نشریه روانشناسی اجتماعی
سال ششم شماره 47 (تابستان 1397)

Present research aimed to investigate the effectiveness of training based on forgiveness on resilience and marital burnout of patients with multiple sclerosis. This study was a quasi-experimental with a pre-test and post-test design with a control group. The research statistical population was all women with multiple sclerosis, member of the association for the support of multiple sclerosis patients of Tehran city in 2017 year. Totally 30 people selected through available sampling method and randomly assigned to two equal groups (each group 15 people). The experimental group trained 8 sessions of 90 minutes undergoing the forgiveness training. Groups completed the questionnaires of resilience (Connor & Davidson, 2003) and marital burnout (Pines, 1996) in the pre-test and post-test stages. Data was analyzed with multivariate analysis of covariance method. The findings showed that training based on forgiveness was effective on forgiveness on resilience and marital burnout of women with multiple sclerosis. In the other words training based on forgiveness led to increase resilience and decrease marital burnout of women with multiple sclerosis (P<0/05). As a result, training based on forgiveness is an effective method to improve the resilience and marital burnout of women with multiple sclerosis.

This study aimed to investigate the impact of storytelling and narrative literary style (Kalila wa Dimna stories), took on the development of creativity and reduce anger in children. The study population consisted of all second and third grades of elementary school students Ghorveh city in the school year 91-92. The sample size of 60 students were selected based on a random sample, Then, based on questionnaire scores, 22 of these patients, the lowest scores on the creativity scale and the highest scores on the anger scale were selected. Randomly assigned to experimental and control groups. Experimental group, 10 sessions, storytelling and narrative literary style (Kalila wa Dimna stories), were affected by the independent variable, but the control group did not receive any intervention. To collect the data, the questionnaire creativity Scheffer and Parvaz & Khaledian anger questionnaire were used. In this study, experimental pretest posttest control group. The results showed that the Average Creativity in the post-test scores of the experimental group significantly higher than the control group post-test scores, and also results showed that the Average anger in the post-test scores of the experimental group significantly lower than the control group post-test scores. The results showed that storytelling and narrative literary style (Kalila wa Dimna stories), to enhance and foster creativity and redue anger.

Objectives The purpose of this study was to investigate the relationship between metacognitive beliefs, attitude of responsibility and social support, with obsession among secondary school students in Ramhormoz, Khuzestan province in Iran during 2012-2013. This research is a descriptive-correlational study and is applicable in terms of purpose. The population of this study includes 1100 students (girls and boys) of secondary school in Ramhormoz. Using cluster sampling and stratified sampling methodology, as well as the research methodology books (Kordlooye, 1393), 200 students (100 girls and 100 boys) were selected as sample and completed the questionnaire.To measure the variables of research, we have used Obsessive-Compulsive Inventory (Fva et al., 2010), Responsive Attitude Questionnaire (Salkowkes, 2000), Metacognitive beliefs questionnaire (Wales, 1997), Social Support Questionnaire (White, 2004) Which were of reliability (0.88, 0.87, 0.93 and 0.88 respectively). Data were analyzed using Kolmogorov-Smirnov statistical tests and Pearson correlation test. The results show that there is a direct relationship between metacognitive beliefs (0.367) and attitude of responsibility (392/0) and between the trustworthiness metacognitive beliefs (0.244) , positive beliefs about worries (0.400), cognitive status (0.284), dangerous thoughts(0.233) and the need to control thoughts (0.234) is a direct and meaningful relationship with obsession. According to the results, it can be concluded that increasing and decreasing meta-cognitive beliefs, attitude of responsibility and social support can decrease and increase obsession in secondary school students in Ramhormoz.

The purpose of this study was to evaluate the effectiveness of motivational interviewing on increasing self-esteem and life expectancy in people with AIDS in Ahwaz. The statistical sample was selected on the basis of a sampling method of 30 subjects in two experimental and control groups (15 in the experimental group and 15 in the control group). The research design was quasi-experimental, pre-test and post-test with control group. The tools used in this research were the hope of life for Schneider (2000) and Cooper Smith's self-esteem (1967). During the eight sessions, the experimental group received a motivational interview for 90 minutes and followed up after one month. The results of one way covariance analysis indicated that there was a significant difference in pretest, self-esteem and life expectancy in the experimental group in the post-test with the control group. The significance level in the present study was α = 0.05. .

Present research aimed to comparison the effectiveness of cognitive behavior therapy and diet therapy on self-esteem and social pressure in obese people. This was a quasi-experimental study with a pre-test and post-test design. The research statistical population was included all obese people referring to psychological counseling centers and nutrition clinics of Tehran city in autumn and winter of 2017 year. The research sample was 30 obese people that were selected by available sampling method and randomly assigned to two groups. The groups trained 10 sessions (weekly one session), so that the cognitive behavioral therapy group was trained by a specialist of clinical psychologist and a diet therapy group was trained by a nutritionist. Self-esteem and social pressure were measured in pre-test and post-test phases. The data were analyzed by T-Test and MANCOVA methods with using SPSS-21 software. The findings showed that both two methods of cognitive behavior therapy and diet therapy were effective on increase self-esteem and decrease social pressure in obese people. Also cognitive behavior therapy in comparison diet therapy significantly led to increase self-esteem and decrease social pressure of obese people (P<0/01). Therefore, both two methods can be used by counselors and therapists in order to increase self-esteem and decrease social pressure of obese people.

Present research aimed to investigate the effectiveness of mindfulness on academic procrastination and social and psychological well-being of students. This research in term of purpose was an applied and in term of performance was a quasi-experimental with a pre-test and post-test design with control group. The research population was included high school students in Karaj city in 2017-18 academic years that from them 30 people were selected through available sampling method and randomly assigned to two experimental and control groups. The experimental group trained by mindfulness for 8 sessions of 60 minutes. Groups completed the questionnaires of academic procrastination (Solomon & Rothblum, 1984), psychological well-being (Ryff, 1980) and social well-being (Keyes, 1998). Data was analyzed with using SPSS-19 software and with multivariate analysis of covariance method. The findings showed that mindfulness led to decrease the academic procrastination and increase the social and psychological well-being of students (P<0/01). The results indicate the importance of mindfulness on improving academic procrastination and social and psychological well-being of students. Therefore, school counselors can use the mindfulness method to decrease the academic procrastination and increase the social and psychological well-being of students

The purpose of the present study was to investigate the causal relationship between educational self-efficacy and the motivation for progress with academic conflict and the mediating role of self-esteem among primary school students in Ahwaz. The sample consisted of 200 high school students who were selected by multi-stage cluster sampling. The research method is descriptive and correlational. Instruments used by Patrick, Hicks and Ryan (1997), Educational Inventory of Pintrich and Divers (1991), Hermann's Advancement Motivation (1977) and Ruthus Self-Confirmation Questionnaire. The results showed that the proposed pattern in fit indices is favorable. In the final pattern of research, the path to the motive of progress was eliminated from self-assertion because it was not meaningful. The results of this study showed that there was a significant correlation between self-efficacy (P = 0.34, p≤0/03), educational involvement (P = 0.51, p≤ 0.01), self-confidence (P = 0.28) And p≤0.01) students have a meaningful positive relationship. Also, there was a significant difference between educational progression-induced learning outcomes (P = 0.34, p≤0.01) and self-confidence (P = 0.32, P≤0.01), and between self-confidence- P and p≤0.01), students have a meaningful positive relationship.

This research aimed to investigate the role of achievement motivation, personality traits and psychological hardiness in predicting social anxiety of educable mentally retarded students. Present research was a cross-sectional from type of correlation. The research population included all educable mentally retarded students of Varamin city in 2017-18 academic years that from them 130 people were selected by simple sampling method. All of them completed the questionnaires of achievement motivation (Hermans, 1970), personality traits (Costa & McCrae, 1992), psychological hardiness (Kobasa, 1979) and social anxiety (Connor & et al, 2000). The data were analyzed by Pearson correlation and multiple regression with enter model methods. The findings showed there was a positive and significant relationship between the achievement motivation, extroversion, openness, agreeableness, conscientiousness and psychological hardiness with social anxiety of educable mentally retarded students and there was a negative and significant relationship between the neuroticism with social anxiety of educable mentally retarded students. Also the variables of achievement motivation, neuroticism, extroversion, openness, agreeableness, conscientiousness and psychological hardiness significantly could predict the social anxiety of educable mentally retarded students (p<0/05). According to findings of this research counselors and experts consider the symptoms of achievement motivation, personality traits and psychological hardiness and based on design and implemente programs to decrease the social anxiety of educable mentally retarded students.