of female high school students. In the development phase of the training ...
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The purpose of this study was to develop and validate a training package on motivational strategies, and to compare the effectiveness of motivational strategies training and emotion regulation training on the social development of female high school students. In the development phase of the training package, appropriate content objectives were first prepared, and after receiving expert feedback, the training package was finalized. The Content Validity Index (CVI) and Content Validity Ratio (CVR) for all objectives in this training package were high. Therefore, the motivational strategies training package was developed in 8 ninety-minute sessions. In the effectiveness evaluation section, a quasi-experimental pre-test-post-test design with a control group and follow-up was used. The statistical population of this study included all female students studying in high school in Foladshahr in the academic year 1402-1403. The data collection tool was the Weissman Social Development Questionnaire. For data analysis, repeated measures ANOVA was used to examine the significant difference in means between the groups. The results showed that the mean scores of the social development variable were significantly different between the experimental and control groups (F=223.57, P=0.000, effect size=0.732), indicating a significant difference between the two groups. Additionally, there was a significant difference between the mean scores of the variables in the experimental and control groups (P<0.05), indicating that the effectiveness of both motivational strategies training and emotion regulation training on social development and its components was confirmed. The motivational strategies training method was significantly more effective than the emotion regulation method in promoting social development, and the sustainability of the training effect was confirmed.
Afsane Safarpour; Mohammad Ghamari; Simin Hosseinian
Abstract
Aim: Self-injury is a mechanism adolescents use to protect their fragile selves from the pressures of this period, which often cause severe physical and mental harm to themselves. To prevent or reduce these behaviors in adolescents, it is necessary to obtain appropriate information about ...
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Aim: Self-injury is a mechanism adolescents use to protect their fragile selves from the pressures of this period, which often cause severe physical and mental harm to themselves. To prevent or reduce these behaviors in adolescents, it is necessary to obtain appropriate information about this structure and identify the factors affecting them; therefore, the research was conducted to model the structural relationships between social cognition and identity styles, and self-injury behaviors with mediating role of self-compassion in adolescents. Method: The research method was correlational with the structural equations modeling type. The statistical population of the study included all adolescents aged 14-16 years, studying in public schools in Karaj in the academic year 2020-2021, from whom 247 people were selected online using the convenience sampling method. The identity Styles Inventory (Berzonsky, 1989), Social Cognition Inventory (Nejati, et al., 2018), Self-Injury Behavior Inventory (Klonsky & Glenn, 2009) Self-compassion Scale (Neff, 2003) were applied to collect data. Results: The results of the evaluation of the proposed model by structural equations in SPSS23 and Smart PLS3 software showed the direct and negative significant effects of identity styles (P < 0.01) and self-compassion (P < 0.05) on self-injury behaviors. Conclusion: The direct and negative effects of social cognition on self-injury behaviors were significant (P < 0.05), but the indirect effects of social cognition on self-injury behaviors were not significant.
Mahdieh Rahmanian; Mahdi Dehestani; Seyedeh Fatemeh Alavi Barogh
Volume 7, Issue 1 , August 2018, , Pages 91-104
Abstract
Introduction: This study aimed to investigate effectiveness acceptance and commitment therapy on irrational beliefs and bias toward incentives with negative emotions in adolescent girls. Methods: This study used a Semi-experimental design with pretest - posttest with the control group. The study population ...
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Introduction: This study aimed to investigate effectiveness acceptance and commitment therapy on irrational beliefs and bias toward incentives with negative emotions in adolescent girls. Methods: This study used a Semi-experimental design with pretest - posttest with the control group. The study population included all high school grade female students studying in Qom that had been formed in the school year 95-94. The final sample size of 40 girls with irrational beliefs were high that the sampling method chosen and randomly divided, were counted into two groups (n = 20) and control (n = 20). Instruments included Jones Irrational Beliefs Scale and the dot-probe test. Acceptance and Commitment Therapy by Hayes, Astrvsal and Wilson (1999) built-in 6 sessions on experimental group was 90 minutes. Data were analyzed using univariate analysis of covariance (ANCOVA). Results: Research results show that Acceptance and commitment therapy is not effective on irrational beliefs teen girls (p > 0/05), but were significant effects on bias toward incentives with negative emotions (p ≤ 0/01). Conclusion: Generally Acceptance and Commitment Therapy (ACT) because of increasing psychological flexibility and client relationship is established with time makes also lead to action by changing the values of individual references to cross be, can be treated as a psychological-of the right to reduce attentional bias to negative emotional triggers respectively.
Mansor Bayrami; Yazdan Movahedi; Jaber Alizadeh Goradel
Volume 4, Issue 1 , September 2015, , Pages 41-52
Abstract
Aims: In psychotherapy research, mindfulness has been conceptualized as an enhanced state of self-awareness thought to promote well-being. This research studied the efficacy of Mindfulness Cognitive Therapy on Social Anxiety and Dysfunctional attitude in Adolescent’s. Method: The research ...
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Aims: In psychotherapy research, mindfulness has been conceptualized as an enhanced state of self-awareness thought to promote well-being. This research studied the efficacy of Mindfulness Cognitive Therapy on Social Anxiety and Dysfunctional attitude in Adolescent’s. Method: The research method was experimental with control group. The samples included 30 students in khoramabad city and the sampling method was head counting. At first, 357 participants passed the Social Anxiety and Dysfunctional Attitude tests. Then, 30 students with the highest scores were selected as sample group and were divided randomly to two experimental and control groups each with 15 members. The experimental group received group mindfulness training for 8 sessions (one 90 minutes session each week). At the end, the questionnaire was administrated again as the post-test. Results: Based on the results of co-variance analysis, there was significant differences between the experimental and control groups' marks (p
