مجله پژوهش های کاربردی روانشناختی
سال سوم شماره 3 (پاییز 1391)

Pregnancy as a biological and social phenomenon has a great effect on women. During this stage they experience different psychological condition such as depression and anxiety which could have negative effect on quality of marital satisfaction as well as fetus development.The present research aimed to investigate the relationship between the effectiveness of family education during pregnancy on improvement of maternal marital satisfaction in Isfahan. Using cluster sampling method 93 participants (43 in experiment group and 50 in control group) in their fourth month of pregnancy in May 2011 were selected and divided in two groups randomly. The intervention plan was implemented during four months; two sessions per week. The experiment group was instructed using the family education including problem solving, anxiety control, aggression control, depression coping skills, emotional interaction training, relaxation training, stress coping skills, conflict solving training, communication style training, attention skills, listening skills. Data were collected by examination of medical profile, interview and Afrooz marital satisfaction questionnaire. The results on covariance analysis show that family education can improve marital satisfaction.

The present research aimed to study the mediation role of academic achievement motivation concerning relationship between academic stresses with subjective well-being. A sample of 400 students (200 males and 200 females) were selected by cluster sampling method, in which completed the Academic Achievement Motivation Inventory (AMS), Student Life Stress Inventory (SLSI) and Subjective well-Being Scales (SWLS). The hierarchical regression analysis was used for searching the mediating role of academic achievement motivation in relationship between academic stress and subjective well-being. According to the findings, there were significant relationships between all dimensions of academic achievement motivation with subjective well-being. As results showed there were a positive and significant relation between subjective well-being and internal/external academic achievement motivation and a negative one with lack of motivation as well. There was a negative and significant relation in all dimensions of academic stress with different facets of subjective well-being.  Also, there was a positive and significant relation between academic stress and lack of academic achievement motivation. On the other hand there was not any significant relation between other levels of academic achievement motivation with academic stress. The results of hierarchical regression showed that subjective well-being is determined by academic stress as well as by academic achievement motivation. Conclusion is made that although most students are potentially threatened by various stress types ,academic-achievement motivation takes an intermediating role between academic stress and subjective well-being. Therefore, paying attention this relation (the mediating role of academic-achievement motivation in the relationship between academic stress and subjective well-being) is recommended.

Marital dissatisfaction at both individual and social levels is a significant problem. According to Ellis’s rational-emotive theory in couple therapy, couples' irrational beliefs  about their marital relationship, cause problems  in their interactions leading to disappointment and  eventually  marital dissatisfaction. To prevent such disappointment, based on Positive Psychology perspective, learning forgiveness is recommended. Thus, in this research with the aim of helping those who suffer from lack of forgiveness skills, a training program on forgiveness was designed based on Enrigth's theory of forgiveness. Evaluating this program, initially marital satisfaction of 60 volunteer women was assessed using Enrich Marital Satisfaction Questionnaire. Then, the participants were devided into two groups of control and experiment. The experimental group participated  in eight  two-hours learning sessions. In addition, both groups' forgiveness skills were assessed three  times (before, after, and beyond the program) using an instrument especially constructed for this project. Findings based on  Multi Variate Analysis of Covariance (MANCOVA) indicated that the training program  helped with the  improvement of forgiveness skills  and marital satisfaction that lasted beyond the implementation of the program.

The purpose of this study was to evaluate effectiveness of Demands and Capacities  Model (DCM) on reducing the severity of preschool children’s stuttering. In a clinical cuasiexperimental design of single group with repeated measurements; 10 preschool stuttered children (5 girls and 5 boys) referred to two speech therapy clinics that were affiliated to Tehran Welfare Organization were selected and were affected by DCM within a period of 12 individual sessions and children’s stuttering  severity was measured according to percentage of syllables stuttered(ss%) at three stages: pretest, mid test and posttest. Obtained data were analyzed according to  analysis of variance with repeated measurements.The results of ANOVA with repeated  measurements showed that DCM has created a statistically significant decrease in preschool children’s stuttering  severity (p <0/01). Result of this study confirmed the effectiveness of DCM in reduction of preschool children’s stuttering severity.

The purpose of this study is the standardization of National Mental Health Scale as a screening tool for mental health. In this study 5500 students were selected using a relative stratified sampling from large universities of the country and completed the current tool with  another tools. Research tools were: Life Satisfaction Scale (LSS) (Diener et.al, 1985), Life Orientation Test (LOT) (Scheier & Carver, 1985), Spirituality Wellbeing Scale (SWS) (Elison & Palotsian, 1982), Mental Health Inventory (MHI) )Veit & Ware, 1983), Symptom Checklist- 25 (SCL- 25) (Najarian & Dawoudi, 2000), General Health Questionnaire (GHQ- 28) (Taghavi, 2000). Results of Exploratory and confirmatory factor analysis indicate the existence of eight factors of positive emotions and well-being, depression, anxiety, OCD, social anxiety, sleep disturbances and educational depression on the scale. Criterion validity and reliability of subscales were adequate. Subscales internal consistency coefficients were attained between 0.74 to 0.91. So it can be concluded that National Scale of Students Mental Health  has adequate  reliability and validity and may be used for mental health evaluation of students community.

With the advent of the Industrial Revolution and growing human needs, management has been discussed as a very serious issue. But despite the progressive course of scientific, slight attention has been paid to philosophical foundation discussion and comprehensiveness and reflection of managers;  naturally, this neglect will result in damages. The aim of this study is study of the role of comprehensiveness and reflection components on managers' professional behavior and performance.The study sample consists of Payame Noor University faculty staff and heads of centers of Kermanshah province.This research can be labeled fundamental-applied. Descriptive data were collected from study centers and libraries and avaiable statistical data. The instrument to collect data was a researcher-developed questionnaire administered among faculty members and centers heads. The findings are: 1 – There was a significant relationship between the comprehensiveness and reflection on the components of "organizing", "decision-making", "supervision" and "coordination". 2 – There is a significant positive relation between the "comprehensiveness" with elements of "harmony", "control" and "human relations". 3 – There is significant correlation between the dimension of "reflection"  "decision-making", "harmony", "control" and "human relations".