فصلنامه خانواده و پژوهش
سال نوزدهم شماره 2 (تابستان 1401)

The purpose of the present study was to design a training program based on resilience components and evaluate its impact on the cognitive emotion regulation of mothers of children with autism spectrum disorder. In this quasi-experimental research, first the training program was designed based on resilience components and then the program effectiveness was assessed through a pretest-posttest control group design with a follow-up session. The statistical population of the study was comprised of all mothers of children with autism spectrum disorder who were referred to one of the counseling centers in Tehran in 2018, from among whom 30 individuals were selected through purposive sampling method and were randomly assigned to two experimental and control groups. The experimental group received training in resilience components in twelve 90-minute sessions within 3 months, while the control group received no intervention. The research instrument included the Cognitive Emotion Regulation Questionnaire (Garnefski et al., 2001). The collected data were analyzed via repeated measures ANOVA. The results revealed that the training program based on resilience components was effective in promoting the cognitive emotion regulation of mothers of children with autism spectrum disorder (P<0.05). These results were stable over the three-month follow-up period. The findings demonstrated that training in resilience components can be utilized as an effective method to increase cognitive emotion regulation in mothers of children with autism spectrum disorder.

This study sought to design a comprehensive evaluation model which can be utilized to evaluate educational programs with broad target populations and multiple management and executive layers, including the School Peer Counseling Program. This qualitative research had a descriptive design. Purposeful sampling method was used and the sample was non-randomly selected from the executive scientific documents of social programs as well as related literature. The findings indicated that the multilevel evaluation model needs to be formed by integrating a logical model as the general pattern of planning and evaluation, CIPP from the management-based approach and Kirkpatrick from the goal-based approach. In this model, while paying attention to the design and implementation components of the program, different levels of beneficiaries are also involved. The School Peer Counseling Program can be evaluated through this multilevel model due to the variety of goals and levels of the multilayered individuals involved in it. The model can then provide educational policymakers with prioritized solutions to enhance the program effectiveness. It is suggested that this model be utilized for evaluating large-scale programs in which it is important to examine multiple levels of program management and implementation and create interaction between the evaluation results.

Shyness is the tendency to feel awkward, worried, or tense during social encounters, especially with unfamiliar people. Assertiveness – asking for something you need or saying no to a request – is a skill that is difficult for many people. Play therapy is a method of therapy that uses play to uncover and deal with psychological issues in children and adolescents. This study set out to compare the effectiveness of sandplay and storytelling therapy in shyness and assertiveness of fourth to sixth grade elementary school children in Gonbad-e Kavus in 2017-18 school year. This quasi-experimental study had a pretest-posttest control group design. To achieve the research goals, forty-five students with higher levels of shyness and lower levels of assertiveness were selected and assigned to 3 groups of 15 - 2 experimental groups and 1 control group. The research instruments included Stanford Shyness Survey (1977), the Gambrill and Richey Assertion Inventory (1975), and sandplay and storytelling therapy training packages. At the end of study, the pretest and posttest scores of the three groups were compared and the obtained data were analyzed by multivariate analysis of covariance (MANCOVA). The results showed that sandplay and storytelling therapy were effective in students' shyness and assertiveness. The obtained means also indicated that sandplay therapy was more fruitful than storytelling therapy.

The global spread of COVID-19 has caused disruptions in many aspects of our lives. Education systems worldwide have changed dramatically. Numerous countries have encouraged schools to shift to e-learning and, as a result, parental involvement in their children’s education has changed. This study focused on mothers’ involvement in children’s education during the COVID-19 pandemic and probed their interpretations of e-learning. The study applied a qualitative approach based on grounded theory. The participants were selected by purposeful sampling method with convenience and snowball sampling techniques. Semi-structured interviews were conducted with 26 mothers aged 29-49 who had at least one primary school child. The data were analyzed using theoretical coding method at both open and axial levels and seven main categories were derived. These categories included: 1. Double mental stress, 2. Disruptions to daily routines, 3. The role of mother/teacher, 4. Homework obsession, 5. Students’ academic dissociation, 6. Breaking the virtual taboo, and 7. Having doubts about learning and assessment. In the conclusion part, the extracted categories and subcategories were discussed.

This study aimed to investigate the relationship between primary school principals’ development based on self-determination theory and their conflict management styles. The population of the study was comprised of primary school principals in Sabzevar (Razavi Khorasan Province) in 2016-17 school year. These principals included 37 males and 37 females all of whom participated in the study based on total population sampling. The research instruments included Basic Psychological Need Satisfaction at Work Scale (Deci et al., 2001) and Conflict Management Technique Scale (Robbins, 1991). The content and face validity of the instruments was confirmed by experts and their reliability was calculated to be 0.90 and 0.81 respectively by the use of Cronbach’s alpha. Descriptive and inferential statistics including the Pearson correlation was used to analyze the data. The results demonstrated that there was a significant relationship between school principals’ development and conflict management styles. More specifically, the higher the female principals’ development, the higher their use of competing, avoiding, and compromising management styles. Nonetheless, there was no a significant relationship between female principals’ development and other conflict management styles. In addition, there was a significant relationship between male principals’ development and all conflict management styles. The higher the male principals’ development, the more frequent their use of the conflict management styles.

The present study was undertaken to investigate the effectiveness of group parenting training for mothers based on acceptance and commitment in reducing the symptoms of externalizing disorders in children. This quasi-experimental study had a pretest-posttest control group design with a follow-up session. The statistical population of the study consisted of mothers of children aged 6-8 referred to Omid Children's Counseling Center in Tabriz in the autumn and winter of 2017. The children were diagnosed to have symptoms of externalizing disorders using the Child Behavior Checklist (CBCL) Achenbach-Parents’ version. Twenty-four mothers were selected using convenience sampling method and were randomly assigned to experimental (N=12) and control (N=12) groups. The experimental group was subjected to parenting training for eight 2-hour sessions, while the control group did not receive any intervention. Data were analyzed using ANCOVA. The results showed that in the posttest stage, there was a significant difference between the mean scores of the experimental and control groups after eliminating the effect of pretest (F=72.732, P<0.05). Furthermore, the results revealed that in the follow-up stage, there was a significant difference between the mean scores of the experimental and control groups after eliminating the effect of the pretest (F= 43.895, P<0.05). Therefore, it can be concluded that parenting training for mothers based on acceptance and commitment is effective for reducing the symptoms of externalizing disorders in children and this effect is stable over time. It is suggested that this program be used in counseling centers.

This study set out to examine the relationship between family atmosphere, school value and academic buoyancy mediated by perceived self-efficacy among a group of junior high school students. The present study had a correlational design. The statistical population of the study included all junior high school students in Marvdasht in 2018-19 school year. The participants were 356 students who were selected by random cluster sampling method and completed the Heilbrun’s Parent-Child Interaction Rating Scale (1964), School Value Scale (Tuominen-Soini, Salmela-Aro & Niemivirta, 2012), Perceived Self-efficacy Questionnaire (Muris, 2001), and Academic Buoyancy Questionnaire (DehghaniZadeh & Hosseinchari, 2012). Structural equation modeling was performed to analyze the data. The results showed that the model fitted the data. Regarding the relationship between variables, it was observed that family atmosphere could directly predict academic buoyancy. Family atmosphere and school value were also direct predictors of perceived self-efficacy. In addition, perceived self-efficacy played a mediating role in the link between family atmosphere, the value of school and academic buoyancy. These findings underscore the role of family and school contextual variables in encouraging learners to be involved in school affairs to overcome academic adversities and achieve academic buoyancy. Most importantly, these contextual variables exert their effect through the psychological variable of perceived self-efficacy.

This study was carried out to examine how effective the training in transactional analysis is in the emotional self-regulation of female senior high school students who were in conflict with their parents. This applied, quasi-experimental study had a pretest-posttest control group design.  The statistical population of study comprised all senior high school girls in 2017-18 school year in Kamyaran, Kurdistan Province, who were in conflict with their parents. Multi-stage cluster sampling method was utilized and the sample was drawn (N= 24). The research instruments included Conflict Tactics Scale (CTS) (Straus, 1979) and Self-regulation Questionnaire (Garnefski & Kraaij, 2006). The experimental group was subjected to transactional analysis training for eight 90-minute sessions, while control group did not receive any intervention. The obtained data was analyzed via ANCOVA. Results indicated that transactional analysis training had a significant effect on the promotion of adaptive emotion regulation strategies as well as decline of maladaptive strategies in the experimental group (P<0.05). More specifically, in the posttest, the mean score of adaptive emotion regulation strategies among girls increased, while the mean score of maladaptive strategies decreased. Accordingly, it can be concluded that transactional analysis training can be effective in emotional self-regulation of those who are in conflict their parents.