نشریه خانواده و بهداشت
سال یازدهم شماره 2 (پیاپی 29، تابستان 1400)

 The purpose of this study is to identify and investigate the relationship between the feeling of social security and social trust and social security among customers of social security in Gillan province.

The research method is a correlational survey and the data collection tool is a researcher-made questionnaire. The measurement tool had a formal validity and the required reliability between the items of the variables was determined using Cronbach's alpha coefficient. The sample size using Cochran's formula was 320 people, which were selected by simple multi-stage cluster sampling. SPSS software was used to analyze the data. 

The results show that the variables of social trust and sense of social security were moderate to high. There is a positive and direct correlation between the feeling of social security and social trust. That is, if the sense of social security increases, the level of social trust increases. Among the components of social security, life security and financial security have the highest correlation with social trust. The dimensions of social security explain about 38.5% of social trust in the Social Security Organization of Gillan Province.

To increase social trust in the study community, the sense of social security in all four types should be increased.

The present study conducted to compare the effectiveness of effectiveness cognitive behavior therapy and psychodrama on emotional regulation in women with breast cancer.

Research method was quasi-experimental with pre-test, post- test, three-month follow-up and control group. The statistical population consist of all diseases (30-50) suffering from breast cancer and applied to Clinic of breast cancer located in Tehran City. 45 available patients selected (fifteen in each experimental group) and replaced randomly in experimental group1 (psychodrama) and experimental group2 (cognitive behavior therapy). Fifteen other patients placed in control group and did not receive any psychotherapy. The emotional regulation Inventory (Garnophsky etall, 2001) was administered pre-test, post-test and follow-up. The therapeutic packages of psychodrama therapy and cognitive behavior therapy applied on experimental groups (ninety minutes each session) weekly and the control group did not receive any therapy.

Results showed that both of cognitive behavior therapy & psychodrama are affected the same on increasing to emotional regulation level of patients with breast cancer. Three- month follow-up confirmed these results. 

by use to cognitive behavior therapy & psychodrama (especially CBT) can to increase emotional regulation level in women with breast cancer. Then this component affective to raise the health of these patients.

Successful intelligence and empathy are important components of child rearing that can help children's social development. The aim of this study was to investigate the relationship between successful intelligence and empathy with social development of preschool children.

The design of the present study was descriptive-correlational. The statistical population of the study included preschool children in Tehran in 1398 that 370 children were selected by multi-stage cluster sampling. In order to collect data, the Vineland Social Growth Scale (1953), the Bryant Empathy Questionnaire and the Successful Intelligence Questionnaire, which have acceptable validity and reliability, were used. Structural equation modeling was used to analyze the data.

The empathy had a direct impact on social development (Β =0.26; P<0.001) and intelligence had an indirect impact on social development of children (Β = 0.13; P <0.02), Data were analyzed by Pearson correlation coefficient and multiple regression tests.

The results of the analysis showed that there was a significant direct correlation between successful intelligence and students' social development and also a significant correlation between empathy and social development. Finally, the results of regression analysis to explain the contribution of each of the variables of successful intelligence, empathy separately in predicting social growth showed that among the two variables studied, the variable of successful intelligence had the largest share in explaining the social development of students.

Successful empathy and intelligence variables have a positive relationship with social development of preschool children.

The irreplaceable role of education in all aspects of development requires paying attention to all students including gifted children in all educational and behavioral fields, etc. Accordingly, the present study was conducted to investigate the effectiveness of Martin's behavioral methodology on the psychological well-being and academic motivation of gifted male high school students.

The present study used a quasi-experimental with a pre-test-post-test design and a control group. The statistical population of the present study included gifted male high school students in Isfahan in the academic year 2010-2011. The purposive sampling and random assignment methods were used in this study. Thus, 30 students were selected by purposive sampling method from gifted high school students in Isfahan and they were randomly assigned to experimental and control groups. The experimental group received educational intervention in 13 sessions of 75 minutes over two months. The questionnaires were Pekran's (1989) Psychological Welfare Questionnaire and Walrand et al. (1992) Academic Motivation Questionnaire. The data were analyzed by multivariate analysis of covariance (MANCOVA) using SPSS/24 software.

The results showed that Martin's methodological-behavioral method is effective on the components of psychological well-being (F=7.48,P< 0.003) and external academic motivation(F=14.78,P< 0.001) and internal academic motivation(F=12.39,P< 0.001). This method can be used to increase psychological well-being and academic motivation.

Considering the cognitive effectiveness of Martin's behavior on increasing psychological well-being as well as increasing external and internal motivation, it is recommended that this method be used in the educational system to increase students' psychological well-being and academic motivation.

Over the past decade, research into positive psychology has sought to answer the human question of success, especially the experience of happiness. In positive psychology, it is assumed that there are abilities in human beings such as courage, foresight, optimism, faith, hope and perseverance that act as a barrier against mental illness. The aim of this study was to determining the mediating role of resilience in explaining the happiness model based on spiritual intelligence and the quality of interpersonal relationships in students.

The research method is cross-sectional correlation. The statistical population included undergraduate male and female students (18-25 years old) of Islamic Azad Universities of Tehran in the first semester of the 1398 academic year. The sample size was 458 people (231 girls, 227 boys) who were selected by multi-stage random sampling. The research tools were: Oxford Happiness, Spiritual Intelligence, Quality of Interpersonal Relationships (Pierce et al 1991) and Resilience.  In order to analyze the data, SPSS-V21 and AMOS software were used and the data were analyzed using path analysis method.

The results showed that spiritual intelligence has a direct effect on students' happiness. Spiritual intelligence has an indirect effect on happiness through mediation. The quality of the relationship has a direct and significant effect on students' happiness. The results also show that the value of the indirect effect of relationship quality through intermediate resilience variable on happiness is significant.

Therefore, attention to these variables in the design of appropriate therapies helps researchers and therapists.

Another important factor in the nature of human behavior is self-efficacy beliefs. The present study aimed to investigate its relationship to you and the effectiveness of Shiraz high school adolescents.

The method of the present study was correlational. The statistical population included high school students studying in Shiraz District 4 in the academic year of 2018-2019, from which 120 students (80 girls and 60 boys) were selected by multi-stage cluster sampling. The instrument used in this study was the Nom adolescent autonomy and general self-efficacy questionnaire of Scherer. For data analysis, linear and multiple regression and independent group t-test were used using SPSS software version 21.

The results showed that self-efficacy can be predicted through self-determination. The targeting variable is able to predict self-efficacy. Also, there was no significant difference between the mean scores of girls and boys in self-efficacy and self-determination (p <0.5).

Based on the findings, people's beliefs and their self-efficacy to perform behavior are the strongest predictors and people with high self-efficacy are not very aroused and stressed in the face of stress and are more likely to succeed.

With the growing tendency towards the use of music and related activities in the field of medicine in recent years, the present article was done with the aim to investigate the effectiveness of music therapy on attention and concentration, social adjustment and aggression of students with intellectual disability.

The research method was quasi-experimental with a pretest and posttest design plus control group. The statistical society of the study consisted of male students with intellectual disability in second grade of elementary exceptional schools during 2021-2022 and among them 30 students were selected in available sampling method as the sample case and categorized in experimental group (15 students) and control group (15 students). Data collection tools included Wechsler (4th edition) scale to evaluate students` attention and concentration of active memory, Sinha and Singe social adjustment questionnaire and Shahim aggression questionnaire. The validity of research instruments was confirmed by the approval of specialists, the reliability of social adjustment questionnaire was determined through Kruder-Richardson and for the other research instruments`, the reliability was estimated and approved by calculating Cronbach alpha coefficient (α> 0.7). Prior to the study, Pre-test of attention and concentration, social adjustment and aggression was implemented in both groups. The experimental group received music therapy through the training package in 12 sessions, but the control group did not receive any training therapy. After the training course in the post-test stage, both of the groups answered to the same questionnaire of pre-test stage. The research data was analyzed with one way and Multivariate Covariance Analysis.

The results revealed that the music therapy had a positive effect on the increase of students’ attention and concentration, social adjustment and their two subscales, also on the reduction of their aggression with its two subscales (P<0.05).

According to the effectiveness of the music therapy in the present research, it was suggested to apply periodically the methods of music therapy with the aim to increase their attention and concentration and social adjustment, and also to decrease intellectually disabled students’ aggression and anxiety.

Specific learning disorder is a disorder that affects the ability to understand, or use written language, to perform mathematical calculations, to coordinate movements, or to pay direct attention. Various educational and therapeutic methods used to treat and improve specific learning disabilities; Sometimes it has shown good effectiveness and, in some cases, it has not been effective enough or the results have been contradictory. The aim of this study was to compare the effect of psychological neurotherapy, rhythmic movements and cognitive empowerment on students' reading improvement with special learning disabilities.

The research method was quasi-experimental and the pretest-posttest design was with a control group. Statistical population of elementary school female students with special learning disabilities with difficulty reading Torbat Jam in the academic year of 2018-2019, 48 people were purposefully selected and randomly substituted in three experimental groups and one control group (12 people in each group). The dyslexia questionnaire of Karami Nouri et al. was used.:

Data were analyzed using multivariate analysis of covariance and the results showed: The effect of psychological neuropathy treatment on reading disorders in students with special learning disabilities with more difficulty reading than rhythmic movements and cognitive empowerment.

The conclusion is that neuropsychological treatment has a greater effect on improving the reading of students with special learning disabilities than the other two therapies. And the education of these students to be effective.

One of the main sources of intrinsic motivation is having positive and constructive relationships with colleagues, parents, students and finally a healthy family structure in terms of students' academic achievement, which on the one hand motivates students and on the other hand motivates teachers. . The aim of this study was to investigate the role of teachers' job motivation in the emergence of a healthy family structure in primary school in Tehran.

This research was conducted qualitatively with a systematic data theory approach based on the Strauss and Corbin model. The statistical population included primary school teachers in Tehran in 1398. By targeted snowball sampling method, 30 people were selected as the sample until saturation. Semi-structured interviews were used to collect data. Data were analyzed through open, axial, and selective coding based on the data theory of the Strauss and Corbin systematic foundation using MAXQDA software.

A total of 19 categories and 116 concepts were identified and extracted. In this study, the category of "job motivation" was selected as the central category. In this study, five categories related to causal factors including: "social interactions", "work environment", "work equipment", "incentive system" and "workplace ethical behavior" as causal conditions, as well as contextual factors such as "conditions "Family", "Working Conditions", "Welfare Conditions", "Teaching and Research", "Economic Conditions" and "Organizational Culture", and finally intervening factors such as "Teacher Individual Characteristics", "Learner-Related Factors" and "Ability Students' finances were assessed.

Both intervening categories and causal factors have consequences that some of them are willing and some are unwanted. Interfering factors indirectly affect motivation and can affect behavioral motivation by influencing intervening factors.

The aim of this study was to Design and effectiveness of educational game model with emphasis on the development of skills in preschool children.

The method of this research was exploratory (quantitative and qualitative), The statistical population in the qualitative part included women who work in the field of child play therapy and in the quantitative part, included all preschool children in regions 1, 4, 9, 14, 18, 20 in the academic year 1398-1399. For this purpose, 30 people in the quantitative section were selected by purposive sampling method and randomly assigned to the experimental and control groups. In the qualitative section, 13 experts were interviewed and 1 library document was used. The samples were evaluated by a researcher-made interpersonal skills questionnaire. Data were analyzed qualitatively using MAXQDA software and quantitatively using SPSS software.

The results showed that mental and intellectual, physical, and a combination of games are the most important games that affect the development of children's interpersonal skills. Also, the most important dimensions of interpersonal skills in children are: effective communication with others, individual abilities, and psychological adjustment. In addition,the educational game model has an effect with emphasis on the development of skills in preschool children.

Considering the effectiveness of educational games on the development of skills, it can be said that in the study period of this age group, educational games should be considered more by those in charge of planning at the macro and micro level of coaches.