فصلنامه خانواده و پژوهش
سال نوزدهم شماره 3 (پاییز 1401)

As well as a time of multiple physical changes, puberty is also a time of significant emotional, psychological, and social change. The present research has been conducted as an effort to examine the effectiveness of a group training program based on social skills and behavior management in reducing the social and behavioral problems of boys going through puberty. This quasi-experimental study had a pretest-posttest control group design.  The statistical population of the study consisted of adolescent boys aged 12-16 who were studying at public schools in Yazd in 2017-18 school year. Multi-stage cluster sampling method was utilized and the sample was drawn (N= 30). The subjects were randomly assigned to experimental and control groups. To collect data, the mothers of the subjects completed Behavior Assessment System for Children (BASC-3) (Reynolds & Kamphaus, 2015) and Social Skills Improvement System (SSIS) (Gresham & Elliott, 2008). The subjects and their mothers were subjected to the training for 30 sessions, while the control group did not receive any intervention. The results of multivariate covariance analysis showed that the training program had a significant effect on aggression (p<0.008), withdrawal (p<0.016), depression (p<0.016), behavioral problems (p<0.013), communication (p<0.001), cooperation (p<0.001), internalizing/externalizing (p<0.001), and responsibility, self-control, and social skills (p<0.001). Based on the findings of the present study, it can be concluded that training mothers and adolescents can play a pivotal role in resolving behavioral and social problems of boys going through puberty.

Creativity is crucially important for talented people because it helps them potentially increase their power and this is for the benefit of society. The present research has endeavored to examine the effectiveness of a comprehensive Creative Problem Solving Program in increasing the creativity of gifted students. This quasi-experimental study had a pretest-posttest control group design. The sample was comprised of 50 gifted male students in grades three through six and their parents. The students were randomly assigned to experimental and control groups. Torrance Test of Creative Thinking (TTCT) (figural version) was given to both groups. There were 12 training sessions for the students and 4 family-centered training sessions for the parents. The content of the sessions for the students includes games, group interactive activities, and multiple intelligence dimensions (including storytelling, reading stories, music, drama, motor skills, etc.). Due to the importance of games, the program and activities for the children were based on games and entertainment. The content of the training sessions for the parents included strategies to enhance creativity and parenting styles of gifted students. The results of ANCOVA were indicative of the effectiveness of the Creative Problem Solving Program. The results of the study demonstrated that there was a significance difference between pretest and posttest scores of the experimental and control groups (P<0.005) in the dimensions of TTCT, namely, fluency, flexibility, originality, and elaboration. The findings of the study revealed that the creativity of gifted students can be fostered through appropriate programs incorporating entertaining. To better estimate these effects, future research should consider the potential effectiveness of longitudinal studies. It is also recommended that this program be administered to regular students.

The present research sought to determine the impact of mentalization-based therapy on improving the mother-child relationship and secure attachment in children. This quasi-experimental study had a pretest-posttest control group design. The statistical population of the study consisted of all mothers of children aged 3-6 in Parand in 2020. Convenience sampling method was utilized and 30 mothers who had obtained lower than average scores on mother-child relationship and attachment scales were randomly selected and assigned to experimental (N=15) and control groups (N=15). The research instruments comprised Mother-Child Relationship Evaluation Scale (Roth, 1980) and Kinship Center Attachment Questionnaire (Kappenberg & Halpern, 2006). The experimental group received training in mentalization-based therapy in 8 two-hour sessions. The collected data were analyzed via MANCOVA. The results showed that mentalization-based therapy was effective in improving total mother-child relationship score as well as those of acceptance, overprotection, overindulgence, and rejection subscales. The results also indicated that mentalization-based therapy was effective in improving the total attachment score and those of positive adjustment/development, negative behavior, negative reactivity, and distancing from caregiver support subscales. Accordingly, it can be concluded that mentalization-based therapy is a practical way to boost the mother-child relationship and secure attachment in children.

Autonomy and positive and negative affect are among the most significant factors affecting the quality of life and academic achievement of students. Accordingly, this study aimed to examine the effectiveness of group reality therapy in the development of emotional autonomy and positive and negative affect in male students. This quasi-experimental study had a pretest-posttest control group design. The statistical population of the study included all male senior high school students in Isfahan (District 3) in 2018-19 school year. In order to select the sample, first 181 individuals were selected through convenience sampling. In the next stage, 30 students who had gained the lowest scores on the autonomy questionnaire were randomly assigned to the experimental and control groups. The subjects completed Emotional Autonomy Scale (Steinberg & Silverberg, 1986) and the Positive and Negative Affect Schedule (PANAS) (Watson et al., 1988). The experimental group received training in group reality therapy in eight 90-minute sessions. The collected data were analyzed by ANCOVA. The results showed that training in group reality therapy had a significant effect on the development of emotional autonomy and positive and negative affect in students. The findings of the study have important implications for researchers as well as education and therapeutic centers.

This study was undertaken to investigate the interdependence between parental emotion regulation and children's socialization of emotions. The present study had a correlational design. The statistical population of this study comprised mothers and fathers of children aged 6-10 studying at primary schools in Tehran in 2018-19 school year from among whom 120 couples were selected using convenience sampling method. The research instruments included Coping with Children's Negative Emotions Scale (CCNES) (Fabes et al., 1990) and Difficulties in Emotion Regulation Scale (DERS) (Gratz & Roemer, 2004). The collected data were analyzed via Pearson correlation method and actor and partner effects using APIM software. The results showed that the actor effect for predicting mothers' supportive and non-supportive reactions to children's emotional reactions through the mothers' difficulty in emotion regulation was not statistically significant (P>0.05). The actor effect for predicting fathers’ supportive and non-supportive reactions to the emotional reactions of children through the father's difficulty in emotion regulation was statistically significant. This means that the father's difficulty in emotion regulation is able to predict fathers' supportive and non-supportive reactions to their children's emotions. However, the partner effects for father's  and mothers' emotion regulation difficulties in predicting father's supportive and non-supportive reactions to the emotional reactions of children were not statistically significant (P>0.05). Hence, it can be stated that parents’ emotion regulation skills have different effects on their supportive and non-supportive reactions to their children's emotions. Furthermore, mothers' difficulty in emotion regulation does not affect the parent-child relationship and their maternal role.

This study was carried out to examine the impact of resilience training on students' academic burnout and mental health. The statistical population of the study was comprised of all male senior high school students in Ilam in 2018-19 school year from among whom 40 students were selected via multi-stage random sampling method and were assigned to experimental (N=20) and control groups (N=20). This quasi-experimental study had a pretest-posttest control group design.  The research instruments included Academic Burnout Questionnaire (Bresó, Salanova & Schaufeli, 1997) and Mental Health Questionnaire (Goldberg & Hillier, 1979). All groups were pretested. The experimental groups went through a ten-session course wherein the said training was utilized. All groups were post-tested. The collected data were analyzed by MANCOVA. Data analyses revealed that those who participated in resilience training had less academic burnout and more mental health compared to those who did not receive any intervention. Accordingly, it is suggested that policymakers and authorities, especially school counselors, hold workshops on resilience and its impacts on students' academic burnout and mental health for teachers, students, and their parents.

Adolescence is associated with various physical, psychological, emotional, cognitive, and social changes and adolescent adjustment can be affected by these wide-ranging changes. It appears that variables such as psychological well-being and attachment to God can help adolescents in emotional, social and educational adjustment. The present study set out to examine the mediating role of psychological well-being in the relationship between attachment to God and emotional, social and educational adjustment in female adolescents. This research had a descriptive, correlational design. The statistical population of the study was comprised of all female junior high school students in Tehran (District 14) in 2017-18 school year from among whom 222 students were selected using cluster random sampling method. The research instruments included attachment to God Questionnaire (Ghobari Bonab & Haddadi Kouhsar, 2011), Psychological Well-Being Questionnaire (Ryff, 1989), and Adjustment Inventory for School Students (AISS) (Sinha & Singh, 1993). The obtained data were analyzed via Pearson correlation coefficient and path analysis using SPSS19 and AMOS. The results revealed that there was a significant, positive relationship between attachment to God and psychological well-being of adolescents (P<0.05). Moreover, the results showed that attachment to God had a significant, positive relationship with emotional, social and educational adjustment of adolescents and psychological well-being mediates this association (P<0.05). Therefore, it can be concluded that adolescents’ psychological well-being as well as their emotional, social and educational adjustment can be promoted through strengthening the spiritual dimension and attachment to God.

This study aimed to assess the social identity and educational justice relationship in elementary school teachers. This study also investigated organizational citizenship behavior as a moderator in the relationship mentioned above. This applied research had a descriptive, correlational design. The statistical population of the study was comprised of all elementary school teachers in Behshahr in 2018-19 school year (N= 143). Krejcie and Morgan table was used to determine the sample size (N=104) and the sample was drawn via stratified random sampling. The research instruments included Social Identity Questionnaire (SaffariNia & Roshan, 2011), Educational Justice Questionnaire (Golparvar, 2010B), and Organizational Citizenship Behavior Questionnaire (Konovsky & Organ, 1996). Their reliability was calculated to be 0.80, 0.81 and 0.83 respectively by the use of Cronbach’s alpha. The collected data were analyzed by structural equation modeling using the partial least squares method (PLS). The results showed that social identity and organizational citizenship behavior were significantly associated with teachers’ educational justice. In addition, social identity accounted for 48.3% of variance in organizational citizenship behavior and 72.9% variance in educational justice. The results demonstrated that organizational citizenship behavior played a mediating role in the link between social identity and educational justice. Fit indices indicated that the proposed model was a good-fitting one.