violence

The present study was conducted to compare the impact of acceptance and commitment-based couple therapy and cognitive-behavioral couple therapy on reducing violence and marital attribution styles of couples seeking divorce.This semi-experimental research is of an experimental type with a pre-test and post-test design with a control group. The statistical sample consisted of 60 couples applying for divorce in Yasuj city in the first quarter of 2012, who were selected by purposive sampling and randomly assigned to three groups of 20 people, cognitive behavioral couple therapy group, acceptance and commitment based couple therapy group, The control group (10 couples in each group) were included. Before and after the implementation of the interventions, the subjects responded to the Spouse Abuse Questionnaire and the Matrimonial Attitude Context Finding Scale. The results of covariance analysis showed that there is a significant difference between the average scores of subjects in the components of emotional violence and physical violence and marital documents in the experimental groups of cognitive behavioral couple therapy and acceptance and commitment-based couple therapy with the control group (P<0.05). ). Post Bonferroni test also showed that there is no significant difference between the two groups of cognitive behavioral couple therapy and couple therapy based on acceptance and commitment. Both interventions of couple therapy based on acceptance and commitment and cognitive-behavioral couple therapy are effective in reducing violence and improving marital documents of couples applying for divorce, and each of the interventions can be used separately or combined.

The present study was conducted to investigate the efficacy of psychological capital training in enhancing the sense of empathy and purpose in life among students who exhibit signs of violence. The present study was semi-experimental in nature, consisting of experimental and control groups. It was designed with a three-stage (pretest, posttest, follow-up) and a two-month follow-up period. The statistical population included undergraduate and postgraduate students in the psychology major at Islamic Azad University (Khorasgan) who exhibited any indicators of violence during the academic year 2020-2021. Through purposive sampling, 27 students (18 boys and 9 girls) exhibiting symptoms of violence were randomly assigned to the experimental (14 students) and control (13 students) groups. Over the course of one and a half months, the experimental group participated in ten sessions of psychological capital training, each lasting seventy-five minutes. Violence questionnaire (EVQ), empathy scale (BES), and meaning in life questionnaire (MLQ) were implemented. The mixed ANOVA method was employed to analyze the data from the investigation using SPSS-23 software. The results showed that psychological capital training has significant effect on the signs of violence (F=38.48; Eta=0.60; P<0001), empathy (F=30.91; Eta=0.55; P<0001), and life meaning (F=24.08; Eta=0.49; P<0001) of students who exhibit signs of violence. The present study’s results indicate that psychological capital training can be a highly effective approach to reducing the appearance of violence and enhancing the empathy and life meaning of students who are experiencing violence. This is achieved by incorporating concepts such as optimism, hope, self-efficacy, and mental resilience.

Psychological and behavioral injuries in students, like violence, can cause serious damage to their mental and emotional health. according to this the present study was conducted to investigate the efficacy of nonviolent communication training based on marshall rosenberg theory on the empathy and life meaning in the students with the signs of violence. The present study was semi experimental (with experimental and control groups) with three-stage (pretest, posttest, follow-up) and two-month follow-up period design. The statistical population included undergraduate and postgraduate students in the major of psychology at Islamic Azad University (Khorasgan) with the signs of violence in academic year 2020-21. 27 students with the signs of violence were selected through purposive sampling method and randomly accommodated into experimental (14 students) and control groups (13 students). The experimental group received of nonviolent communication training based on marshall rosenberg theory during 8 weeks in 8 sessions of 90 minutes. The applied questionnaires included violence questionnaire (Eysenck, Wilson, 1988) (VQ), empathy scale (Jolliffe, and Farrington, 2006) (EQ), meaning in life questionnaire (Steger, Frazier, 2006) (MLQ). The data from the study were analyzed through mixed ANOVA method via SPSS23 software. The results showed that nonviolent communication training has significant effect on the signs of empathy (F=24.35; Eta=0.51; P<0/001) and life meaning (F=20.21; Eta=0.46; P<0/001) of the students with the signs of violence. According to the findings of the present study it can be concluded that nonviolent communication training can be used as an efficient method improve empathy and life meaning of student with the signs of violence through employing techniques such as an empathic receiving, identifying and expressing feelings and taking responsibility for one's feelings.

Education, as one of the basic factors of human and social development, plays a very vital role in formation People's personality and behaviors play a role. This matter is of special importance in the early stages of people's lives is, because the basis of values ​​and behaviors in these periods of time. One of the important challenges in the education process Education is the prevention of violence in primary schools. Violence in elementary schools as an unwanted phenomenon And worryingly, it affects young people heavily. This violence can be of different types such as physical, psychological or verbal and cause negative effects on students' morale and learning. Failure to pay for this issue It can aggravate social and academic problems and lead to the continuation of violence in society. Prevention of violence in elementary schools is of multiple importance. This importance from different aspects Such as improving the mental and physical health of students, increasing the quality of education, promoting positive communication, etc Increased discipline in the school environment. Also, the positive impact of this prevention on society in the future It will be impressive. This article examines the importance of education in preventing violence in primary schools will pay. Emphasizing the educational role of teachers and the importance of creating positive educational spaces, the article examines the solutions and It discusses strategies to reduce violence in schools and highlights the importance of preventive measures. this Research with the aim of increasing the awareness of the society and emphasizing the importance of investment in the field of education in order to The structuring of healthy and dynamic societies is provided.

The purpose of this research was to explain the sociological factors affecting family violence with a grounded theory approach. The current research method has studied the factors and consequences of violence against women in the family with a qualitative approach and using grounded theory. In order to collect information and select the participants, the purposeful sampling method was used and with the progress of the study, the sampling of desirable cases was done until reaching the theoretical saturation with 21 women who have been subjected to violence who have referred to the social emergency center of Nahavand city, a semi-structured interview. The finding was carried out. After analyzing and reviewing the content of the interviews, 202 primary concepts were open-coded and 20 major categories and finally one central or core category were extracted in the axial coding. The results of this research show that factors such as husband's addiction, personality problems and disorders, forced and early marriage, patriarchal attitude in the family, lack of family support, lack of socialization and social education, and unfavorable economic conditions are among the major and effective factors in increasing and the occurrence of violence against women in the family are considerable. According to the results and findings obtained from this qualitative research, holding workshops, life skills sessions and pre-marital counseling to increase the awareness and recognition of couples and dealing with each other, especially early in life, in order to deal with and reduce the phenomenon of violence. It is suggested against women.

This study aimed to investigate the role of resilience, emotion regulation and spiritual health in predicting suicidal ideation of female victims of violence during the coronavirus era.

The descriptive research method was of correlation type. The statistical population included female victims of violence who had referred to the psychological clinics of Isfahan city in 2021-2022 and among them 180 people were selected by the available sampling method, and they answered the questionnaires on resilience (Connor and Davidson, 2003), emotion regulation (Garnefski, Kraaij and Spinhoven, 2001), spiritual health (Paloutzian and Ellison, 1982) and suicidal ideation prediction (Aaron Beck, 1961). The research data were analyzed using the method of correlation analysis, multivariate regression analysis and through the SPSS-23 software.

The results indicated that suicidal ideation could be predicted by resilience, spiritual health and emotion regulation (p<0.05). Resilience has the greatest ability to predict the suicidal ideation of female victims of violence and it predicts nearly 32% of the suicidal ideation of female victims of violence, and the variables of resilience and spiritual health are simultaneously 39.5% of the variable of suicidal ideation of female victims of violence.

According to the results obtained, it is important to pay attention to resilience, and spiritual health in educational packages to reduce suicidal ideation in victims of domestic violence.

The phenomenon of informal settlements can bring with it many social harms. The purpose of this research is to investigate the impact of informal settlements on the amount of social harms such as theft, divorce, suicide, and drugs in the city of Kermanshah.

The current research is an applied research in terms of its purpose. In terms of method, it is a descriptive research and it will be done as a survey; Because the required information is obtained from the current state of the statistical sample using a questionnaire. It is a researcher-made questionnaire of informal settlements and a standard questionnaire of social harms, which is set in 66 items. The statistical population of the present study includes 270,979 male and female residents of informal settlements in Kermanshah city in the year 2021. In this research, 384 were selected as sample members by random-cluster method.

The descriptive findings of the current research show that the reason for migration and choosing the neighborhood of most of the 160 respondents (42.7%) was their economic situation. Also, in the studied sample, 169 people (44.5%) agree to leave the place and 211 people (55.5%) oppose leaving the place, 241 people (63.6%) agree and 138 people (36.4%) oppose. To leave the place, they were on the condition of handing over land or housing, which was the reason for not wanting to leave the place of most of the respondents (151 (42.8%) being close to the workplace). Finally, regarding participation in activities to improve the status of their community during the past 5 years, 177 people (46.1%) participated in the activities and 202 people (53.3%) did not participate.

Based on the statistics and findings of the research, it can be concluded that the main problems of informal settlements are the lack of minimum facilities, which indicates poverty, lack of economic security and forced to migrate to this neighborhood. Addiction to cigarettes and drugs, history of theft, crime and prison or violence, suicide and divorce, all of these factors have come together and caused insecurities and caused social damage among the residents of this neighborhood. Considering that most of these people have migrated from the city to these marginal areas, this confirms that they did not have suitable living conditions and were forced to migrate to the outskirts of the cities with limited facilities and many problems.

The aim of this study was to investigate teachers\' experiences in the field of factors affecting violence among elementary school students. The research field and the study population were school teachers in Sanandaj. Whereas the researcher intended to find the lived experience of teachers in the field of factors affecting violence among primary school students; Therefore, the phenomenological strategy was chosen. The sampling method in this study was purposeful and standard. Among the school teachers in Sanandaj, a total of 10 people were invited to participate, 4 of whom were male and 6 female teachers. The principle of theoretical saturation was used to complete the sampling. Participants\' experiences were plotted in two models. 1- Factors and consequences of teachers (inefficiency in teaching and individual behavior, degradation of teacher status in society, violence with colleagues and factors of school staff) 2- Factors and consequences of students (dropout, increase in social problems, psychological damage and Psychological).

The present study is to examine lifestyle changes, mental health, and violence against women during the corona virus outbreak. The method of the present study is fundamental in terms of purpose and mode of data collection, a survey conducted in the form of a regression correlational research project. The population includes all married women living in the cities of Tehran and Shiraz in 2021. Among them, a sample of 193 subjects was selected by purposive sampling. The subjects answered the General Health Questionnaire (GHQ-28), Questionnaire to Measuring Wife Abuse (QMWA), and Lifestyle Changes Questionnaire (LCQ) during the Covid-19 pandemic. Data were analyzed with SPSS 22 software using Pearson correlation coefficient and stepwise regression. The results of the study showed that lifestyle changes had a negative significant relationship with mental health (p<0.01). However, no significant association was found with violence against women (p>0.05). In addition, among the lifestyle changes examined, changes in sleep were significant predictors of mental health (p<0.01). Overall, the results suggest that the side effects of the Corona pandemic are severe and put women at risk for mental health problems. In addition, women may be exposed to abuse due to lifestyle changes caused by the Corona virus epidemic. Therefore, the negative impact of Corona virus on mental health and violence against women can be minimized through interventions, timely follow-up by individuals, and effective measures by society.

The present study aims to explore the effect of stress management training in mothers on risky behaviors among girls.

The research was practical and the method was a quasi-experimental including pre-test, posttest, experimental and control groups. The participants were 380 female students from a high school in Andishe, Shahriar in academic year 1398-1399 and 30 students were selected through average homogenization and split into two experimental and control groups. The students were asked to respond a pre-test which was a scale of risk-taking among Iranian adolescents designed by Mohamadi Ahmad Abadi and Heidari and they were supposed to answer again as the posttest after 10 sessions of stress management training. To analyze data, variance analysis was applied with a frequent measurement.

The findings indicates that the interactive effect of group × time on violence (F= 6/83, P= 0/001, h2= 0/336) is 0/01, for variables of sexual relationship and behavior (F= 3/45, P= 0/046, h2= 0/203) and relationship with opposite sex (F= 3/48, P= 0/045, h2= 0/205) was significantly 0/05.

Therefore, the family-centered stress management can enable us to prevent the risky behaviors in girls and increase the level of awareness in families.

Iran is a country with valuable cultural and artistic works and Ferdowsi Shahnameh is one of them. Unfortunately, despite the existence of such a valuable treasure and the exploits that can be made of it, especially in education, it has been used to a limited extent. Accordingly, this study sought to investigate the effect of holding Shahnameh reading courses on aggression, social skills and national identity of students.

 This study is based on the applied purpose and in terms of the type of research in the field of quasi-experimental studies. The statistical population of this study consists of all fourth-grade students of girls' schools in Khorramabad. Sampling in this study was performed using the available non-probability method. Accordingly, after conducting initial discussions and obtaining permission from the students' parents, finally 30 people from the statistical community were identified as the research sample. The data required in this study were collected using a questionnaire based on a 5-point Likert scale. Aggression was assessed using the AGQ questionnaire with 30 questions, social skills were assessed using the Gersham and Elliott (1990) questionnaire with 29 items, and national identity was assessed based on the Batman questionnaire (2005) with 12 items. The data collected in this study were analyzed due to the non-normality of the obtained data using Wilcoxon test.

  Findings of this study showed that the average aggression of students after holding the Shahnameh reading course decreased significantly (with a significant level of 0.000) to 0.827. Descriptive analysis of the data shows that the average of social skills and national identity increased by 0.648 and 0.758, respectively, at the significant level of 0.002 and 0.001.

  The results of this study show a Z statistic above 1.96 for each of the variables, which shows a significant difference between the means before and after the Shahnameh reading period.

The present study aims to investigate the effectiveness of a stress management training on risky behaviors of female students. In view of the objective and data collection, the present research method is applied in terms of purpose and is a quasi-experimental study with pre-test-post-test and follow-up design in terms of data collection. The statistical population consists of 380 students of secondary school in Shahriar, Andisheh region, in the academic year 2019–2020, out of which 30 were selected and classified into experimental and control groups by homogenizing the academic grade point average. For the pre-test, the students answered the Iranian Adolescent’s Risk-Taking Scale (IARTS) and after 10 sessions of stress management training for the experimental group, they answered the above instruments for the post-test. Data was analyzed using SPSS-24 software, and the repeated measures analysis of variance method was used to analyze the data. The results of the present study showed that the interactive effect of time × group on the components of propensity to smoke and propensity to violence, propensity to sexual relations and behavior and relationship with the opposite sex were significant. Studying the context in which risky behaviors occur seems to help prevent problematic behaviors in students. Based on the results of the present study, it is recommended to raise awareness among families by encouraging parents to attend courses on parental stress management.

This study was to investigate the effectiveness of cognitive-emotional skills on the decrease of high school student' tendency to aggressive behaviors. The design of the study was experimental using a pre-test and post-test method with a control group. The population of the study included male students of Hamedan and Tehran studying in 1391-1392. The sampling in the first step was done through multi-level cluster sampling and in the second step, random substitution was used. Also, to increase the assurance coefficient to control the examinees subsidence, twenty students were considered in each group and were assigned to 4 groups by random substitution sampling. Firstly, the Interpersonal Aggressive Questionnaire was administered to the students. Then, 80 students (40 students in each province) were chosen from among those who were upper than the cut point and were randomly assigned to the control and experimental group. The cognitive-emotional skills program were each performed in 10 sessions (each group session took 90 minutes). The tools used in this research were Interpersonal Aggressive Scales (Straus, 1979), Emotional intelligence questionnaire (Bar-On, 1997), Affective control scale (Williams, Chambless, & Ahrens, 1997), and the second version of Rahim organizational conflict scale (Rahim, 1997). The results of Covariance analysis (ANCOVA) indicated that teaching the cognitive-emotional skills to high school students Makes Increase self-awareness skills, anger management, and problem solving. Also, the results of the study indicated that teaching the cognitive-emotional skills have a positive and significant effect on the decrease of students tendency to aggressive behaviors such as verbal aggressive, practical aggressive of the students. However, the results indicated that teaching the cognitive-emotional skills are effective.

Turnover of the video game industry is three times larger than the cinema. Students are the most consumer of this market. Games in addition to theirs benefits can causes many problems as Increasing violence. The study seeks to investigate the using rate of violent games and its relationship with the amount and type of bullying of elementary school male and female students in Bojnord. Data were collected through two questionnaires: Illinois bullying scale and a researcher-made game questionnaire. Findings showed that the rate of violent games among boys is significantly higher than girls. And the rate of bullying fights and victimization is higher among boys too. Contrary to expectations, the most important finding showed that there is a negative relationship between playing violent games with the dimension of bullying, the dimension of fighting and the dimension of victimization that in first two is meaningful. That is, games not only didn’t have a significant relationship with increasing violence, on the contrary have with reducing it. There are theories that can explain this finding, so that these games calm children by discharging the latent violence and therefore have a positive effect on their behavior; especially if the conditions and lifestyle were how they couldn't experience in real environment. The findings of this study, although challenging the mainstream, do not recommend the use of violent games to reduce school bullying; because moral, psychological and physical harms still remain, moreover there are other ways to prevent and reduce bullying at school.