فصلنامه علوم روانشناختی
پیاپی 109 (فروردین 1401)

Improving the psychotherapies for generalized anxiety disorder (GAD) is dependent on a deeper understanding of the relations between symptoms and associated factors. According to the novelty of the emotion focused therapy (EFT) concept, background of literatures indicative the importance role of emotions and the efficacy of therapy in psychological disorders. But does EFT help effective reducing worry and self-criticism in individuals with GAD?

The aim of this study was performed to the efficacy of EFT on worry and self-criticism in individuals with GAD.

The present study was single case experimental design of non-concurrent multiple baseline. The statistical population of the study included individuals referred to one of the psychology clinics in tehran in 2020. 4 participant were selected by convenience sampling and during 16-20 sessions of EFT (Timulak & McElvany, 2018), were answered to worry pennsylvania questionnaire (Meyer, Miller, Metzger & Borkovec, 1990) and self-criticism (Gilbert, Clarke, Hempel, Miles & Irons, 2004). Data analysis was performed by visual inspection, percentage of non-overlapping data, reliable change index and clinically meaningful.

EFT reduced the variable of worry (%61/08 improvement percentage) and its effect was maintained until the end of the two-month follow-up period (%57/91 improvement percentage). As well as, therapy caused reduce the variable of self-criticism (%83/19 improvement percentage) and the effect of which was maintained until the end of the follow-up period (%79/72 improvement percentage). Their change in reliable index these variables also indicated that these changes were significant (P<0/05).

According to results in present study about the efficacy of EFT on reduce worry and self-criticism, this issue arises that the therapy with change emotion and rebuilding unwanted emotional experiences, caused reduce symptoms and possible psychological problems in individuals with GAD.

Research has shown that the Emotion Styles Questionnaire (Kesebir, Gasiorowska, Goldman, Hirshberg & Davidson, 2019) is based on new neurological studies of emotions in clinical and research situations. As regards that emotional function, which is one of the indicators of health and disorder, is influenced by socio-cultural structures, however, there is a research gap in the field of objectification and validation of this tool in Iranian culture.

The present research was conducted by the aim of investigate the psychometric properties of the Emotional Styles Questionnaire (ESQ).

The design of the current study is descriptive and correlational, in which descriptive indicators, reliability coefficients, validity and factor analysis were used to estimate the psychometric properties of the Emotional Styles Questionnaire. In this way, 357 people from Tabriz University students were randomly selected and answered the Emotional Styles Questionnaire. Data were analyzed using confirmatory factor analysis and Cronbach's alpha coefficient.

Data analysis using CFA method showed that the six-factor model has a better fit and Cronbach's alpha coefficients also showed that the six extracted factors have a good reliability coefficient between 0.62 to 0.68.

Based on this, it can be concluded that this questionnaire is a suitable tool for measuring emotional styles and can be used as a valid tool in research and clinical situations.

In the recent years, there were several studies concerning the neurological soft signs (NSS) in attention deficit / hyperactivity disorder (ADHD); however, there were no study addressing either the possible relationship between these signs in children with ADHD and their mothers, or in proposing possible approaches in alleviating the ADHD signs, in the country.

The aim of this study was investigating the relationship between neurological soft signs and neuropsychological problems in male children with ADHD, and furthermore proposing approaches in alleviating the ADHD symptoms.

This was a mixed methods research, in which, in the first phase (Quantitative) descriptive and correlational method was used, and in the second phase (Qulitative) according to the findings, the thematic network (Attride and Stirling) was utilized in designing some activities for alleviating the signs of both mothers and children. The statistical population was comprised of all of the male primary students in Isfahan city, who were referred to five therapeutic centers in 2016. From 170 referred students One hundred were randomly selected, and then both the students and their mothers were asked to complete Cambridge neuropsychological questionnaire (1995. Data analysis was performed using Pearson correlation test and multiple linear regression analysis.

Following the analysis of data, the results of correlation and regression calculation, showed a significant correlation between neurological soft signs in children and their mothers, (r= 0.23). Furthermore, ther found positive correlations between total score of NSS in children with motor coordination in mothers (r= 0.71); total score of NSS in mothers with motor coordination (r= 0.68) and response control (r= 0.77) in children; and finally the correlation of subtest between mothers anf children were significant as well. In the qualitative phase, the basic themes (NSS in mothers and children), integrative themes (motor coordination, sensory integration and response control) and global themes (designed activities) were specified throough using themathic network, and then therapeutic program was compiled and validated for them.

Significant relationship of NSS and ADHD signs between mothers and children suggested that there might be a neuropsychologic substrate for the signs, and accordingly the on-time diagnosis and implementing suitable therapeutic methods are necessary for both children and mothers.

Shame and guilt as negative and maladaptive emotions are associated with psychological problems in adolescents, including depression and suicide, social anxiety, bipolar disorder, and low level of self-compassion. However, despite the importance of these emotions in adolescents, there is a research gap in investigating the psychometric properties of a valid scale to measure shame and guilt in Iranian adolescents.

This study aimed to investigate the psychometric properties of the Persian version of the Guilt and Shame Experience Scale (GSES; Malinakova et al., 2019) in adolescents in Tehran.

The present research is applied in terms of purpose, survey in terms of type of data collection, and testing in terms of methodology, which was conducted in the form of a correlational research design. The present study sample was 2291 adolescents aged 12 to 18 years selected through multi-stage cluster random sampling. The confirmatory factor analysis method was used to determine the construct validity, and the multi-group analytical method was used to test the invariance of the scale concerning gender.

The confirmatory factor analysis results confirmed the existence of two factors of shame and guilt and indicated a good fit of the data in the groups of girls and boys. The multi-group analysis also showed the invariance of path coefficients and residuals in both groups (P> 0.05). The scale’s reliability was confirmed using Cronbach’s alpha, MacDonald omega, and composite reliability (α, ω, CR ≥ 0.7). The results indicated that the GSES has an adequate face, content, construct, divergent and discriminant validity. Examination of demographic variables showed an increase in feelings of shame and guilt with age (P< 0.01).

The Persian version of the Shame and Guilt Experience Scale has desirable psychometric properties, and is a simple, brief and reliable tool for assessing the emotions of shame and guilt in Iranian adolescents.

Previous research has extensively identified factors related to social adjustment, but despite the significant importance of the role of early relationships, attachment styles, and their effects on future relationships, few studies have examined the relationship between attachment styles and social adjustment. Given the importance of adolescence and its major changes in social relationships, there is insufficient understanding of the role of cognitive emotion regulation in explaining social adjustment. It can also be said that the lack of adaptive cognitive emotion regulation strategies is one of the main causes of maladjustment in adolescence.

This study aimed to predict social adjustment based on attachment styles and cognitive emotion regulation strategies.

The statistical population of the present study included all female students in high school, 337 female high school students were selected by the available sampling method. Participants were asked to complete the Bell Adjustment Scale (Bell, 1934), the Adult Attachment Scale (Hazen and Schiver, 1987), and the Cognitive Emotion Regulation Scale (Garnefski & Kraaij, 2006). Pearson correlation coefficient and simultaneous regression analysis were used to analyze the research data and all steps were performed using SPSS software version 21.

The results showed that by increasing the individual score in adaptive strategies for cognitive regulation of emotions, (p< 0/05, r= 0/60) and secure attachment style (p<0/05, r= 0/49) Social adjustment increases. On the other hand, the results showed that by reducing the individual's score in maladaptive strategies for cognitive regulation of emotions, (p<0/05, r= -0/54), Ambiguous attachment style (p< 0/05, r=- 0/31) and Avoidant attachment style (p< 0/05, r= -0/30) Social adjustment increases. Findings showed that the combination of research variables is significantly related to social adjustment and explained 54% of its variances.

Sensitivity and responsiveness in care and emotions play an essential role in social adjustment. The use of interventions based on the restorations of the attachment styles and teaching adaptive strategies for cognitive regulation of emotions is effective in promoting social adjustment

Academic conscience and problem solving ability are among the factors that have recently been considered in various educational, social and occupational fields. Highly conscientious students typically complete homework more seriously, and this feature can provide the basis for thinking, asking questions, communicating, and gathering information about an issue. Thus, developing a structural model of academic conscience, problem solving, and communication skills became a problem to clarify the role of each of these variables in relation to critical thinking.

The purpose of this project was to evaluate the model of explaining critical thinking skills based on academic conscience and problem solving through the mediation of students' communication skills.

The present study was Basic according to the purpose and correlational in terms of descriptive method. The statistical population in this study included all students of the University of Tehran in the academic year 1399-1400. The sample consisted of 400 students of literature and humanities, faculty of physical education and sport sciences, faculty of engineering sciences and faculty of mathematics, statistics and computer science in Tehran who were selected by cluster sampling method. Statistically selected. Data were collected from McIlroy and Banting (2002) Academic Conscience Questionnaire, Cassidy & Lang (1996) Problem Solving Styles Questionnaire, Queen Dam (2004) and the California Fasion and Fasion (1990) Critical Thinking Skills Questionnaire., Was used. Data were analyzed using SPSS 26 and AMOS 25 software. The collected data are analyzed using the structural equation modeling technique.

Evaluation of the hypothetical model of the study using fitness indicators showed that the hypothetical model fits the measurement model (CFI = 0.92, NFI = 0.90 and RMSEA = 0.06). The results of statistical analysis showed that problem solving and academic conscience have a positive and direct effect on communication skills with standard coefficients of 0.36 and 0.41, respectively. Problem solving and academic conscience mediated by communication skills have a significant effect on critical thinking with standard coefficients of 0.42 and 0.369 at the level of P <0.05, respectively. Communication skills also had a positive and significant effect on critical thinking with a standard coefficient of 0.32 at the level of P>0.05.

Based on the results of this study, it can be concluded that the ability to solve problems and have conscience and conscientiousness along with the ability to communicate with others provide the ground for appropriate questions and students can collect relevant information by reasoning and interaction.

According to the World Health Organization, the prevalence of Covid-19 is a global pandemic that leads to negative emotions in people involved, and because research has shown that teaching cognitive emotional regulation strategies is effective on people with negative emotions. Therefore, is an intervention program based on cognitive emotion regulation strategies effective in people with coronary heart disease crisis?

The aim of this study was to evaluate the effectiveness of crisis intervention program on adaptive and maladaptive regulation strategies of people with coronary heart disease crisis.

This study was applied in terms of purpose and experimental in terms of method with pre-test-post-test design with a control group. The statistical population consisted of all people with coronary heart disease in Rasht in 2020, from which 30 people were selected using the available sampling method and randomly substituted in the experimental group (15 people) and the control group (15 people). Were the participants of the experimental group received 10 sessions of crisis intervention plan. For data collection, the short version of the Persian version of the Cognitive Emotion Regulation Questionnaire of Garnefski et al. (2005) was used. Data were analyzed using analysis of covariance.

The results showed that there was a significant difference between the adjusted means of the experimental and control groups in terms of cognitive emotion regulation strategies. Thus, the crisis intervention program increased adaptive strategies and decreased maladaptive strategies in people with coronary heart disease. In particular, the program improves the situation in adaptive strategies in the components of insignificance, refocusing on planning, positive reassessment, acceptance and positive refocusing, and in inconsistent strategies in the components of self-blame, blaming others, rumination and catastrophe. Therefore, the research hypothesis that the effectiveness of the crisis intervention program on cognitive emotion regulation strategies of people with coronary heart disease crisis was confirmed (p <0.01).

Based on the results of the present study, it can be said that the use of crisis intervention program can increase adaptive cognitive emotion regulation strategies and reduce maladaptive strategies in people with coronary heart disease and thus control their emotions, thus improving the mental condition of people with crisis. To cause a crisis.

social anxiety is one of the most common and debilitating disorders in the age of education, and has adverse consequences in many aspects of the lives of people with the disorder. But the main issue of the present study is whether the structural model of social anxiety based on metacognitive beliefs and early maladaptive schemas mediating by cognitive strategies of emotion regulation fits with experimental data?.

The present study was carried out to develop and evaluate the Structural model of social anxiety based on the metacognitive beliefs and early maladaptive schemas mediating by cognitive strategies of emotion regulation.

This study was correlation based on structural equations. From the statistical population female high school students of Kermanshah in academic year 1398-99, 346 students were selected using multi-stage cluster sampling method, and they completed four questionnaires of Metacognitive Questionnaire for Children (MCQ-A), the short form of Early Maladaptive Schemas (YSQ- SF (, Cognitive Emotion Regulation and Social Anxiety.

The results showed that three subscales of. metacognitive beliefs, negative metaworry(β =0/35, p<0.01), cognitive monitoring(β =0/21, p<0.01), and superstitions, punishment and responsibility (SPR) β =0/17, p<0.01), and three domains of early maladaptive schemas, rejection and disconnection(β =0/16, p<0.01), Impaired autonomy and performance(β =0/23, p<0.01) and over vigilance and inhibition(β =0/19, p<0.01), are directly related to social anxiety in addition, two cognitive strategies of emotion regulation, self-blame and rumination, mediate between metacognitive beliefs and schemas with social anxiety and these variabels explain the 0.57 of variance of the social anxiety.

the Results of this study showed that modification the metacognitive beliefs and maladaptive schemas and changing maladaptive cognitive emotion regulation strategies can be useful in preventing the development, continuation and intensification of social anxiety.

Nonsuicidal self injury has become a common and worrying issue among female adolescents. One of the most important factors in the occurrence of self-harming behaviors is negative emotions. Studies have examined the efficacy of limited therapies on borderline personality disorder and the efficacy of narrative-therapy on girls with nonsuicidal self injuiry has been neglected.

The aim of this study was to investigate the efficacy of narrative therapy with emphasis on innovative moments on emotion regulation in adolescent girls with nonsuicidal self injuiry.

The present study is a quasi-experimental study with experimental and control group. The statistical population of the present study was all female high school students with nonsuicidal self injury who were referred to Shahid Fahmideh Student Counseling Center in Bonab city from 2015 to 2020. In this study, the available sampling method was used to select the sample, Thirty students with a history of nonsuicidal self injury who had low emotion regulation were selected and were randomly assigned to the experimental group of 15 people and the control group of 15 people.The experimental groups were exposed to 8 sessions of narrative therapy based on the intervention program of White and Epston (1990) and the control group did not receive any intervention.The post-test was performed for groups. Due to the nature of the research, the statistical model used to test the hypotheses of the present study is multivariate analysis of variance.

Narrative therapy with an emphasis on innovative moments had a significant effect on improving emotion regulation (p <0.00).

According to the findings of the present study, it can be said that narrative therapy with emphasis on innovative moments is a suitable intervention method to improve emotion regulation in girls with nonsuicidal self-injury.

Numerous studies have shown that mathematical gender beliefs affect girls' mathematical performance and Leads to a drop in math scores and Their interest is in mathematical utility. However, there is a research gap in the study of the effect of an empowerment education package with self- determination approach on girl students math performance and gender beliefs.

The aim of this study was to evaluate the effectiveness of the empowerment education package with self- determination approach on girl students math performance and gender beliefs (with low performance in this lesson.

The present study was applied in terms of purpose and in terms of data collection method, an experimental type was semi-experimental with design pre-test,post-test and follow with control group. The study population consisted of all girl students ninth grade in 6 district Tehran city during the years 2019-2020 with low performance in math. 32 people were targeted selected as a sample and randomly assigned to two experimental and control groups (16 people). The instruments of the present study were Leder and Forgasz (2002) mathematical Academic Belief Questionnaire, For the experimental group, training was held in 8 sessions of 60 minutes While the control group did not receive any intervention. Malekzadeh, Hejazi and Kiamanesh (1400) packages were used to teach empowerment with self-determination approach. Data analysis was performed by mixed analysis of variance.

showed that the use of empowerment training package with self-determination approach It has been effective in improving the performance and gender beliefs of math female students with low performance in this course (P<0/01).

girl students who participated in empowerment education sessions based on self-determination approach had better performance and Improvement beliefs to math lesson. Therefore, it is recommended to be considered as one of the educational programs at educational institutions Including In schools with different groups and more.

Background studies show that mindfulness training and emotional intelligence have been effective in job stress, work-family conflict and well-being, but it is not yet clear which of these interventions are more effective and more stable over time.

The aim of this study was to compare the effectiveness of mindfulness and emotional intelligence training methods on job stress, work-family conflict and well-being.

The present research is of applied type in terms of objective employing a quasi-experimental design with pretest-posttest and three-month follow-up. The statistical population consisted of staff in Sazeh Gostar Saipa Co. in 2019. From among the statistical population, 90 were chosen through available sampling method, and assigned randomly (lottery) across two experimental groups of training mindfulness and training emotional intelligence, plus control group. Assessment tools include; The British Institute of Health and Safety Questionnaire (1993), the Work-Family Conflict Questionnaire (2000) and the Reef Well-being Questionnaire (1989). One experimental group received the Kabat-Ziin model-based mindfulness intervention (2015) and the other experimental group received the emotional intelligence training package based on the model of Salovy et al. (2016) in eight 60-minute sesions. The control group did not receive any intervention. Data analysis was performed through mixed ANOVA method.

The results showed that the training of mindfulness and emotional intelligence has been effective on job stress, family conflict, well-being of employees (P <0.05). Mindfulness training has a greater effect on job stress and well-being of employees compared to emotional intelligence training (P <0.05).

It seems that the method of teaching mindfulness and emotional intelligence can be used as a preventive and remedial in the field of well-being in society.

The bitter and biting views of society and the rejection of divorced women make it difficult for them to adapt to these conditions and damage their self-esteem. Studies have shown that emotion-focused and cognitive-behavioral therapies can affect post-divorce adjustment and self-esteem of divorced women, but research comparing their effectiveness has been neglected.

The aim of this study was to comparison of the effectiveness of emotion-focused therapy and cognitive-behavior therapy on post-divorce adjustment and self-esteem of divorced women.

This study was a quasi-experimental study with pre-test, post-test and two-month follow-up with control group. The research population included all divorced women under the auspices of social service bases in the 2th district of Tehran, Iran. The study sample included 60 women who were selected by available sampling method and, then, were assigned into two experiment groups and one control group (20 individuals per group) through random assignment method. The research tool were Fisher Divorce Adjustment Scale (1976) and Rosenberg Self-esteem Scale (1965). For the first experiment group, the emotion-focused therapy (Mirzazadeh et al., 2012), and for the second experiment group, the cognitive-behavior therapy (Muñoz et al., 2012) were delivered in groups and in nine 120-minute sessions, but the control group received no intervention. Data analysis was performed by Repeated Measures ANOVA and Bonferroni post hoc test.

Both treatments improved post-divorce adjustment and self-esteem of divorced women at the end of the intervention stage and in the follow-up stage (p<0.01), but emotion-focused therapy was more effective in improving their adjustment than cognitive-behavioral therapy (p<0.01). There was no difference between these two treatments in increasing the self-esteem of divorced women (p<0.05).

Divorced women who participated in emotion-focused and cognitive-behavioral therapies sessions more experienced post-divorce adjustment and self-esteem