فصلنامه مطالعات روانشناختی
سال دهم شماره 4 (پیاپی 37، زمستان 1393)

Acquiring problem-solving skills enables children to explore various solutions for daily challenges، and allow them to make proper decisions to solve them. Children، who lack cognitive interpersonal skills are more aggressive، socially isolated and care less about other people. This condition may result in a poor adjustment at school، and these children demonstrate more aggressive and apprehensive behaviors. Evaluating effectiveness of problem-solving skills on improving social skills and reducing behavioral problems of slow-learner first grade students was the main objective of the present study. This single subject design study with pre and post-testing and follow-up stages was conducted on five male students. Data were gathered by using Gersham & Eliott Social Skill Scale Rating System (Parent and teacher forms) for three stages of pre، post testing and the follow-up. Mothers and teachers of the subjects completed the questionnaires 40 days after the training sessions for follow-up. Four problematic behaviors of these students were observed in the classrooms; behaviors such as aggression، bullying and intimidating، complaining، and arguing with the teacher and other students. These behaviors were observed and documented during the first 10 sessions as the baseline data. Then، the problem-solving program (Shure، 2000) was presented to the subjects in 30 sessions of 50 minutes، three times a week. Data from follow-up stage was gathered through 10 post-training sessions. Descriptive statistics and analysis repeated measure analysis of variance were used to analyze the data. Results show that based on teachers، and parents’ evaluation، this training was successful in enhancing social skills، and reducing behavioral problems. The differences between the means of pre and post test scores were significant. Results concerning problematic behaviors show that the differences among means in all three stages were also significant and the training diminished problematic behaviors. At the end of this article، we discuss the concurrence of our results with other studies، and the importance of problem-solving training at schools.

The present research sought to compare the effectiveness of cognitive-behavioral methods with the mood induction methods on mother ’s mood with intellectually disabled children in “ShahidSayyadShirazi” in the education zone no 4 in Tehran city. The method used in this research was quasi experimental with “pretest-past test” with control group. A total of 36 mothers were voluntary selected and later were divided into 3 groups (N=12). They were randomly assigned to two experimental and one control groups. experimental group number 1 went under cognitive-behavioral methods and experiment group number 2 under mood induction methods and group number 3 as a control group. The Beck questionnaire was chosen as research instrument. The first group attended 8 sessions of teaching of cognitive-behavioral methods، and the other 5 session of teaching mood induction methods، while the control group attended none and no training.

The analysis of varians showed a significant correlation between the control and experimental groups in decreasing depression. The tukey test also indicated that the cognitive-behavioral methods weremore effective and efficient than mood induction procedures.

The objective of this research was to investigate the effectiveness of group education resilience on general health among high school girl''s students. Hence، 30 participants after completing Connor-Davidson (2003) Resilience Scale and Goldberg (1972) General Health Questionnaire with mean age 15 years and 2 month (ranged from 15-17 years) who had low scores on both questionnaire were selected and randomly assigned in two groups of 15 participants. All of the participants completed the items of General Health Questionnaire and Resilience prior to and after the intervention. This research was conducted by using quasi experimental study with pretest-posttest design، using control group. Data analysis with T-test revealed that mental health and resilience improved significantly (p<0. 05). Regarding to above findings، general health of girls'' students Changed in regard of increased cognitive components. So، it seems that education of group resilience is an effective intervention managing general health.

The aim of the present research was to investigate the role of self image as a consequence of secure base function of Perceived childhood attachment، as a mediator on mental health. 432 students from Birjand university who were selected by multi stage clustering method، supplemented the scales of self image (Beck، 1987)، attachment to parent (Hazan & Shaver، 1986) and mental health (Goldberg، 1972)، Structural equations modeling method was used to analyze the results. The fitted model results demonstrated that the image of self completely mediates the relation between secure attachment to father and mental health، while only secure attachment to mother directly produces a mental health. So، the role of perceived attachment to each parents not only different in a understanding of mental health، but the image of efforts and hard work resulted from Cognitive Exploration secure base attachment to father as a mediator، plays an important role on mental health.

The aim of this research was the relationship of typical personality (extroversion) with life satisfaction’s level. The participants of this study were 224 students (male and female) from Tehran and Alzahra universities according to available sampling were chosen. To collect the data، Neo (short form) questionnaire، Eysenck personality and Daine ‘s life satisfaction were used. Neo questionnaire and Eysenck personality test are contained Different factors of extraversion. Data were analyzed using Pearson product correlation and multiple regressions. The results indicated that there were significant positive Relationship between life satisfaction and extroversion in Neo questionnaire، but there were no significant relationship between life satisfaction and extroversion in Eysenck test. Regression analysis indicated that Life satisfaction has relation with two subscales in Neo questionnaire (positive emotions & activities). Findings indicated that، life satisfaction had no relationship with the general concept of extroversion، but positive emotions such as happiness and activities were effective on the increasing of life satisfaction.

Studies and clinical experience show that personality characteristics are one of effective parameters to found emotional separation between spouses. Therefore in this research relationship of body image and negative perfectionism with emotional divorce in married life were examined. Sample group were contains 252 persons (146 females and 106 males) of individuals، that refered to consulting centers (health houses) for marriage disagreements in the East of Tehran city. Research design was correlative. In order to measure the study`s variables، emotional divorce questionnaire (Razeghi et al، 2008)، Fisher`s body image test (1970) and Hill perfectionism questionnaire (2004)، were used. Data were analyzed with the use of pearson`s correlations coefficient and regression analysis. The results showed that: there were significant negative correlations between emotional divorce and body image in women، but there weren`t significant correlations between these variables in men. Thus significant positive correlations between emotional divorce and negative perfectionism in females and males were one of the other results of this study.

The conceptualization of resilience as a general or multidimensional construct and recognizing the inhibitors and facilitators of it are the main issues in the resilience literature. Therefore، the present study investigated the discriminant variables of educational resilient and emotional resilient groups in person-focused approach، to examine the general or multidimensional construct of resilience. Participants were selected from the low socio-economical status of second grade Shiraz high schools. From 846 participants in this statistical sampling، 137 students were recognized as educational resilient، 146 students as emotional resilient and 28 students as dual resilient. Participants completed the Inventory of Parent and Peer Attachment of Armsden and Greenberg، the Teacher As Social Context Questionnaire of Belmont et. al.، the Cognitive Emotion Regulation Questionnaire of Garnefski and Kraaji، the Children''s Coping Strategies Checklist of Sandler et. al، Children Depression inventory of Cox and Beck، Psychological Well-Being of Kelley and Peterson and Educational Resilience of Martin. The results of descriptive discriminant analysis showed that among the research variables، the best discriminator variables between educational resilient and non- educational resilient groups، were respectively: active coping strategy، involvement، structure، positive cognitive emotion regulation strategy، while the results showed the best discriminator variables between emotional resilient and non-emotional resilient groups، were respectively: parent attachment، negative cognitive emotion regulation، structure، autonomy support، involvement، avoidance coping strategy. The results of predictive discriminant analysis showed that 93. 7% of emotional resilient persons were classified correctly and also 92. 4% of educational resilient persons were classified correctly. The implications and suggestions for future research were also discussed.