فصلنامه روانشناسی تحولی: روانشناسان ایرانی
پیاپی 19 (بهار 1388)

T he relationship between emotional intelligence trai- ning, Alexithymia, General Health, and academic achi- evement in high school students was investigated in this quasi-experimental study. To evaluate the nature of chan- ge in emotional intelligence based on acquired self-know- ledge and actualization of emotional intelligence potenti- al, 40 female high shool students were divided into experi- mental and witness group equally, and were adminstered the Self-report Measure of Emotional Intelligence (Schutte et al., 1998), Toronto Alexithymia Scale (Taylor & Bagby, 2000). General Health Questionnaire (Coldberg, 1972), and Sym- ptoms CheckList-25-Revised (Najarian & Davoodi, 2001) tests. The experimental group participated in 10 sessions of emotional intelligence training based on theoretical pat- tern of Salovey and Mayer (1990), over a five week peri- od. The previous test were administered a second time at the end of training sessions. The results of ANOVA and MANCOVA showed that emotional intelligence training only increased social skills (a subscale of emotional intelligence) and dec- reased difficulty in describing feelings (a subscale of alexi- thymia). No difference was observed among experimental and witness groups in terms of academic acheivement and ge- neral health.

the present research studied the effects of collabora- tive learning on critical thinking. An experimental and a witness group, each composed of 30 female mathemati- cs students, were administered Critical Thinking Test (OCR, 2000). Next, the experimental group was taught a course using the method of collaborative learning. The witness group was taught the same course using the method of lec- turing. The results of MANCOVA showed that the experimen- tal group outperformed the witness group in three subscales of critical thinking namely, critical analysis, credibility of evidence and critical evaluation. The way collaborative learning affects critical thinking skills is discussed.

The present study evaluated the effect of verbal self-instruction training on decreasing symptoms of im- pulsivity in grade school children with attention deficit/hy- peractivity disorder (ADHD). 30 male students (age 10-11), diagnosed with ADHD using the Child Symptom Inventory (Gadow & Sprafkin, 1999) and clinical interviews based on DSM-IV-TR (2000) were selected and randomly as- signed to an experimental (n=15) and a witness group (n=15). The experimental group received 8 sessions of ver- bal self-instruction training. The witness group received none. The results of MANCOVA showed a significant difference (P<0.01) between post-test scores of experimental and wit- ness groups. Findings suggest that verbal self-instruction program intervention reduced symptoms of impulsivity in students with ADHD.

The efficacy of neurofeedback treatment on psychopa- thological symptoms in addicted male patients was assessed. Participants were 20 opiate dependent patients who was seeking medication treatment. After completing the Symptom ChekcList-90-Revised (Derogatis, 1975), parti- cipants were randomly assigned to an experimental or a wit- ness group. The experimental group received 30 sessions of neurofeedback therapy and medication. The witness gro- up received only medication. The results of MANCOVA show- ed a significant reduction in the experimental group of sym- ptoms of hypochondria, obsession, interpersonal sensitivi- ty, aggression, and psychosis. The neurofeddback treatment with medication more effecitvely relieved psychopatholo- gical symptoms in opiate dependent patients, than medica- tion treatment alone.

The results of predicting employee absenteeism based an Ordinary Least Square (OLS) has been criticized. The present research compared the results from predicting absenteeism based on four varibales of job involvement, ab- senteeism compared to others, stress from life events, and number of children with the OLS and Tobit regression mo- dels. A sample of 197 male employees of factories in Esfa- han city mean age: 28, SD: 10 responded to the Life Eve- nts Stress Inventory (Thoits, 1981), The Absenteeism Com- pared to Others Inventory (Baba, 1990), and the Job In- volvement Inventory (Lodahl & Kejner, 1965). Tobit mo- del analysis predicted employee absenteeism more precis- ely and explained a furhter 13% of the variance (R2 = 42.1) than did OLS.

Research on the relationship between marital satisfac- tion and cognitive distortions has overlooked the ro- le of deterministic thinking. This study aimed to predict marital satisfaction through deterministic thinking. The Deterministic Thinking Questionnaire (Younesi & Miraf- zal, 2007) and the short persian version of Marital Satis- faction Inventory (Asgari & Bahmani, 2006) were admini- stered to 300 couples in Tehran who averaged 36 years of age and had been married for 11 years. Results showed a negative correlation between deterministic thinking and marital satisfaction. The four sub-scales of Deterministic Thinking Questionnaire (interaction with others, absolute thinking, prediction of future, and negative events) pre- dicted 14% of the variance in marital satisfaction. Implica- tions are discussed for couple therapy and premarital coun- seling.

This study compared Logo therapy and Gestalt thera- py in alleviating symptoms of aggression, depress- ion and anxiety. For this purpose 90 students who referred to the student counseling center at the Islamic Azad University of Mahabad were randomly assigned to two experimental and one control group (n=30). The experi- mental groups received techniques of Gestalt and Logo therapies for 12 one hour sessions per week. Using the Sy- mptoms CheckList-25-Revised (Najarian & Davoodi, 2001) test and diagnostic interview based on DSMIV-TR (2000) aggressive, depressed, and anxious students were evaluated before students received any treatment, at the end of tre- atment, and six month after the treatment was ended. No significant difference was found between the pre-test means of three groups. Both Gestalt and Logo therapies reduced symptoms of aggression, and anxiety. The reduction of symptoms was still observable at the follow up stage. Logo therapy and Gestalt therapy were not significantly different in treating anxiety and aggression; however Logo therapy was more effective than Gestalt therapy in treating depres- sion.