نشریه تعالی مشاوره و روان درمانی
پیاپی 28 (زمستان 1397)

The purpose of this study was to investigate the relationship between the development of talents and organizational innovation and the role of mediator quality of working life of professional technical instructors in Tehran using a structural equation descriptive-correlation method.  

The target population in this study was the professional technical trainers in Tehran, which according to the latest statistics and available data, their total number is 19080 (13724 males and 5356 females), using the Cochran formula 376 (251 Men and 125 women) were selected by simple random sampling. To collect the data, the Organizational Innovation Questionnaire (2002), Walton Work Quality Questionnaire, Ahmadi Talent Development Questionnaire (2017) were used. Their reliability through the Cronbach's alpha coefficient is 0/88, 0/87 And 0/85 Was obtained.  

Structural equation model was used to analyze the data. The results indicated that the direct effect of the development of talent and organizational innovation was 0/45. The indirect effect of the variable on the development of talents and organizational innovation with the effect of the median variable of quality of working life is 0/16.  

Predictable employees can bring a lot of value to the organization and cause it to grow and flourish; therefore, developing these talents is one of the most important factors in maintaining competitive advantage in organizations.

Student education is an important indicator in the assessment of the education of each country, and all the efforts and stretches of this system are actually important for achieving this goal. The purpose of this study was to compare social anxiety and self-esteem in non-witnesses. This descriptive cross-sectional study was of causal-comparative type. The statistical population of the study consisted of all non-blind and control students in high school. 100 students (50 students and 50 normal students) were selected by available sampling method. The instrument for collecting data was social anxiety and self-esteem. Data were analyzed by descriptive statistics and covariance analysis using SPSS-22 software. The results of this study showed that ordinary school students had a higher self-esteem score than control school students, and in academic and social self-esteem, ordinary school students had lower scores than control school students. Also, the data showed that schoolchildren in social anxiety scores had higher scores than normal school students. The results of this study indicate that planners in schools and education need to pay more attention to social characteristics and anxiety among students.

The purpose of this study was to compare irrational beliefs, communication skills and marital adjustment in three generations of Tehrani women.

The statistical population of the present study consisted of married women aged 21 to 65 in Tehran in three generations of 21-35 years old, 36-50 years old and 51-65 years old and in a sample of 91 people who were selected by available sampling method, Done. Accomplished. For collecting information, three standard questionnaires of Jones's irrational beliefs (1986), communication skills (2004), and spinier marital adjustment (1978) were used with appropriate validity and validity. After collecting the questionnaires, the data were analyzed using SPSS software at the descriptive level of abundance indexes, central tendency indicators, dispersion indices and graphs, and at the inferential level, one-way analysis of variance analysis and Tukey post hoc test and multivariate regression analysis.

The results showed that among the components of irrational beliefs, the component of emotional irresponsibility, the group of women aged 65-51 (third generation) scored a higher score compared to women aged 35-21 (first generation). In the communication skills, the cold management component of the exciting interactions of the 51-55-year-old women group had less scores compared to women aged 35-29. In marital adjustment, the overall consistency scores of the third generation were lower than those of the other two generations and the second-generation grade was also higher than that of the first generation.

With increasing life span, irrational beliefs have increased and communication skills have been reduced and marital adjustment has decreased.

The purpose of this study was to investigate the effectiveness of acceptance and commitment therapy on reducing the academic test anxiety among female high school students.   The statistical population of this study included all second-grade female high school students in District 5 of Tehran, of which 24 were selected by available sampling method based on the Spielberger test (1980). They comprised a statistical sample. The 24 subjects were randomly selected in two groups of 12 experimental and control groups. The experimental group received 8 sessions of acceptance and commitment therapy, and the control group was on the waiting list. Analysis of covariance was also used to analyze the data.   The results of the comparison of the posttest anxiety test in the two groups by controlling the effect of the pre-test indicated that after taking part in admission and commitment treatment sessions, the test anxiety scores of the students who participated in the test group Had a significant decrease compared to the students who were replaced in the control group.   The results of this study showed that acceptance and commitment therapy reduced students' test anxiety. In other words, students will be able to overcome their test anxiety by attending acceptance and commitment therapy sessions.

The present study sought to measure the effectiveness of stress management training on job satisfaction and emotional intelligence of the employees of the stock exchange brokerage firm.

For this purpose, 25 employees of a brokerage firm were selected as the sample of the research and assessed by occupational stress, using Spielberger Job Stress Questionnaire, job satisfaction, using the Minnesota Job Satisfaction Questionnaire, and Emotional Intelligence, using Bar-it questionnaire. After a stress management training period, again, the variables mentioned were measured. Collected data was converted to Excel by Excel software and analyzed by SPSS software.

The results of the normalization of data with Shapiro-Wilk test showed that two variables of occupational stress and job satisfaction have normal distribution function, but the emotional intelligence variable does not have normal distribution. Finally, for testing the statistical assumptions about the first two variables, t test was used for the paired sample and for the third variable, Wilcoxon test was used. The results of the hypothesis test confirmed the effectiveness of stress management training on reducing job stress and increasing job satisfaction, but the effectiveness of this training on the emotional intelligence of the staff was not confirmed. The effect of the age moderator variable was obtained using the hypothesis test in two samples below and above 30 years. The effectiveness of Stress Management Training on job satisfaction and emotional intelligence was confirmed in a sample below 30 years of age and rejected in a sample over 30 years of age. In both samples, the effectiveness of stress management training was confirmed on the reduction of occupational stress level.

Stress management training has been effective on job satisfaction and emotional intelligence of the employees of stock exchange brokerage firm.

The purpose of this study was to evaluate the effectiveness of cognitive-behavioral skills training on increasing the emotional maturity in undergraduate students.
 
The statistical population of this study consisted of all undergraduate students taught in 1969-97 and a sample of 40 people who were selected by cluster sampling method and randomly assigned to two experimental and control groups. Case tool The use of Singh and Spring Gawa Maturity Questionnaire (1974) was used. The methodology was applied to all students before the test and after the students of the experimental group participated in 12 sessions, all post-test students were enrolled and the data were analyzed using multivariate analysis of covariance test. it placed
 
The results showed that experimental intervention (cognitive-behavioral education) had a positive and significant effect on increasing the emotional maturity of undergraduate students in the field of counseling.
 
Using cognitive reconstruction technique, when emotional thoughts and cognitive distortions are identified and rational and appropriate thoughts are replaced, the emotional maturity of individuals increases.