نشریه خانواده درمانی کاربردی
پیاپی 2 (تابستان 1399)

The present study aimed to determine the effect of compassion-focused therapy on self-esteem and functional flexibility of children of divorce.

This quasi-experimental study was conducted with a pretest-posttest design with a two-month follow-up. This study's statistical population was 87 adolescent children of divorce from Shariyar Province who were referred to the educational counseling center of Karaj due to behavioral, emotional, and educational problems. Thirty students were selected based on their low scores in Cooper Smith's self-esteem (1967), the functional flexibility of Connor and Davidson (2003), Walker, and Thompson's intimacy scale (1983). Then, 20 people were randomly assigned to experimental and control groups. The experimental group received weekly treatment of Gilbert's compassion-focused group therapy (2009) in eight 90 minutes’ sessions. Data were analyzed using variance repeated measures.

Findings indicated a significant difference between the two groups' performance in self-esteem (F=5.82, P=.03) and functional flexibility (F=11.40, P=.002) in the post-test and one month follow up.

Since self-esteem and functional flexibility level has a high effect on interpersonal relationships, education, and adjustment of children of divorce, compassion-focused therapy, which can improve and increase interactions interpersonal, can increase self-esteem and functional flexibility of adolescents. Therefore, we suggest therapists use this approach to improve adjustment, interpersonal relationships, and adolescent educational quality.

This study aimed to predict mental health based on identity styles, parent-child relationships, and adolescents' religious attitudes.

This study's statistical population was 5800 adolescent girls aged 15 to 18 years who were studying in the second year of high school in the academic year of 2019 in Najafabad. Among these individuals, a sample of 361 students was selected by multi-stage random cluster sampling, according to the Morgan table. In this study, General Health Questionnaire (Goldberg and Hillier, 1972), Identity Style Inventory (Berzonsky, 1992), Child-Parent Relationship Scale (Pianta, 1994), and Religious Orientation Scale (Golriz and Baraheni, 1974) were used to collect data.

The results showed that the information identity style was negatively correlated with mental health, and normative and diffuse-avoidant identity styles were positively correlated with mental health. There is also a significant positive correlation between child-parent relationships and mental health. Also, there is a significant positive correlation between religious attitude and mental health. Information identity style with beta coefficient (β =.18), normative identity style with beta coefficient (β = .28), diffuse-avoidant identity style with beta coefficient (β = .25), child-parent relationships with coefficient Beta (β = .23) and religious attitude with beta coefficient (β = .18) were able to predict mental health.

Identity styles, child-parent relationships, and religious attitudes affect the mental health of female students. Therefore, it is recommended to improve the quality of identity styles and religious attitudes by giving parents the necessary training.

 This study aimed to determine the relationship between self-differentiation and anxiety of COVID-19 diseasein adolescents mediated by parent-child conflict. 

 The research method was descriptive-correlational and the statistical population of the study included all high school students in the spring of 2020 in Tehran. Through convenient sampling, 240 people were selected online through WhatsApp, Telegram, and Instagram. Research instruments included the Conflict Tactics Scale (‎Straus, 1974), Self-differentiation questionnaire (Scorn & Smith, 2003), and the Corona Disease Anxiety Scale (Alipour, Ghadami, Alipour & Abdollahzadeh, 2019). The data of the present study were analyzed using structural equation modeling.

In the present study, the direct path coefficient between self-differentiation and anxiety of COVID-19 disease was positive (β = 0.620, P = 0.001). The indirect pathway coefficient between self-differentiation and anxiety of COVID-19 disease mediated by mother-child conflict resolution styles was positive (β = 0.073, P = 0.001). The indirect pathway coefficient between self-differentiation and anxiety of COVID-19 disease mediated by father-child conflict resolution styles was positive (β=0.095, P= 0.001). 

 Given that communication with parents during adolescence is still highly effective, paying attention to more consistent interactions can reduce adolescent anxiety, especially in the context of this disease.

This study aimed to determine the effectiveness of painting therapy on anxiety in children with attention-deficit/hyperactivity disorder aged 7 to 10 years.

The research was quasi-experimental with a control group and pre-test, post-test, and one-month follow-up design. The statistical population included 60 students with attention-deficit/hyperactivity disorder identified in Islamshahr education. Using purposive sampling, 30 students were selected and randomly assigned to experimental and control groups. The experimental group received painting therapy intervention (Zadeh Mohammadi, 2010) weekly as a group in 10 sessions of 60 minutes. Both groups responded to the Children's Manifest Anxiety Scale (Reynolds and Richmond, 1978) before and after the intervention, and were re-evaluated one month later. Data were analyzed using repeated measures analysis of variance (ANOVA).

The results showed that painting therapy significantly reduced the level of total anxiety (F = 38.91, P = 0.001). Also painting therapy significantly reduced physical symptoms (F = 5.35, P = 0.021), anxiety (F = 10.46, P = 0.003), and extreme sensitivity/concentration (F = 12.44, P = 0.001) and these results were stable at the follow-up stage (p <0.05).

The results of the study suggest evidence that educational intervention and the use of painting to reduce anxiety in children with attention-deficit/hyperactivity disorder are appropriate.

This study aimed to investigate the mediating role of parent-child conflict in the relationship between self-differentiation and social anxiety. This is a descriptive correlational study. This study's statistical population was female high school students who study in the 2nd district of Tehran in the academic year of 2018-19. Sampling was performed by random multi-stage clustering. First, three high schools were selected from the girls' high schools in District 2 of Tehran. Then, two classes were selected from each high school according to their educational levels. A sample of 287 students was selected by random cluster sampling, and they answered the Differentiation Questionnaire (Scorn, 1998), Parent-Child Conflict Tactics (‎Straus, 1990), and Social Anxiety Questionnaire (Liebowitz, 1999). The results of the correlation coefficient showed that there was a significant correlation between the total score of differentiation (r = -0.201) as well as subscales of my position (r = -0.256), emotional escape (r = -0.203), and fusion with others (r = -0.180) with social anxiety at the level of 0.01. Also, there was a significant correlation between the subscale of emotional responsiveness (r =-0.156) and social anxiety at the level of 0.05. There was also a correlation between parent-child conflict and social anxiety (r = 0.188) and between verbal aggression subscale (r = 0.186) and physical aggression subscale (r = 0.179) with social anxiety. Besides, the path coefficient model results showed a significant direct relationship between differentiation and social anxiety and between parent-child conflict and social anxiety (p = 0.01). Still, there was no significant direct effect between differentiation and parent-child conflict (p < 0.05). The results showed that the consequence of mothers' differentiation is to reduce the conflict between parents and children and reduce anxiety in children and adolescents because differentiated individuals differentiate between emotional and intellectual processes and are not influenced by others' thoughts and behavior.

This study aimed to determine the effectiveness of life skills training on adolescents' anger management and resilience.

This quasi-experimental study was performed with experimental and control groups and pre-test, post-test design with a one-month follow-up. The statistical population was female students referred to the West Tehran Education Counseling Center in the academic year of 2017-18. After screening, a sample of 30 people was randomly selected and replaced in experimental and control groups. The Life Skills Training Program provided by WHO (1998) was conducted in 10 90-minute sessions as a group for the experimental group, and the control group was placed on a waiting list. Both groups responded to the State-Trait Anger Expression Inventory (Spielberger, 1999) and the Connor-Davidson Resilience Scale (CD-RISC) (2001) before and after the experiment and were reassessed after one month. The repeated-measures ANOVA was used to analyze the obtained data.

The results showed that life skills training significantly reduced anger (F = 6.04, p = 0.02). This training significantly increased the resilience rate (F = 13.95, p = 0.001) in students, and these results were stable in the follow-up phase.

Life skills training can be considered an effective way to strengthen and increase students' anger management and resilience.

The current study aimed to investigate the effectiveness of group play therapy to improve social acceptance and hope for children with cancer.

This study was experimental and population was 10-8-years-old children with cancer in the Sydalshohada hospital of Isfahan. 30 patients were selected for sampling and randomly divided into two groups, test group (n = 15) and control group (n = 15). Subjects Participated in 10 sessions of play therapy and 1-month follow-up after completing the research tools, social acceptance of children scale (Ford and Rubin, 1970) and Snyder hope of children scale (Snyder et al., 1997).

The results showed that play therapy training significantly increased the rate of social acceptance (P=0.009, F=7.71) and hope (P=0.005, F=9.53) and these results were stable in the follow-up phase.

the results proved that we can use play therapy in improving social acceptance and hope for children with cancer.