فصلنامه علوم روانشناختی
پیاپی 110 (اردیبهشت 1401)

Over the past few decades, extensive studies have been conducted on mindsets in the field of social and personality psychology, and recently the application of this structure in the field of therapeutic interventions has been considered by researchers. However, little evidence is available for the effectiveness of mindset interventions in specific areas of health, such as obesity

The current research aimed to determine the effectiveness of the mindset-based intervention on weight loss, reduction of Body Mass Index (BMI), emotional overeating, and change of stress mindset in individuals with obesity.

The study was conducted as a clinical trial and we used random assignment to assign the participants to either the therapy or the control group. We recruited 42 obese people who visited the obesity clinic of Sina hospital based on convenience sampling. In the therapy group, participants received the mindset-based intervention for 8 sessions during the two-month period. Research materials included the Implicit Theories of Personality (ITOP), the Stress Mindset Measure (SMM) and Emotional Overeating Questionnaire (EOQ). Mann-Whitney U test was used to analyze the data.

Results indicated that the mindset-based intervention is effective in weight loss, both in the post-test and follow-up sections of the study. Further, we found that mindset-based intervention reduces emotional overeating and activates stress-is-enhancing mindset in the post-test phase. Therapeutic effects of these variables remained in the follow-up section.

Based on the findings, it can be concluded that the mindset-based intervention can be an independent or complementary treatment for weight loss, reducing BMI, and emotional overeating in people with obesity.

Cognitive distortions and perceived competence play an important role in children's mental health. However, a limited number of interventional studies have been conducted on reducing cognitive distortions and improving perceived competence. Moreover, the effect of "Philosophy for Children" program on reducing cognitive distortions and improving the perceived competence (cognitive, social and physical) of orphaned and abused male children has received scant attention.

Current study sought to examine how the employment of "Philosophy for Children" program through enriching digital technologies affects cognitive distortions and perceived competence (cognitive, social and physical) of orphaned and abused male children.

The design of the present study was quasi-experimental with pre-test and post-test with a control group. The statistical population of the study consisted of all 10-12 years old boys living in Azna Welfare organization in the fall of 1399. Thirty children were selected by purposive sampling method. They were randomly divided into experimental (n = 15) and control (n = 15) groups. The experimental group had 8 sessions with90-minutes (two sessions per week) of educational intervention (Five-volume collection of porsando, Ghaedi, 2019) but the control group did not receive any intervention. Participants were assessed with the Cognitive Distortion Questionnaire (Abdullah Zadeh and Salar, 2010) and Competence Perception (Harter, 1985) in the pre- and post-test. Data were analyzed using multivariate analysis of covariance.

The findings revealed that there was a significant difference between the experimental and control groups (P <0.05). Therefore, the findings of this study, in line with other studies, support the efficacy of using digital technologies in the "philosophy for children" program in reducing cognitive distortions and improving perceived competence (cognitive, social and physical, respectively) of children.

It can be concluded that the "philosophy for children" program through enriching digital technologies not only can be in line with one of the major goals of the fundamental reform document of education: advantageous use of new technologies in the formal public education system according to Islamic standard system but also can be used as a suitable intervention tool to reduce cognitive distortions and improve the perceived competence of orphaned and abused male children

The Arousal is one of the psychological factors affecting athletes' performance. The most important theory of the relationship between arousal and performance is the inverted-U theory. Despite research in this area, more research is needed on the effects of arousal on cognitive and motor activities.

The purpose of the present research is to investigate the effect of arousal caused by spectators on the process and outcome of decision mking and volleyball serve performance skill.

The research method was quasi-experimental and the sampling method was also available randomly. The population of the study is the volleyball players of Iranian youth and student volleyball national team. A number of 29 players (Mean age=19.62 ± 2.243 years) participated in this research. At first, the players filled out the satisfaction form. At first participants performed decision making test.The decision making task of current study was performance of volleyball serve decision making under arousal conditions caused by spectators. Participants performed 25 decision making situations in baseline and spectators arousal conditions. The visual saccade and fixation data recorded by eye tracker system (Ergoneers Dikablis Eye Tracking System) simultaneously with decision making test performance. Data analyzed with paired-samples t-test. Then the participants performed the volleyball serve performance test (Brady volleyball skill test). The instrument used in the study was high frequency camera Sony cyber shot rx100 iv that used to record the players' performance for biomechanical analysis of serve performance. The tracker software was used to analyze the video performance of players' serve skills. The presence of spectators in the test environment was used to create arousal and also the measurement of athletes' heart rate was used to measure arousal. The subjects performed 10 services and their biomechanical factors included; distance to line, serve height, serve distance to line, landing distance to line and ball speed was recorded by camera. To ensure arousal, their heart rates were measured.

The results of the serve performance t-test showed that the arousal caused by the spectators has a significant effect on serve height (P=0.033). Also the result indicated that arousal caused by spectators affected the process and outcome of decision making.

Although the decision-making speed of the players increased under the circumstances of the arousal, their decision-making accuracy decreased. Given this, coaches need to provide good training tips in training to improve the decisions made by players. In addition to physical exercise, mental training and decision-making should also be done.

Marital intimacy refers to the interaction between couples that leads to feelings of closeness, love and attention, and research has shown that it is a importanat factor in creating marital satisfaction. Despite the publication of the results of gottman’s longitudinal research, that proved the effectiveness in marital variables, there is a research gap in the study population as well as a comparison of this treatment with the acceptance and commitment therapy.

The purpose of this research was to comparing of comparing the effectiveness of Gottman’s couple therapy and acceptance and commitment couple therapy (ACT) on marital intimacy in distressed couples.

Based on the pilot plan that is “pretest-posttest with followup” selected 19 couples that referred to counseling centers in Sardasht, using the Thompson & Walker marital intimacy inventory (1983) and after the initial screening and applying the entry and exit criteria, they were randomly assigned to two experimental groups and one control group. First group participated in ACT sessions (take from Bach & Moran, 2008) and the second, participated in Guttman couple therapy sessions (based on gottman & gottman, 2017), but the control group did not receive training during this period. The data analyzed by mixed analysis of variance.

The results showed that there is a significant different between means both Gottman’s couple therapy and Act couple therapy with the control group in the variables of emotional closeness, marital satisfaction and total marital intimacy (p<0/05). but in the self-sacrifice, no significant difference was (p >0.05).

Both approaches increase marital intimacy in couples, however, it seems that Guttman couple therapy is more effective than ACT couple therapy. It seems that boath therapies ca nbe used to enrich the relationships of conflicting couples

growing studies indicates the role of emotional regulation on functional- physical disorders then addressing therapeutic intervention focused on this structure has great importance on the severity of clinical symptoms and negative emotional schemes of the patients.

The current study aims to determine the efficacy of treatment based on Emotional Schema Therapy of patients with functional neurological symptom disorder.

A non-congruent multiple baseline experimental single case studies was used as the method of this study. For this purpose, three women with functional neurological symptom disorder referred to the neurologist were selected through structured diagnostic interview and clinical interviews using purposive sampling. Structured clinical interview (SCID-5-RV), demographic characteristics interview, symptoms of somatic symptom disorders’ screening scale (SOMS-7), Leahy Emotional Schema Scale (LESS) and EST treatment guide were used as research tools.

Obtained results were addressed suing, visual inspection, Reliable & change index (RCI), improvement percentage formula, significant clinical improvement and operational assessment.

Results obtained from the study indicated that emotional schema therapy with amending emotional structural processes and improvement of non-adaptive strategies of people against emotions leads to decrease in the severity of clinical symptoms and negative emotional schemes in patients with functional neurological symptom disorder.

A systematic review of previous research reveals that many factors explain self-injury behaviors in individuals. The measurement of self-injury and its relevant statements is of great importance; however, this aspect is disregarded in Persian research.

The present study aimed to determine the psychometric properties of the Persian version of the Inventory of Statements About Self-injury among students.

This study was descriptive and correlational. The study's statistical population encompassed all students at the Tehran universities, from whom 393 persons were selected by using the convenient sampling method. The research instruments were the Persian version of Klonsky and Glenn’s (2009) Inventory of Statements About Self-injury, Rajaei and Shafiei’s (2011) High-Risk Behaviors Scale, Lovibond and Lavibond’s (1995) Depression, Anxiety, and Stress Scale (1999), and Leishnring’s (1999) Borderline Personality Disorder Test. Pearson correlation and confirmatory factor analysis were performed using SPSS software version 22 and LISREL software version 8.80.

The confirmatory factor analysis results showed that the Inventory of Statements About Self-injury has acceptable fit indices (CFI = 0.94, IFI = 0.92, RMSEA = 0.08). Moreover, Cronbach's alpha coefficient was used to check the validity of the questionnaire (= 0.93), suggesting that the instrument validity is satisfactory. Furthermore, the results of Pearson correlation showed that self-injury statements had a positive and significant relationship with high-risk behaviors, depression, anxiety, and stress at P <0.01.

The study findings indicated that the inventory has acceptable psychometric properties in Iranian society; hence, this scale can be used in various studies.

Action for personal growth is a complex structure that consists of various dimensions and due to the multidimensional nature of peace education, examining its impact on increasing action for personal growth is the main issue of the present study that no research has been done in this field.

The aim of this study was to determine the effectiveness of peace education on the Personal Growth Initiative of junior middle school students.

The method of the present study was quasi-experimental with a pretest-posttest design with a control group. To conduct the research, among all the male middle school students in District 3 of Tehran who were studying in the academic year 2009-2010; 60 people were selected as a sample through multi-stage random sampling and They were randomly divided into experimental (n = 30) and control (n = 30) groups. The students in the experimental group were then trained in peace in 8 sessions of 2 hours in 8 weeks. The instrument used in the study was the Personal Growth Initiative Questionnaire (PGIQ) Which were performed in three stages of pre-test, post-test and follow-up (two months) in both experimental and control groups and were analyzed using mixed design analysis method in SPSS software.

In the developed model, the implementation of peace education in comparison with the control group, the components of action for personal growth were significant at the level of 0.01%.Due to the significant impact of peace education on action for students' personal growth, this method can be used in their academic success.

Due to the significant effect of peace education on students' Personal Growth Initiative, this method can be used in their academic success.

Postpartum Depression (PPD) may affect mother-infant attachment and other family relationships, and may even threaten the safety and health of mother, infant and other children. Despite the relative efficacy of most cognitive therapy methods in controlling or reducing the symptoms of PPD, their application has faced many shortcomings due to a lack of explanation of the main cause of the disorder and deficiency in providing appropriate treatment strategies. Also, less research has been done on the effect of detached mindfulness-based metacognitive therapy on meta-worry, cognitive distortion, and other symptoms of PPD.

The present study aimed to determine the efficacy of metacognitive therapy based on detached mindfulness on reducing meta-worry and interpersonal cognitive distortion in women with PPD.

This research was conducted by quasi-experimental method using a two-group pretest-posttest design. The statistical population of the study was all women referred to Golestan Urban Health Center in Ardabil City from 2018 to 2019. Sampling method was convenience sampling. Using Beck Depression Inventory (BDI) (1996) and the Edinburgh Postnatal Depression Scale (EPDS) (1987), 40 people were selected (20 in experimental group and 20 in control group). Then, for the experimental group, the protocol of detached mindfulness-based metacognitive therapy was performed during 8 sessions in Golestan Urban Health Center in Ardabil City, and the results were analyzed based on meta-worry and interpersonal cognitive distortion scales by analysis of covariance (ANCOVA).

The results showed that in the experimental group the average posttest scores of meta-worry and interpersonal cognitive distortion were significantly different from the control group. In other words, after therapeutic intervention meta-worry (F = 317.62; P = 0.001 <0.05) and interpersonal cognitive distortion (F = 331.39; P = 0.001 <0.05) meaningfully decreased in the experimental group.

The results of this study indicated that detached mindfulness-based metacognitive therapy, by improving the thinking process, identifying negative metacognitive and correcting beliefs, and providing appropriate cognitive responses, is an effective therapeutic approach in treating PPD symptoms and reducing meta-worry and interpersonal cognitive distortion.

Moral behavior was defined as a set of socially accepted behaviors that may be either internal or external. Studies have reported on the effect of social cognitive training to improvement moral, also, coaching by empowering effect on this behavior. However, compares the effect these trainings in girl students of high/secondary school has been overlooked.

The present study conducted to compare the effect of social cognitive training & coaching on moral behavior in girl students of high/secondary school.

Research method was quasi-experimental with pre-test, post- test, three-month follow-up with control group. The statistical population consist of girl students of high/secondary school resident in second district of Tehran city in 1400 years. Sampling method was Convenience Sampling. 45 available students selected (fifteen in each experimental group) and replaced randomly in experimental group 1 (social cognitive training) and experimental group 2 (coaching training). Fifteen other student placed in control group and did not receive any training. The moral behavior Inventory (Sabet, Delavar, Pashasharifi & Khoshnevisan, 1394) was administered pre-test, post-test and follow-up. The training packages were social cognitive training package (Ann Vernon, 1395) and coaching training package (bazarqan, 1397). Social cognitive training and coaching training applied on experimental groups (ninety minutes each session) weekly and the control group did not receive any training. The data analyzed by mixed analysis variance.

Results showed that both of Social cognitive training and coaching training were affected the same on increasing to moral behavior in girl students of high/secondary school (p<0.005). Three- month follow-up confirmed these results. Then by use to Social cognitive training & coaching (especially Social cognitive training) can to increase to moral behavior in girl students of high school.

Then, social cognitive training & coaching (especially Social cognitive) affective to raise the moral behavior students and is necessary for using from these methods to improve education of these girl students of high school.

Numerous studies have examined the effectiveness of mindfulness-based intervention in people with attention deficit hyperactivity disorder. But research that examines the effectiveness of mindfulness- based intervention in people with attention deficit hyperactive with conduct disorder has been overlooked.

This study aimed to investigate the effectiveness of mindfulness on self-control, and high-risk behaviors in adolescent's attention deficit hyperactivity disorder with conduct disorder.

The study method was quasi-experimental with a pretest-posttest design including a control group and a three-month follow-up period. The statistical population consisted adolescent boys aged between 13 to 18, with ADHD + CD who had been admitted to the social emergency of the city of Shiraz in the year 2019. Twenty-six adolescents with ADHD+CD were selected based on inclusion criteria through by convenience sampling method and were randomly divided into experimental and control groups. The experimental group received mindfulness-based intervention (zylowska,2012). during two and a half months which included ten 90-minute sessions The questionnaires used in this study included the the Tangney self-control questionnaire, and the Iranian adolescents’ risk-taking questionnaire. Data analysis was performed using the SPSS-26 software and analysis of variance with repeated measure, two-way mixed design

result showed that the differences between the experimental and control groups in terms of post-test and follow-up scores in self-control variable and high-risk behaviors were significant (P<0/05)

Based on finding of this study, training and application mindfulness-based intervention techniques can be effective in improving self-control and decrease of high-risk behaviour in adolescents with ADHD along with CD.

Psychiatric disorders are a type of illness in which people suffer from emotional problems that affect all aspects of a person's life. Numerous studies have examined the effectiveness of third-generation cognitive and behavioral therapies on improving the performance of the mentally ill. Nevertheless, the main question is whether the new therapies, including positive psychology- based skills, affect the self-efficacy and awareness of these patients?

This study aimed to investigate the effectiveness of positive psychology skills on self-efficacy, problem solving, and mindfulness in chronically mentally ill patients.

This was a quasi-experimental study with a pretest-posttest design with a control group The statistical population consisted of all chronic male mental patients attending the center overnight in Roozbeh mental patients in Zahedan in 1399Thirty patients were selected by convenience sampling method and randomly assigned to experimental (n=15) and control (n=15) Experimental group (positive psychology Quailiam,2003) received eight 90-minute sessions (biweekly). The control group received no intervention. The measurement instruments used in the study were the Self-Efficacy Questionnaire for Coping with Chesney Problems (2003) and the Mindfulness in Sports Questionnaire. The data obtained from the questionnaires were analyzed in two sections descriptively and inferentially using tests (multivariate and univariate covariance).

The results of the analysis of covariance showed that the skills training based on Positive Psychology is effective on "self-efficacy in coping with problems" and "mindfulness in exercise" of chronically mentally ill people (p<0.001).

Due to the positive effect of this intervention on self-efficacy in dealing with problems and mindfulness in sports, more extensive research can be done on other groups of chronic mental patients with chronic diseases and its comparison with the results of such studies.

Today, educational psychologists seek to improve students' performance and increase their well-being in all social, psychological and spiritual fields. Therefore, an important issue in the academic life of students is the improvement of their social, psychological and spiritual performance, which is the main concern of educational psychologists. Recently, they have achieved this with the help of positive psychology by focusing on character strength.

The purpose of this study is designing and testing relationships between character strength and social, psychological, spiritual well-being with mediating use of character strength.

For this purpose, 380 students were selected by multistage random sampling from twelve elementary school students in Ghale Ganj city. Research tools include the Values ​​in Practice Questionnaire Patterson & Seligman (2004), Social well-being Questionnaire Lee & Keys (1998), Spiritual Well-being Questionnaire (Palutzian, 1982), Psychological Well-being Questionnaire (Nava, Wells Duvillar & Pena, 2018) and the use of character strengths Questionnaire (Gavinci and Linley, 2007).

The results of structural equation analysis showed that character strengths have a direct relationship with psychological (B= 0.369, p<0/01), social (B= 0.201, p<0/01), and spiritual well-being (B= 0.258, p<0/01). Bootstrap results also showed that there is an indirect relationship between character strengths through the use of character strengths with psychological (B= 0.114, p<0/01), social (B= 0.110, p<0/01), and spiritual well-being (B= 0.103, p<0/01).

Based on the findings of the study the character strengths are an important factor in predicting students well-being in all types (social, psychological and well-being), which this effect increased by use of character strengths.