فصلنامه علوم روانشناختی
پیاپی 106 (دی 1400)

Methods of achieving mindfulness have been implemented by slowing down movement, creating stillness, and following the traditional teachings of Buddhism. The long-term effectiveness of traditional mindfulness methods on anxiety and depression has been associated with conflicting results. Recently, bodily, dynamic, and objective interventions while moving and playing on the unconscious and strengthening consciousness for the integration of mind and body have been suggested. Can these therapeutic exercises change the abnormal patterns of an anxious and depressed personality?

This study aimed to study the effectiveness of mindful sensorimotor interventions in treating abnormal personality patterns leading to anxiety and depression in clients seeking psychotherapy.

This research is an explanatory mixed-method study. The first study was a quasi-experimental study with pre-test and post-test. The statistical population of the study was the clients of psychology clinics in Tehran. a sample of 20 (7 women and 13 men) of the clients of a psychology clinic in Tehran responded to Castello-Comrey (1967) anxiety and depression questionnaires before and after eight weeks of mindful sensorimotor interventions (Kashanaki et al., 2021). In the second study, during and after mindful sensorimotor interventions, personality disorders, mental health, and personality traits predicting anxiety and depression in one client were assessed by the SWAP personality test (Shedler and Westen, 2007).

The results of a correlated t-test showed that mindful sensorimotor interventions are effective in reducing anxiety (p < 0.00001) and depression (p < 0.05). The second study showed that the patient changes his pathological personality patterns and personality disorder by interventions; this intervention transformed immature defenses into more mature defenses and increased mental health factors in him, which led to a decrease in anxiety and depression.

The results of this study showed the effectiveness of mindful sensorimotor interventions in reducing anxiety and depression. These challenging interventions and a variety of games are likely to empower and increase the capacity of the mind and body and motivate them to endure anxiety and cope with depression.

Responsibility and observance of civic- educational behavior play a decisive role in promoting the organizational status of educational systems. Despite the importance of this issue, there are several weaknesses can be observed in this area. Therefore, it is necessary to train a committed, moral and self-sacrificing students.

The aim of this study was to investigate the effectiveness of moral action training based on the Blasi’s theory on responsibility and civic- educational behavior in students.

The research design was quasi-experimental pretest-posttest with control group and with 1 month follow-up. The statistical population of the study included all students of Al-Mustafa University in Qom in the academic year 2019-2020 in the number of 12008 people from among whom 30 students were selected using convenient sampling method and then randomly were assigned to experiment (15 individuals) and control (15 individuals) groups. The moral action educational package based on the Blasi’s theory (1993) was implemented for the experiment group. The duration of this training program was 13 sessions of 90 minutes and the training time was 5 weeks as a group. The California Goff, McGuskey & Mahl (1952) responsibility questionnaire and the Golparvar’s civic- educational behavior questionnaire (2010) were used to collect data. Data were analyzed by descriptive statistics and analysis of variance with repeated measures and Bonferroni post hoc test using spss24 software.

Findings showed that for both variables of responsibility and civic- eucational behavior, group effect, time effect and time×group interaction were significant. On the other hand, the results of Bonferroni post hoc test showed the persistence of the effect of educational intervention in the follow-up stage.

According to the research findings, it can be concluded that if students are exposed to teaching moral action based on the Blasi’s theory, their level of responsibility and education- citizenship behaviors will increase.

Women, after divorce, do not have enough self-efficacy to cope with life's problems and stresses, and literatures show the increase of self-efficacy by acceptance and commitment and dialectical behavior therapy, two important treatments in the third wave, but it is not clear which one is more effective.

The purpose of this study was to determine comparison of the group therapy based on acceptance and commitment and dialectical behavior therapy on self-efficacy in divorced women.

The research method was quasi-experimental. The statistical population included all divorced women in Eghlid in 2019, 24 of whom selected with available sampling and randomly divided into acceptance and commitment therapy group, dialectical behavior therapy group, and the control group. One experimental group received acceptance and commitment therapy intervention (n = 8) and the other group received dialectical behavior therapy intervention (n = 8) in 12 sessions of 90 minutes. Individuals completed the self-efficacy Questionnaire of Sherer, & Adams, (1982) before, after and 2 months after the treatments. Research data were analyzed using repeated measures analysis of variance and simple effects of the group by spss-22 software.

The results showed that group therapy based on acceptance and commitment and dialectical behavior therapy increase the self-efficacy of divorced women (P<0.05) but there is no significant difference between the two therapies (P>0.05).

Therefore, it can be concluded that to increase self-efficacy of divorced women both group therapy based on acceptance and commitment and dialectical behavior therapy can be used in psychotherapy sessions.

Transdiagnostic therapy a structured and short-term approach that is designed to improve emotional, cognitive and behavioral problems by targeting the common causes of emotional and mood disorders. This protocol emphasizes how to experience and respond to excitements and seeks to improve the non-matching responses of excitement, cognition and behavior. However, there is a research gap on the efficacy of transdiagnostic therapy on romantic breakup.

The aim of this study was to evaluate of the efficacy of transdiagnostic internet-based group therapy on distress tolerance and cognitive emotion regulation strategies on university Students with adjustment disorder due to romantic breakup.

The present study was a quasi-experimental study with a pretest-posttest-follow-up design with a control group. Due to Epidemic corona disease, the statistical population included all students with romantic breakup across the country in 2020 in the age group of 18 to 38 years who were selected online after filling in the initial self-made form by the researcher and the diagnostic interview by purposeful sampling method entered the research.After completing the questionnaires, a group were selected and were randomly assigned to two groups: 15 people in the experimental group (transdiagnostic group therapy), and 15 people in the control group. 90 min sessions was performed for the experimental group. Subjects completed the distress tolerance (Simons & Gaher, 2005) and cognitive emotion regulation (Garnefski, Kraaij, & Spinhoven, 2002) in three stages: pretest, post-test and 1-month follow-up.

Results of mixed analysis of variance showed a significant difference (P<0/05) between the post test scores of the experimental and control groups in the distress tolerance and cognitive emotion regulation strategies variables.

The results of this study indicated internet-based transdiagnostic group therapy can reduce the symptoms of romantic breakup

Due to the increasing focus of new therapies on immediate and short-term interventions, brief cognitive-behavioral therapy has been designed with the goal of disabling suicidal mode and stabilizing symptoms by creating self-efficacy in emotion regulation skills and cognitive flexibility. But there is a research gap regarding the possibility of the effectiveness of this treatment in Iranian society.

This study aimed to determine the efficacy of brief cognitive-behavioral therapy on depression, suicidal thoughts and cognitive emotion regulation in women attempting suicide.

The present study was a semi-experimental research with a pretest-posttest-follow-up control group design. The statistical population comprised women who attempted suicide in Isfahan in 2020. Thirty patients were selected by purposive sampling method and were randomly assigned to experimental and control groups (15 patients in each group). The research tools include, Beck Depression Inventory-II (1996), Beck Scale for Suicidal Ideation (1979) and Garnefski Cognitive Emotion ‎Regulation Questionnaire‎ (2001), and 12 90-minute sessions brief cognitive-behavioral therapy (Brian & Rood, 2018). Data analysis was performed by repeated measures analysis of variance.

The findings demonstrate that brief cognitive-behavioral therapy increases adapted emotion regulation strategies and reduces non-adapted strategies, suicidal thoughts and depression at the end of the intervention and follow-up period (P<0.01).

Brief cognitive-behavioral therapy can reduce depression, suicidal ideation, and non-adapted cognitive emotion regulation strategies in people who attempt suicide.

Substance abuse represents one of the major concerns in developing countries such as Iran. On the other hand, most previous research has been on the motivations for substance abuse in local samples and younger age groups (eg adolescents), and as a result our knowledge of the motivations for substance abuse in adults is limited.

The purpose of this study was to identify the motives behind substance abuse from the perspectives of abusers, their families, and experienced mental health specialists in Shiraz city, Iran.

Phenomenological qualitative method was used to conduct the research. The data were collected through semi-structured interviews based on the theoretical sampling method. The participants were 26 individuals including five addiction specialists/therapists, one family members of abusers, and 19 substance abusers. The interviews were recorded and then transcribed. The interviews were then constantly compared based on qualitative content analysis.

Out of 943 initial codes, 10 main categories and 24 sub-categories were extracted that described the “motives for substance abuse.” The main categories were “communication problems”, “physical problems”, “attitude toward addiction”, “experiential avoidance”, “two-wolves” (excessive pleasure-seeking by taking both alcohol and narcotics), “addictive behaviors”, “social determinants”, “psychiatric disorders”, “cultural issues”, and “genetic issues”.

The motives for substance abuse involved a wide range of biological, psychological, and social determinants, which must be addressed in addiction prevention programmes. Further research must probe into the effective processes of such factors.

Many students enter different educational levels each year with enthusiasm, passion and hope for future. Although it is expeted that the enthusiasm and passion would last to amount to personal and social progress in the best possible way, some students get academic burnout, Therefore, the main issue of the study is to investigate the structural relationship between responsibility and academic burnout with the mediation of decision-making styles of high school students.

The present research aimed to study the structural relationship between responsibility and academic burnout with mediating role of decision-making styles in the secondary high school students.

This was a descriptive reseach with correlation methods and structural equation modeling. The statistical population of the research included all the male students (2031 members, that among them, 323 have been chosen by Cluster Random Sampling method) studying in grades 10 and 11 in secondary public high schools of Yazd, in the educational year 2019-20. Gathering data is made possible by questionnaire of evaluating the level of students' responsibility (Monireh Kordloo, 2010), GDMS general decision making questionnaire (Scott & Bruce, 1995) and MBI-SS educational burn-out questionnaire (Breso and colleauges, 2007). Afterwards, The data has been scrutinized through Analysis of Covariance (ANCOVA) and Regression analysis. Version 24 of AMOS software is used for analyzing data in this research.

The results revealed that responsibility has negative and statistical significance on the secondary high school students' academic burnout (P<0/001). Furthermore, the results revealed that the decision-making styles affect the secondary high school students' academic burnout, in such a way that avoidant, dependent and spontaneous decision-making styles have positive and statistical significance (P<0/001) while the rational and intuitive decision-making styles have negative and statistical significance (P>0/01).

Regarding the importance of responsibility and students' decision-making styles variables that are in correlation with burnout variable and the necessity of improving them to enhance the academic and educational quality, it is vital to evaluate and indicate the relationship between these variables.

Due to the growing trend of social networks and the expansion of their impact, studies have been conducted on the impact of these networks on attitudes, behaviors and lifestyles, etc. However, no study has been done on the effect of cognitive indicators on attitude change in social networks.

The purpose of this study is to present a conceptual model to examine the effect of three factors: (1) cognitive flexibility, (2) emotional self-regulation, and (3) actively open-minded thinking on changing people's attitudes in social networks.

The method of the present study is descriptive.Data collection was done via survey method. The statistical population includes all users of social networks. The statistical sample included 384 men and women who were selected by convenience sampling. To examine the effect of cognitive flexibility, emotional self-regulation, and actively open minded thinking on attitude change, following three scales were used respectively, Martin and Rubin Cognitive Flexibility Scale (Martin and Rubin, 1995), Emotional Self-Regulation Questionnaire (Hoffman, & Kashdan, 2010), Actively Open-Minded Thinking Questionnaire (Stanovich &West 2007). The attitudes of individuals was examined by researcher-made questionnaires whose content validity was confirmed by experts and their reliability was confirmed by statistical methods. After confirming the normality of the data, structural equation modeling with lisrel software was used.

Testing the hypotheses performed by structural equations showed that mentioned indicators have an acceptable t value at a significant level (p <0.05). Therefore, they are effective in changing people's attitudes. Emotional self-regulation was also shown to have the greatest effect (0.9) on changing attitudes toward domestic violence.

This means that the cognitive abilities of social network users have a direct impact on changing their attitudes.

Studies have shown that low self-efficacy and poor beliefs in abilities in stressful situations are two causes of substance abuse and relapse of addictive behaviors.

This study aims to compare the effectiveness of acceptance and commitment therapy and schema therapy on self-efficacy and Craving for Change in Addicts.

The present study was a quasi-experimental study with a pretest-posttest design with a control group and a 2-month follow-up period. The target group of this study includs all male addicts who are involved in the material 16 of Gilan province, 45 people It was estimated and selected by convenience sampling method and randomly assigned to experimental and control groups. Group intervention based on acceptance and commitment therapy (Peterson, Eifert, Feingold & Davidson, 2012) and schema therapy (Young, Klosko & Weishaar, 2003) were performed in 8 1-hour sessions in the experimental group. The research instruments included Scherer and Maddox (1982) self-efficacy questionnaires and Miller and Tunigan (1996) Readiness for Change and Enthusiasm Questionnaire. Data analysis was performed using mixed analysis of variance.

The results showed that acceptance and commitment therapy and schema therapy had a highly significant effect on increasing self-efficacy with two-month follow-up (P <0.001). Also, acceptance and commitment therapy and schema therapy on the Craving to change with Two-month follow-up (P <0.001) had a highly significant effect, but there was no significant difference between the effectiveness of acceptance and commitment-based therapy and schema therapy on self-efficacy and craving for change in patients undergoing treatment.

Acceptance and commitment therapy, and schema therapy increased self-efficacy and the craving for change in addicts, and were able to move forward the addicted individuals from the stage of determination and readiness to the stage of action and retention.

Various studies have shown the effectiveness of mindfulness in sex therapy on sexual disorders (especially in women), but the question is whether “this intervention is also effective on marital problems (sexual and relationship)”.

The present research was conducted with the aim of examining the effectiveness of mindfulness in sex therapy on sexual sensation seeking, extramarital relationships, and marital disillusionment of couples.

The research method was quasi-experimental and was a pre-test, post-test, and follow-up design with a control group. The statistical population of this study included all couples with extramarital relationships in Tabriz city who referred to counseling and psychological services in 2020. The research sample consisted of 20 couples recruited using inclusion and exclusion criteria and randomly assigned to either the experimental group or the control group equally (10 couples each). Participants completed the Sexual Sensation Seeking Scale (Kalichman, & Rompa, 1995), the Attitudes toward Infidelity Scale (Whatley, 2012), and the Marital Disaffection Questionnaire (Kayser, 1993) before and after the treatment intervention. The mindfulness in sex therapy and intimate relationships clinical protocol (Kocsis, & Newbury-Helps, 2016) was performed online in 8 sessions (120-min) over 2 months for the experimental group. Data were analyzed by mixed ANOVA using SPSS-25 software.

The results showed that mindfulness in sex therapy can significantly reduce sexual sensation seeking, extramarital relationships, and marital disillusionment in couples and this result was stable in the follow-up phase (p <0.01).

According to the results, the use of mindfulness in sex therapy is recommended to reduce sexual sensation seeking, extramarital relationships, and marital disillusionment in couples with extramarital relationships.

Research has shown that positivist psychotherapy leads to marital adjustment and a reduction in the desire for divorce in couples. On the other hand, acceptance and commitment therapy has been effective in reducing issues such as conflict and conflict, adaptation and commitment means having a rich and meaningful life, but there is a research gap in comparing the two approaches.

The aim of this study was to evaluate the effectiveness of positive couple therapy and treatment based on acceptance and commitment on reducing the desire for divorce in couples.

The method of the present study was quasi-experimental with a pretest-posttest design with a control group in. The statistical population included all couples seeking divorce who had referred to Iranshahr family counseling centers in 2020 for couple therapy. 45 couples were selected by convenience sampling method and then randomly divided into two groups of 30 experimental and one group of 30 controls. Participants responded to the Roosevelt, Johnson & Moro (1986) Divorce Desire Questionnaire. Couples therapy training - Positive Seligman and Csikszentmihalyi (2000) and therapy based on acceptance and commitment Hayes, Strosahl and Wilson (2012) in 8 sessions of 90 minutes on the experimental groups and after the post-test sessions Done. Finally, after the post-test, the results were analyzed by analysis of covariance.

The results showed that couples therapy, positive therapy and treatment based on acceptance and commitment were effective in reducing the desire for divorce in couples (P <0.01). Also, positive couple therapy training had a more significant effect than acceptance and commitment therapy (P <0.01).

Considering that both interventions had a strong effect on reducing the desire for divorce, but positive couple therapy was more effective in reducing the desire for divorce and negligence, so the combination of these two methods in couple therapy interventions will probably lead to more effective results.

Marital conflict can shake the foundations of cohabitation and provide the ground for an emotional and formal divorce. The effectiveness of dialectical behavioral therapy and compassion-focused therapy has been confirmed on various variables, but there is a research gap in the comparison and impact of these two therapies on marital conflict.

The aim of this study was to Comparison of the effectiveness of CFT and DBT on reducing the marital conflict of women on the threshold of divorce.

The research design was quasi-experimental and pre-test and post-test with a control group. The statistical population of this study included all women on the verge of divorce who had referred To counseling centers under the supervision of Sari Welfare Organization in 2018 due to marital disputes. Participants were selected by purposive sampling method. Then the questionnaire of marital conflict was performed on each of them. 45 women were selected as a sample based on the inclusion criteria and were randomly assigned to three groups of 15 people (two experimental groups and one control group). Data collection tool was Marital Conflict Questionnaire (MCQ) Sanaei et al. (2008). Then, the first experimental group underwent dialectical behavior therapy training for 8 sessions and the second experimental group underwent compassion-focused therapy training for 8 sessions. To analyze the data, SPSS24 software was used and the data were analyzed using multivariate analysis of covariance and Data were analyzed using multivariate analysis of covariance

The results showed that in the post-test, the marital conflict of the subjects in the experimental groups had a significant decrease compared to the control group (p <0.001). However, the analysis of the Bephrone post hoc test did not show a difference between the effectiveness of dialectical behavior therapy and compassion-focused therapy on marital conflict in women on the verge of divorce

The results of this study suggest appropriate empirical support for dialectical behavior therapy and focused compassionate therapy. Psychologists and family counselors use these two therapies to improve marital conflict.

Weakness of social self-efficacy or difficulty in social relationship puts gifted students at risk of psychological damage and lack of emotional and social development. Numerous studies have compared the self-efficacy of gifted and normal students, but research that helps improve the social self-efficacy of gifted students has been overlooked.

The purpose of this study was the effectiveness of motivational intervention based on Dweck’s mind set on social self-efficacy in gifted students.

The project’s plan was a pseudo-experimental study with a pretest-posttest design and a control group. The statistical population consisted the students(female) in the gifted schools in Isfahan who were selected 30 students through purposive sampling and were placed randomly into experimental and control groups. The experimental group received 8 sessions (50 minutes) as intervention group. The research instrument was the Connolly (1989) social self-efficacy scale. Data were analyzed using MANCOVA and SPSS 23.

Findings showed that the motivational intervention based on Dweck’s mind set significantly influenced on increasing gifted student’s social self-efficacy in terms of components of social assertiveness, performance in social situations, participation in social groups, aspects of friendship and intimacy and helping or receiving help (p≤0/05).

Moreover, based on findings of this study motivational intervention based on Dweck’s mind set presents valuable results to improving social self-efficacy and social performance in gifted.