فصلنامه خانواده و پژوهش
سال هجدهم شماره 2 (تابستان 1400)

This research set out to examine the effectiveness of purposeful-based Multiple Family Group Therapy in development of purposeful thinking among adolescents. The statistical population of the study was comprised of all female 12th graders studying in public high schools in Bojnord. The research sample consisted of 34 volunteers who were randomly assigned to three groups of experimental, sham-control and control groups and were administered the Youth Purpose Survey in three the stages of the research, i.e., pretest, posttest, and follow-up. Subjects in the experimental group were given the 10-session purposeful-based MFGT intervention and the subjects in the sham-control group participated in 10 group sessions without any intervention protocol. The data were analyzed via descriptive methods and chi-square in three stages of assessment. Results indicated that purposeful-based MFGT can effectively develop purposeful thinking among adolescents through taking advantage of the inner strength of families and directing the communication style of the adolescent-parent. Subjects in the sham-control group had experienced a slight reduction in their intra-family conflicts due to attending group sessions; however, this change was not significant enough in such a way that it could influence their thinking style. And finally, subjects in the control group did not experience any change in their family relationships and thinking styles.

This study was undertaken to investigate the relationship between critical thinking tendency, academic optimism, and teaching philosophy among senior secondary school teachers. The research design was descriptive-correlational and random stratified sampling method was utilized to draw the sample (114 subjects). The research instruments consisted of Critical Thinking Disposition Questionnaire (Ricketts, 2003), Academic Optimism Scale (Beard et al., 2010), and Educational Philosophy Survey (Sadker & Sadker, 1997) whose validity and reliability were confirmed. The collected data were analyzed using Pearson correlation coefficient and multivariate regression. Results demonstrated that there was a positive, significant relationship between the efficiency dimension of the component of academic optimism and educational philosophies of Perennialism, Progressivism, and Reconstructionism, and between the dimension of trust in parents and students and educational philosophies of Essentialism, Perennialism, Progressivism, and Existentialism, as well as between the dimension of academic emphasis and educational philosophies of Progressivism and Reconstructionism. Furthermore, it was found that there was a positive, significant relationship between innovativeness component of critical thinking tendency and educational philosophies of Perennialism,  Progressivism, and Reconstructionism, and between the dimension of cognitive maturity and educational philosophies of Essentialism, Perennialism, and Existentialism, as well as between the engagement dimension of commitment from the component of critical thinking tendency and educational philosophies of Essentialism, Perennialism, Progressivism, Reconstructionism, and Existentialism. Based on the findings, the share of the components of commitment (0.40) and trust in parents and students (0.260) was more than other components of critical thinking tendency and academic optimism in the explanation of the philosophies of education.

This research was carried out to examine the impact of training in Strengthening Families Program on mental health and quality of school life of teenagers aged 10-14. This experimental study had a pretest-posttest control group design. The statistical population of the study comprised all Iranian 4th, 5th, and 6th graders enrolled in school year 2018-19. The research sample which was drawn by simple random and multi-stage cluster sampling methods, consisted of 691 students (331 boys, 360 girls) and 691 parents (334 fathers, 357 mothers). The experimental groups were comprised of 387 students and 774 parents and the control groups included 304 students and 608 parents. The subjects were selected from seven provinces of Isfahan, Fars, Razavi Khorasan, Lorestan, Tehran, Tehran Counties, and Sistan and Baluchestan. Parents and adolescents received 11 training sessions (seven main sessions and four remedial sessions) in Strengthening Families Program. The research instruments included Strengthening Families Program Survey (Molgaard & Spoth, 2001), Strengths and Difficulties Questionnaire (Goodman, Meltzer, & Bailey, 2003), and Quality of School Life Questionnaire (Anderson & Bourke, 2000). Results of multivariate analysis of covariance (MANCOVA) showed that group training in SFP was effective in improving teenagers’ abilities, quality of school life, and the optimal family functions. Moreover, it reduced teenagers’ externalizing and internalizing problems. Hence, Strengthening Families Program (SFP) can be utilized to improve the psychological, social, and family health status of adolescents.

The purpose of this study was to determine the effectiveness of family-based cognitive-behavioral therapy in improving the relationships between adolescents with obsessive-compulsive disorder and their parents. The research method was semi-experimental with pretest-posttest control group design. The statistical population of the study comprised all adolescents with obsessive-compulsive disorder in Tehran’s Imam Hossein Hospital and their parents from among whom 30 subjects were selected through convenience sampling method and then were randomly assigned to two groups of 15 (control and experimental). The experimental group received Cognitive-Behavioral Family Treatment based on Freeman and Garcia Intervention Model in eight sessions and the control group did not receive any intervention. The research instrument included Parent-Child Relationship Survey (Fine et al., 1983). The 6-month follow-up was based on family therapist reports and independent evaluations. The data were analyzed via ANCOVA and MANCOVA. Results showed that family-based cognitive-behavioral therapy was effective in improving the relationships between adolescents with obsessive-compulsive disorder and their parents (p<0.05). In addition, the results of multivariate covariance analysis demonstrated that in dimensions of positive affect, distress/role confusion, replication, and communication or dialogue family-based cognitive-behavioral therapy was effective in improving the relationships between parents and adolescents with obsessive-compulsive disorder (p<0.05). The 6-month follow-up results revealed drastic improvement in parents-adolescent relationships (66.7%).

This study sought to compare the effectiveness of emotionally focused and schema therapies in reducing externalizing problems of children (students) in female-headed households. This quasi-experimental research had a pretest-posttest control group design. The statistical population of the study consisted of single mothers who predominantly head one-parent families and have at least one schoolchild. After screening, 45 women were selected by convenience sampling method and were randomly assigned to three groups: 15 subjects in experimental group 1, 15 subjects in experimental group 2, and 15 subjects in control group. The data were collected by using Achenbach Child behavior checklist in three stages of pre-test, posttest and follow-up and were analyzed via SPSS software and repeated measures tests. The results revealed that the mean score of the emotionally focused therapy group decreased from 46.13 to 35.15 and the mean score of schema therapy group reduced from 46.00 to 35.26. Moreover, the results of repeated measurements showed that both emotionally focused and schema therapies were effective in reducing externalizing problems of adolescents (p<0.001). And finally the results of a pairwise comparison demonstrated that there was no significant difference between the two therapies as to their effectiveness.

Today, all families look for good schools to enroll their children in. A desirable school is the one whose dimensions and components, including human resources, space, equipment, technology and educational programs, have the desired characteristics of the beneficiaries. The aim of this study was to identify the dimensions, components and characteristics of the desirable school from the point of view of beneficiaries (sixth grade students and their parents) in Ardabil primary schools. The study was undertaken using qualitative research method via focus groups and semi-structured interviews. The statistical population of the study comprised 6th grade elementary school students in Ardabil and their parents in school year 2018-19. A sample of 64 individuals was drawn via purposive sampling method in the form of 8 groups including 6th graders (16 boys and 16 girls) and their parents (16 mothers and 16 fathers). The sample adequacy threshold was theoretical and informational saturation. The research instrument was in-depth interview technique in which the focus groups were interviewed in groups of 8 and answered questions about the characteristics of desirable schools (characteristics and competencies of the principal, teachers, staff, students, parents, space, educational tools, and educational programs). The validity and reliability of the results were confirmed by experts. The data were analyzed based on open, axial, and selective coding. The results revealed that the desirable school has 6 dimensions, 16 components, and 169 characteristics. Based on the findings, the conceptual model of the desirable school was obtained.

Divorce causes disintegration of family as the most fundamental part of a society. Divorce is a sad event with numerous psychological and social impacts and it leads to social rejection and feeling of loneliness in women. The aim of this study was to examine the impact of acceptance and commitment therapy (ACT) on social acceptance and loneliness of women. This quasi-experimental research had a pre-test posttest control group design. The statistical population of the study was comprised of women who had been referred to Counseling Centers of University of Applied Science and Technology in west of Tehran from among whom 30 individuals were selected via purposive sampling method and were assigned to experimental (N=15) and control groups (N=15). The research instruments included Marlowe-Crowne Social Desirability Scale (1960) and UCLA Loneliness Scale (Russell, Peplau & & Ferguson, 1978). Data were analyzed by covariance analysis and SPSS software version 21. The results revealed that acceptance and commitment therapy was effective in social acceptance and loneliness of women and this impact was more tangible for social acceptance. In fact, this effect is well-demonstrated in social acceptance. Thus, acceptance and commitment therapy can be utilized as an effective non-pharmaceutical method for improving psychological and social status of vulnerable women.

The purpose of this research was to predict love stories and love styles based on early maladaptive schemas. The research method was descriptive and correlational. The statistical population comprised all married teachers in Tehran (Districts 2 and 5) in school year 2018-19. Random multi-stage cluster sampling method was utilized and 300 teachers were selected. The instruments consisted of Young Schema Questionnaire-Short Form (2005), Sternberg Love Story Scale (2001), and Lee Love Attitude Scale (1986). Pearson correlation coefficient and multivariate regression were utilized to analyze the data. Results showed that there was a significant relationship between early maladaptive schemas, love stories, and love styles. Moreover, early maladaptive schemas can predict love stories and love styles. Accordingly, it can be stated that types of schema have an impact on the formation of love stories and love styles based on which individuals choose their partners.