نشریه تعالی مشاوره و روان درمانی
پیاپی 35 (پاییز 1399)

Present study aimed to comparison the behavioral disorders and mother-child relationship in diabetic and normal children of Isfahan city.

This study was cross-sectional from type of causal-comparative. The research population was all diabetic children of Isfahan city in 2018 year and matched normal children with them. The research sample was 100 children (50 diabetic and 50 normal) who were selected by available sampling method. The research instruments were the child behavior checklist (Achenbach, 1992) and mother-child relationship scale (Yousefi, 2014). Data were analyzed by methods of chi-square and multivariate analysis of variance in SPSS software version 21.

The findings showed that diabetic and normal children had significant differences in behavioral disorders and mother-child relationship. In the other words, diabetic children in compared to normal children had more behavioral disorders (and its dimensions including internalizing and externalizing disorders) and weaker mother-child relationship (p < 0/05).

Based on the results, it can be said that diabetes has an effective role in increasing behavioral disorders and decreasing mother-child relationship, so planning for psychological interventions to improve the characteristics of diabetic children is essential.

The purpose of this study was to compare the efficacy of schema therapy and acceptance and commitment therapy on obsessive-compulsive disorder and guilt in patients with obsessive-compulsive disorder.

This is a quasi-experimental study with pre-test, post-test, three groups. The statistical population included all patients with obsessive-compulsive disorder in Dezful in 1397. The study sample included 45 patients with the disorder. It was obsessive-compulsive. The sample was selected by purposeful sampling from the statistical population. They were randomly assigned to one of three groups based on treatment, acceptance and commitment, schema therapy and control (15 individuals in each group). The three groups thus formed were similar and measurements were made for both experimental groups at one time. The research tool is Padua Forced Syndrome Scale (1980) and the Kogler & Jones Guilt Questionnaire (1992). Data were analyzed using repeated measures analysis of variance.

The results of data analysis showed that the effectiveness of acceptance and commitment therapy was more effective in reducing obsessive-compulsive disorder in patients with obsessive-compulsive disorder (P <0.05).

Also, the effectiveness of acceptance and commitment therapy based on guilt was more than schema therapy (p <0.05).

The aim of this research was investigation the causal relationships of marital commitment through relationship investment model and roots development with mediated of emotional processing styles and self-differentiation.

This study was a descriptive from type of correlation. The research population was married male and female students of Islamic Azad University of Qazvin branch in the 2017-18 academic years with number 1416 people. The sample size was estimated based on Cochran's formula 302 people who were selected by cluster randomly sampling method. The research tools were the questionnaires of Adams and Jones marital commitment (1997), Result relationship investment model (1980), Young and Klosko parenting (1993), Baker and et all emotional processing styles (2007) and Drake self-differentiation (2011). Data were analyzed by structural equation modeling method in Amos software.

The findings showed that relationship investment model and roots development on emotional processing styles, self-differentiation and marital commitment had a direct and significant effect and emotional processing styles and self-differentiation on marital commitment had a direct and significant effect (p < 0.01). Also, the relationship investment model with mediated of emotional processing styles and self-differentiation on marital commitment and roots development with mediated of self-differentiation on marital commitment had an indirect and significant effect (p < 0.01), but roots development with mediated of emotional processing styles had not an indirect and significant effect (P>0.05).

Based on the results of present study, to improve the marital commitment of married students can be designed programs to promote their relationship investment model, roots development, emotional processing styles and self-differentiation and implemented through workshops.

The aim of this study was to compare the effectiveness of reality therapy with the analysis of interactional behavior on personality factors of addicts. The statistical population was men with addiction in Qom city, from which 90 people were selected as a sample. Samples were matched based on age, gender, education and marital status. The experimental group received Glasser group reality therapy training and interaction behavior analysis in 10 sessions of 60 minutes. The instrument used in this study was the NEO questionnaire (McCurry and Costa, 1985).

The research method was quasi-experimental pre-test-post-test with a control group and multivariate analysis of covariance was used to analyze the data.

The analyzes showed that interaction behavior analysis training was significantly more effective compared to Glasser reality therapy and improved the personality factors of recovering addicts.

Improved addicts were able to improve their personality factors by accepting the reality and accepting responsibility for wrong behaviors and choosing a healthier lifestyle and learning six models of relationships, psychological games and changing life plans.

Academic procrastination indicates a delay in academic activities that can be intentional, accidental or habitual and is related to several factors. The aim of this study was to predict academic procrastination based on maladaptive schemas and personality traits mediated by emotional regulation and self-determination in students.

The research method was descriptive-correlational. The statistical population of the study consisted of all female high school students in Tehran in 2009-2010. 350 students were selected by purposive sampling method and Solomon and Rothblom 1984 academic procrastination questionnaire, maladaptive schemas (Young, 1998), personality traits (McCurry and Costa, 1985), emotional regulation (Gross and John, 2003) and self-determination (Guardia, Desi and Ryan, 2000). Data were analyzed using structural equation modeling.

Based on the results of this study, the proposed model of causal relationships between the mentioned variables had an acceptable fit. In general, in the proposed research model, the results showed that maladaptive schemas and personality traits both directly and indirectly through emotional regulation and self-determination in female students with procrastination. They have an educational relationship. Also, the results showed that the relationship between emotional regulation and self-determination with academic procrastination in female students is negative and significant.

It is recommended that educational psychologists and academic counselors develop a suitable educational program to reduce academic procrastination in students and teach them strategies to improve maladaptive schemas, personality traits, emotion regulation and self-determination.

Test anxiety is one of the most common problems among students that causes behavioral problems in addition to academic problems. Exam anxiety is associated with a variety of factors, and there are various ways to do it. One of the factors associated with exam anxiety is students' academic apprehension. The purpose of the present study was to compare the effectiveness of different educational programs (optimism, emotion regulation and mindfulness) in reducing academic anxiety in students with test anxiety. In this regard, four groups of students with test anxiety were randomly selected and three groups were trained as program (optimism, emotion regulation and mindfulness) for eight sessions and one group as control group. The results of pre-test and post-test of groups on students' academic achievement were compared and analyzed using multivariate analysis of covariance (ssps). In the present study, the results showed the effectiveness of all three methods of training in reducing academic burnout, but mindfulness training was the most effective method with the highest difference, followed by optimism and emotion regulation.

The aim of this study was to compare the effectiveness of group training based on Guttman cognitive-systemic couple therapy and McMaster model training on communication patterns. The research design was experimental with control group and random assignment.

Methodologhy:

 Statistical sample was selected by available sampling method from conflicting couples referring to private counseling and psychology centers in Tehran, Region 2 and 3. Couples were randomly assigned to three groups of couples therapy experiments with Guttman approach, experimental couples therapy group based on McMaster approach and control group. First, a pre-test was performed on all three groups with communication model questionnaires. Then, each of the experimental groups underwent ten sessions of couples therapy training based on Guttman theory, couple therapy therapy based on McMaster theory. At the end of the training sessions, post-test was taken from all three groups. In order to evaluate the duration of the training, one month after the training, both experimental groups were retested.

The results showed that Guttman systemic-cognitive couple therapy training and McMaster model training improved communication patterns in conflicting couples.

In general, there was no difference between the effectiveness of Guttmann's systemic-cognitive couple therapy training and Maxmaster model couple therapy training on communication patterns of conflicting couples.