فصلنامه روش ها و مدلهای روان شناختی
سال سیزدهم شماره 50 (زمستان 1401)

The design of educational-therapeutic places as a set of behavioral setting can be effective in the formation of behavioral patterns of their users in terms of attention to the dimensions of environmental qualities. Therefore, it is important to know the components that influence the formation and proper functioning of behavioral setting. The aim is to identify the components of environmental quality assessment in the design of behavioral setting, and to evaluate their impact on the education and treatment of autistic children aged 4-7years.The research is applied and its research method is descriptive-analytical and semi-experimental. The statistical population and sample size were determined for two groups of experts and subjects from Bushehr Autism Center. Through the simple random sampling method and by the Cochran formula, 38experts were selected; And from the center's 4-7year-old autistic children, all 18of them (experimental group) were selected for the sample size. Gathering information in two theoretical and field sections; And to analyze information from descriptive and inferential statistics (Paired sample t-tests and Friedman), it was done through SPSS software.There is a significant effect between the components of environmental quality assessment in the design of behavioral setting, and the education and treatment of autistic children aged 4-7years; That the effectiveness of the components is different from each other and includes:"Functional-behavioral","Structural-physical","Perceptual-cognitive"components respectively.By establishing a balance between the place-making components, it is possible to improve the quality of behavioral setting for the better education and treatment of autistic children and provide the means for their progress.

today human resources is considered the most vital strategic element and the most fundamental way to increase the effectiveness of the organization. Therefore, increasing psychological capital is an inevitable necessity for any organization. The purpose of the present study was to compare the effectiveness of modern group reality therapy and acceptance and commitment therapy on psychological capital among the employees of Bushehr city.

The current research method is semi-experimental with a pre-test, post-test and control group design. The statistical population was all the employees of Bushehr city in 2022. The sample of the research was 45 employees who were selected by available sampling method and were randomly divided into two experimental groups (acceptance and commitment therapy and reality therapy) and control. Psychological capital questionnaire (Luthans, 2007) was used to collect data. The collected data were analyzed using multivariate analysis of covariance (MANCOVA).

The results of multivariate covariance analysis showed that modern group reality therapy and acceptance and commitment therapy increased the psychological capital of the experimental groups compared to the control group (P<0.001). The results of post hoc Bonferroni test showed that the effect of treatment based on acceptance and commitment on self-efficacy, resilience psychological and capital was significantly higher than training based on reality therapy (P<0.05).

It is concluded that both modern group reality therapy methods and therapy based on acceptance and commitment are effective for improving the psychological capital of employees and these interventions can be used to increase organizational productivity.

Metaphors possess the potential to convey and conceptualize complex and voluminous material in a short sentence or passage. Hence, its wide use in different sciences. Evidence confirms the benefits of using metaphors in education and psychotherapy. Metaphors help wear down client resistance, simplify abstract concepts and make them accessible, improve the therapist-client relationship, and boost client learning.

This research aims to design and evaluate the metaphor-based psychological-educational package to explain and conceptualize early maladaptive schemas of disconnection and rejection domain.

By drawing upon the schema therapy and client metaphors, the researcher designed and prepared five metaphors (25 metaphors in total) for each schema of rejection and disconnection domain and presented it to the expert panel of 13 to test its qualitative and quantitative content validity. Content Validity Ratio (CVR) and Content Validity Index (CVI) were used in quantitative validation.

Results of the statistical analysis suggest that out of 25 metaphors, 23 showed CVR and CVI higher than the required number and proved valid. The Content Validity Ratio for the entire educational package was calculated as 0.84 and the content validity index as 0.95.

Given the benefits and applications of metaphors in education and psychotherapy and based on the validation of designed metaphors, this psychological-educational package can be employed in education and schema therapy sessions.

The desire for divorce causes the disintegration of the most fundamental structure of society, namely the family. Therefore, the present study was conducted with the aim of developing an educational package to abandon divorce and determine its effectiveness on the desire for divorce in comparison with the Guttman method in married women seeking divorce.

The research method was a combination of consecutive exploratory type. The qualitative part was done with the aim of discovering divorce barriers and compiling an educational-counseling package for divorcing. The results were divided into two general categories: why divorce is abandoned and how the mechanisms of persistence. In a small part, the quasi-experimental method with pre-test, post-test and follow-up design was used. The statistical population was married women seeking divorce in Isfahan and the statistical sample consisted of 45 married women who were selected by convenience sampling and randomly assigned to two experimental groups (theory-based education group, Guttman education group and control group) (15 people in each group). The experimental groups received 8 90-minute training sessions. The research instruments was Divorce Desire Questionnaire (Rosebelt et al., 1984).

The results showed that both methods were effective in reducing the desire for divorce and the educational package for quitting divorce had a more significant effect.

The findings of the present study were evidence of the usefulness and effectiveness of the divorce package in family interventions.

The aim of this study was to develop a causal model of post-divorce adjustment based on personality traits, attachment style and perceived support with the mediating role of cognitive emotion regulation.

The study was correlational research based on structural equation modeling. The statistical population of this study was all divorced women Research sample of 416 divorced women; were chosen. In this study, data were collected through adaptation questionnaires after Fisher divorce, perceived support of Zimet et al., Hazen and Schiver attachment style, neo-personality traits, and cognitive emotion regulation of Garnfsky and Craig. Data analysis was performed using structural equation modeling (SEM) method. To evaluate the significance of indirect effects, bootstrap method was used.

The results showed that the proposed research model has a good fit with the data. The findings also indicated that direct pathways of cognitive emotion regulation and perceived social support were significant for post-divorce adjustment. Indirect pathways of neurotic personality traits, avoidant and ambivalent attachment styles on post-divorce adjustment through cognitive emotion regulation were negative and significant. Indirect paths are also positive and significant personality traits of extraversion, openness, agreement, conscientiousness, and secure attachment style.Discussion and

Based on the findings of this study, it can be concluded that in order to increase post-divorce adjustment, it is necessary to pay attention to the role of personality traits, attachment style, perceived social support and cognitive regulation of emotion.

The aim of this study was to investigate the effectiveness of dialectical behavior therapy training package based on experience of perfectionist adolescents on adolescent self-efficacy in Falavarjan (Isfahan).

The research method was quasi-experimental with pre-test-post-test and a control group. The statistical population of the study included all adolescent boys in the first secondary school of Falavarjan (Isfahan) in 2020. Thus, 40 adolescent boys were selected using cluster sampling method according to the inclusion and exclusion criteria and were randomly assigned to the experimental and control groups (20 individuals in each group). Participants responded to research tools including a self-efficacy questionnaire (Morris, 2002) before and after the intervention. The participants in the experimental group underwent the dialectical behavior therapy training based on the experience of perfectionist adolescents for 90-minute 8 sessions, while the control group did not receive any intervention. Data were analyzed at two levels: descriptive (mean and standard deviation), and inferential (one-way analysis of covariance) using SPSS22 software.

The results of data analysis indicated that the experimental group had a significant increase in self-efficacy and academic, social and emotional components in the post-test stage compared to the control group (p<0.05).

According to the research findings, the dialectical behavior therapy training package based on the experience of perfectionist adolescents can be used in order to improve self-efficacy and its components in adolescent boys. The results of this research can be used by counselors and psychologists.

Adverse childhood experiences may impair a person's ability to develop healthy and constructive coping mechanisms as well as mental resources to manage later life stressors. This research was conducted with the aim of investigating the relationship between adverse childhood experiences and depression (mediating role of mindfulness).

The present research was of the correlational type in terms of the applied goal and in terms of the contextualization method. The statistical population of all young people in Tehran in 2021 was a statistical sample of 280 people, and the tools used were adverse childhood experiences questionnaire (2004), depression questionnaire (2010) and mindfulness questionnaire (2006).

The results showed that the proposed model was approved, because the value of the root mean square error of estimation (RMSEA) was in the optimal range (less than 0.08) and in addition, the fit indices (NFI, IFI, CFI, GFI) were favourable (more than 0.9). According to the findings, adverse childhood experiences have influenced depression with the mediating role of mindfulness (observation, description, action with awareness, non-judgment and non-reaction).Discussion and

The results showed that aspects of mindfulness significantly mediate the relationship between adverse childhood experiences and depression. Negative cognitions associated with adverse childhood experiences may impair a person's ability to effectively describe feelings and be fully aware of the present moment, which may contribute to depressive symptoms.

The type of parenting style can play as a vital role in both internalized and externalized problems. Accordingly, the present study aimed to investigate the effect of proactive parenting and positive parenting therapies on externalized and internalized problems of children.

The method of this study has been quasi-experimental, pretest and posttest design alongside a control group. The statistical population of the study included most parents with their elementary school students in Shiraz who had referred to counseling clinics due to psychological problems during the autumn 2020. The statistical sample were 45 mothers with their children who were divided into three groups of 15 people through a convenience sampling method. Two of these groups were experimental and one was assigned as a control group. In order to collect data, Child symptom inventory-4 (CSI-4) checklists by Sprafkin and Gadou as well as Conners behavior problems questionnaire related to parents were applied.

The results of the analysis of covariance indicated that the effect of proactive parenting therapy on internalized problems [P = 0.001, F (26-1) = 68.15] and externalized problems [P = 0.001, F = (26-1) =44.04] of children was meaningful and significant.

Proactive parenting style is mostly relied on reactions. This provides the chance for the active presence of parents instead of being merely the observers of the events.

The results indicated that these therapies can enable parents to apply approaches to deal with children internalized and externalized problems.

People with borderline personality disorder have deficits in cognitive flexibility, theory of mind, and emotional intelligence. The aim of this study was determining the mediating role of emotional intelligence in explaining the causal relations between theory of mind and cognitive flexibility with borderline personality disorder traits in adolescents.

The present study was conducted by correlation method and structural equation modeling. The statistical population of the research was made up of all teenagers studying in schools of the 5th education region of Tehran in 2018-2019. 352 people were selected by available sampling method. The participants answered the Borderline Personality Inventory, the Cognitive flexibility questionnaire, the Reading the Minds of the Eyes Test and the Bradberry-Greaves’ Emotional Intelligence individually during one session. The results showed the total path coefficient between theory of mind (β=0.210, P<0.01) and cognitive flexibility (β=0.219, P<0.01) with negative borderline personality disorder traits and at the 0.01 level was significant. The path coefficient between emotional intelligence and borderline personality disorder traits was negative and significant at the 0.01 level (β=0.322, P < 0.01). Indirect path coefficient between theory of mind (P < 0.01, β = -0.113) and cognitive flexibility (P < 0.01, β = -0.109) with negative borderline personality disorder traits and at the level of 0.01 was significant. Therefore, emotional intelligence mediates the relations between theory of mind and cognitive flexibility with borderline personality disorder traits in a negative and significant path.

Cognitive and emotional factors can predict the borderline personality disorder traits in adolescents.

Marriage is the first emotional and legal treaty in our lives. Frustration and frustration are the gradual reduction of emotional attachment to the spouse, which is associated with the feeling of alienation, indifference and disparity between couples and the replacement of negative emotions rather than positive emotions. Accordingly, the aim of this research is to investigate the effectiveness of teaching skills Relationship between self-esteem, perfectionism and marital exhaustion of women referring to Isfahan counseling centers. The statistical population of this study consisted of all women referring to Isfahan counseling centers. Samples of 40 students were randomly assigned into two groups of experimental and control groups. The experimental group consisted of 20 women who referred to the group communication skills training they received 10 weekly sessions, and the control group consisted of the same number of people who did not receive the training. The instrument used in this research was self-esteem (Cooper Smith), perfectionism (Hill) and marital burnout (Paniz), which was done in two stages of pre-test and post-test on two experimental and control groups. To analyze the data, the statistical analysis of covariance analysis was used in SPSS software. The results of the analysis showed that communication skills training caused a significant reduction in the mean scores and marital burnout of the experimental group compared with the control group. Also, these trainings significantly increased the mean scores of self-esteem among the experimental group, but these did not significantly reduce perfectionism.