فصلنامه علوم روانشناختی
پیاپی 120 (اسفند 1401)

Disturbance in relationships is the basis and foundation of emotional disorders. Due to the growth of mood and communication problems in families, the concern about the quality of the parent-child relationships during adolescence has increased significantly in recent years.

Considering the importance of the role of attachment in solving the communication problems of families, the present study was conducted to investigate the effectiveness of a therapeutic program developed based on attachment and by Iranian culture in improving the relationship between depressed and anxious adolescents and their parents.

This research method was semi-experimental with a pre-test, post-test design with a control group, and a 6-week follow-up using a random selection of group members. The statistical population of the present study was 93 depressed and anxious teenagers visiting Rasht counseling centers in the age group of 14 to 18 years; based on the screening program (interview and implementation of the DASS-21 test), 48 people were selected and randomly replaced in the experimental and control groups. The experimental group received the indigenous program of attachment-based intervention developed by Diamond, Diamond, & Levy (2014). Analysis of variance with repeated measurements was used to analyze the data.

The results showed that the intervention used caused a significant difference in the improvement of the relationship between the test group and the control group, which indicates the effect of the intervention and the family therapy program developed based on attachment, in improving the communication context between depressed and anxious teenagers and their parents, and the effect of this The intervention did not return in the follow-up phase and remained stable.

Considering that the developed treatment provides useful solutions for the quality of the attachment relationship and improving the communication between teenagers and their parents, this program can be considered an effective treatment method.

students didn’t have the opportunity to engage in problem-solving and knowledge management activities in traditional teaching methods. So, it is essential to change the instructional approach in order to use the online resources and material that leads to creating modern techniques. One of the new methods is flipped learning, which improves basic skills.

The present study is aimed to determine the effectiveness of instructional packages based on flipped learning on students’ metacognition and problem-solving skills.

The method was semi-quasi with a pre-and post-test design. The statistical population was all students in Alashtar. It is chosen 60 students through simple probability sampling. The instruments were Haroldetil and Abedi’s metacognition questionnaire and a researcher-made problem-solving test. The control group was taught through traditional methods, and it is designed and developed an instructional package based on flipped learning for the experimental group the teacher and students’ activities are done in three stages: pre and during, and after class. Data were analyzed by multivariate and univariate analysis of covariance.

There is a significant difference between the control and experimental group in meta cognition and problem-solving skill. (p<0.01). It means that the means in the experimental group is higher than the control group.

Based on the findings, it concluded that flipped class help in managing time appropriately, and training metacognition, and problem-solving skill. The teacher has more opportunities to concentrate on important issues and content and see more effective and deeper learning.

Oppositional defiant disorder (ODD) is one of the most common disorders in school-age children, closely associated with attachment problems. In various studies, dyad art therapy has been identified as effective in improving attachment components. Still, research that has focused on the efficacy of dyad art therapy on ODD has received less attention.

The aim of this study was to determine the efficacy of a dyad art therapy program developed by researchers on attachment components and symptoms of ODD.

This study was a quasi-experimental study with a pre-test and post-test design with a control group. The research population was all clients with a diagnosis of ODD aged 7 to 9 years who were referred to the counseling center of Arak Islamic Azad University in the spring of 2021 and 24 of them were selected by convenience sampling method and assigned to experimental and control groups. The research instruments were Kinship Center Attachment Questionnaire (2006) and the Homerton ODD Rating Scale (2006). The dyad art therapy program was performed as an independent variable and its efficacy was evaluated using multivariate analysis of covariance.

The results showed that after the intervention, in the total scores of the attachment components Questionnaire (f= 86.542, p< 0.01) and its subscales in the experimental group, scores were significantly increased and the symptoms of ODD decreased (f= 47/35, p< 0.05).

According to the findings, it can be concluded that dyad Art therapy can improve the components of attachment and reduce the symptoms of ODD.

During adolescence, due to the lack of stability in the mental state of adolescents, they mainly face many problems that can lead to the emergence of emotional/behavioral problems in them.

In the present study, the comparison of the effects of Mode Deactivation therapy(MDT) and emotion regulation therapy (ERT) on the reduction of internalizing and externalizing symptoms in adolescent girls.

The current research is a semi-experimental type with a pre-test-post-test with a control group. Among the teenagers visiting the clinics of Isfahan city, 30 people were diagnosed with behavioral/emotional problems through interviews, and they had the conditions to enter the research, they were selected and placed in three groups (10 people) MDT, ERT, and control, the subjects in the intervention groups received 8 sessions of 90 minutes for 8 weeks, and the individuals in the control group were placed on a waiting list and did not receive any intervention during this period. Before and after the intervention, all participants answered the adolescent Behavior Inventory Questionnaire (Achenbach & Rescular, 2002). Data were analyzed using a multivariate analysis of covariance.

The findings showed that ERT intervention had significant differences in the variables of internalization syndrome, anxiety/depression components, withdrawal, and externalization syndrome compared to MDT and control groups (P<0.05). The MDT intervention group also had a significant difference in the subscales of physical complaints compared to the control group and ERT(P<0.05), but both intervention groups in the subscales of aggression and lawlessness were significantly different from the control group(P<0.05) but are not significantly different from each other(P>0.05)

The results showed that ERT intervention is more effective than MDT in reducing the emotional and behavioral problems of adolescents due to the provision of objective and tangible training.

Self-injury is a mechanism that adolescents use to protect their fragile self in coping with the pressures of adolescence. Several studies have indicated that social cognition is involved in a variety of behavioral problems and mental disorders. Also, studies have shown the mediating role of distress tolerance in adolescents' tendency to self-injury behaviors. However, no study has been conducted to examine simultaneously the mediating role of distress tolerance in the relationship between social cognition and adolescents’ self-injury behaviors.

the present study aimed to model the structural relationships of social cognition with self-injury behaviors mediated by adolescent distress tolerance.

The research method was correlational, structural equations modeling type. The statistical population of the study included all adolescents aged 14-16 years who were studying in public schools in Karaj in the academic year of 2020-2021. Among them, 247 were selected using a convenience sampling method and through virtual networks and were evaluated using Social Cognition Questionnaires (Nejati et al., 2018), Inventory of Statements about Self-injury (ISAS) (Klonsky & Glenn, 2009), and the Distress Tolerance Scale (Simons, & Gaher, 2005). Structural equation method and SPSS23 and Smart PLS3 software were used to analyze the data.

The direct and negative effects of social cognition on self-injury behaviors were significant (P< 0.05), but the indirect effect of social cognition on self-injury behaviors was not significant. The direct and negative effects of DISTRESS tolerance on self-injury behaviors were significant
(P< 0.01).

According to the results, it can be concluded that distress tolerance and social cognition are important factors affecting adolescents' self-injury behaviors, so these factors should be considered in prevention and treatment programs.

Unethical pro-organizational behavior is one of the factors in the development of any organization. These are behaviors that violate accepted social and moral standards. Research evidence shows that the unethical behavior of employees is increasing from day to day, and the behavior of managers, and supervisors and the domination of an inhuman atmosphere in the organization can provide the basis for the occurrence of unethical behavior on the part of employees.

The aim of this study was to investigate the structural relationships between high-performance work systems and immoral Unethical pro-organizational behavior in the mediating role of multiple moral identities and psychological ownership.

This study is a correlation study that was performed by structural equation modeling with partial least squares approach. The statistical population was the staff of the Ministry of Sports and Youth, from which 324 people were selected as the available research sample. The measurement tool of Aquino and Reed Moral Identity Questionnaire (2002); High-performance work systems Zachartos (2005) and the immoral meta-organizational behaviors of Amphos et al. (2010) were the research variables. The validity of the instruments was assessed using confirmatory factor analysis. The collected data were analyzed using the partial least squares method.

The findings of the research showed that the factor loading obtained between the predictor variables and the grand criterion was obtained from 0.4. Also, the results of a t-value greater than 1.96 were obtained. The GOF index in this model was 0.454, which indicated the strong fit of the structural equation model. The result of the Sobel test 9.45 and 10.54 confirmed the mediating role of moral identity and psychological model, respectively.

Based on the results obtained in this study, managers should pay special attention to high-performance work systems to guide the behavior of employees in the organization. Also, managers should take steps to control the extra-organizational behaviors of their employees by paying attention to the structures of psychological ownership and moral identity.

Academic competence in the sense of knowledge, behavior, and obvious and hidden skills give people the ability to perform their duties effectively. Research shows that in addition to social support from important people in educational environments, emotion regulation is also one of the important factors of academic success and competence, but the mediating role of this concept has been neglected in the studied society.

This study aimed to determine the mediating role of cognitive emotion regulation in the relationship between perceived social support and academic competence.

The research method was descriptive-correlational, and the purpose of the research was applied. The statistical population of this study included all female high school students in the academic year 2020-2021 in Tehran, from which 610 students were selected by multi-stage random sampling. The instruments of the present study included the Academic Competence Evaluation Scale by Diperna & Elliott (1999), the Multidimensional Scale of Perceived Social Support by Zimet et al. (1988), and the Cognitive Emotion Regulation Questionnaire by Garnefski et al. (2001). Data were analyzed using structural equation modeling.

The results showed that the structural model has an acceptable fit with the collected data. In the present study, the indirect path coefficient between perceived social support through non-adaptive cognitive emotion regulation strategies (p<0.01, β=0.106) and through adaptive cognitive emotion regulation strategies (p<0.01, β=0.142) were positive and significant at 0.01 level.

Based on the results of the present study, it is suggested to school counselors, clinicians, and therapists in the field of children and adolescents to assess and evaluate the level of social support of students, and to identify and consider its manifestations to regulate students' emotions and academic competence.

Problematic emotional schemas are not only associated with emotions, but also with marital discord and decreased mindfulness, a negative view of one's emotions, and problematic coping strategies such as avoidance, rumination, or blaming oneself and others. On the other hand, empathy with the capability of understanding another’s emotional experience increases psychological well-being indicators and improves the quality of emotional schemas. Research shows the efficacy of acceptance and commitment therapy integrated with compassion on worry, rumination, social anxiety, and the relationship of couples; but there is a research gap in the application of this treatment in the studied community.

The present study sought to investigate the efficacy of cognitive therapy based on acceptance and commitment, with a focus on self-compassion emotional schemas, and empathy in couples.

The research method was quasi-experimental based on a pre-test, post-test design, and follow-up with the control group. The statistical population consisted of all couples who were referred to counseling centers in Tehran in the first half of 1400. The sample size was 36 people and the sampling method was purposive with random replacement. The experimental group received the interventions in 8 weekly 90-minute group sessions. The research instruments included Leahy's emotional schemas scale II (2002) and Jolliffe and Farrington’s basic empathy scale (2006). The data were analyzed using mixed analysis of variance and SPSS-25 statistical analysis software.

The results showed that cognitive intervention, based on acceptance and commitment with a focus on self-compassion, affect the variables of emotional schemas (P< 0.001) and empathy
(P< 0.001) significantly. Follow-up results showed stability in efficacy.

The results indicated that cognitive therapy based on acceptance and commitment with a focus on self-compassion influenced the emotional schemas and empathy in couples. Thus, cognitive therapy based on acceptance and commitment with a focus on self-compassion could be used to correct problematic emotional schemas and to increase empathy in couples.

Studies suggest that emotions are involved in initiating and maintaining adolescent self-injury behaviors. Although the research background refers to the positive effects of acceptance and commitment therapy and mindfulness therapy on adolescents' psychological problems, there is a research gap in the application of these two therapeutic approaches in the research community.

The aim of this study was to compare the effectiveness of acceptance and commitment therapy (ACT) and mindfulness therapy on the emotional control of adolescents with self-injury behaviors.

The research method was quasi-experimental, with a pretest-posttest design and two months of follow-up. The statistical population of the study included all female students in public schools in District 1 of Tehran. 60 people were selected by stepwise cluster sampling method and randomly divided into two experimental groups and one control group. The first experimental group (ACT) and the second experimental group (mindfulness) had 8 sessions of therapeutic interventions. The first and second experimental groups each received 8 sessions of therapy based on acceptance and commitment and therapy mindfulness therapy. The research instrument included the Inventory of Statements About Self-injury (Klonsky & Glenn, 2009) and the Emotion Control Scale (Williams et al., 1997). Data analysis was the multivariate analysis of covariance (ANCOVA) using SPSS-23 software.

In the post-test phase, both intervention methods had a significant effect on the improvement of the emotional control of adolescents with self-injury behaviors (P<0.01). In the follow-up phase, two interventions significantly improved emotional control, but there was no significant difference between the effectiveness of ACT and mindfulness therapy.

The research results showed that the ACT improved the emotional control of adolescents with self-injury behaviors by accepting emotions and preventing the avoidance of experience and the formation of committed action and healthy habits and by raising awareness of the present moment, improving the thought process, identifying and correcting negative cognitive beliefs, and providing appropriate cognitive responses.

Research shows that emotional dyslexia and the components of difficulty in identifying emotions have a positive relationship with the symptoms of social anxiety disorder and maintain the cognitive factors of social anxiety disorder and cause them to avoid others.

This research aims to determine the effectiveness of mindfulness training on alexia in women with high alexia and on social anxiety in women with social anxiety based on their brain-behavioral systems and to determine the difference in effectiveness in two groups. It was planned and executed from these women.

The method of this research was semi-experimental with non-random sampling and available with a two-group design (experimental group and control group) with pre-test-post-test and follow-up. The statistical population included 16 available women with high emotional dyslexia and 16 women with social anxiety due to their availability in 2018, each of whom was selected into two experimental and control groups.

The results of the mixed analysis of variance showed significant changes of the two groups for the within-group factor, and the group and interaction effects of time and group were also significant. The results of multivariate analysis of variance to compare the group effect on the linear combination of the effectiveness of mindfulness training techniques on alexia in women with high alexia and on social anxiety, women with social anxiety based on their brain-behavioral systems in the short-term and long-term show showed that the effect of the group factor on the linear combination of the effectiveness of mindfulness techniques training... in the post-test and follow-up was statistically significant.

The results showed that variables such as emotional ataxia and social anxiety changed under the influence of mindfulness training based on brain-behavioral systems, and there was a fundamental difference in the two training groups, which had previously been compared between these two disorders simultaneously. had not taken place.

Inefficient coping styles and concern about body image are among the components that affect obese people with binge-eating disorders and lead to unhealthy eating behaviors. However, deep psychological interventions that focus on these components have received less attention. Considering that schema therapy is an integrated, deep, and effective treatment, the question of the current research is whether this intervention can affect coping styles and body image concerns in obese people with binge-eating disorders.

The purpose of the study was the effectiveness of schema therapy on coping styles and body image concerns in obese people with binge eating disorder.

The design of the current research was semi-experimental with a single-subject structure, including baseline, intervention and follow-up. The statistical population of the study included all obese women suffering from overeating who referred to a slimming clinic in Tehran in 2021-2022. The research sample consisted of eight obese women. The research tools were Young and Rygh's extreme compensation questionnaire (1994), Young and Rygh's avoidance questionnaire (1994), Fairburn’s eating disorder symptoms questionnaire (2008) and semi-structured interview and schema therapy protocol (Simpson, 2018). For data analysis, percentage of non-overlapping data, improvement percentage, valid change index and trend chart were used.

Indicators of improvement percentage, percentage of non-overlapping data, and reliable change index in the avoidance variable for the second, fourth, sixth, seventh, and eighth participants; In the variable of extreme compensation for the fourth, sixth, seventh, and eighth participants and in the variable of physical concerns, all the participants had a significant improvement in the intervention and follow-up stage (they had an RCI higher than 1.96), which indicates The efficacy and stability of schema therapy results.

Considering the effectiveness of schema therapy on extreme avoidance and compensation styles and body image concerns, it is suggested to pay attention to the physical components in the treatment of obese people suffering from overeating, to psychological components such as maladaptive schemas and coping styles arising from them.

Pain as a multifaceted phenomenon is associated with great psychological, social and physical suffering and reduces the performance of the individual in society. Among these, Migraine headaches are one of the most common types of pain and the main reason for seeing a doctor.

There has been a lot of research on the efficacy of cognitive-behavioral therapy and mindfulness-based cognitive-behavioral therapy on migraine headaches with the experience of psychological distress. However, there is a research gap in the field of the psychological effect of these treatments on psychological distress and their comparison in the statistical population of this research.

The present study is quasi-experimental with a three-group pretest-posttest design. The statistical population included all patients with migraine headaches referred to the Neurology Clinic of Mashhad in the first half of 2020. After determining the inclusion and exclusion criteria in the research and the initial pre-test, 45 eligible individuals were selected and randomly assigned to three groups (two experimental groups and one control group). In order to do this, data collection from the Depression-Anxiety-Stress Scale (Lovibond & Lovibond, 1998) questionnaires was used. Data were analyzed by variance and Bonferroni post hoc test.

According to the results, both cognitive-behavioral therapy (p<0/05) and mindfulness-based cognitive-behavioral therapy (p<0/05) significantly reduced the level of psychological distress in patients, The mean of all three variables of depression (P<0.001), anxiety (P<0.001) and stress (P<0.01) in the group of mindfulness-based cognitive-behavioral therapy is lower than the other two groups; and the mean of depression (P<0.001), anxiety (P<0.02) and stress (P<0.001) in the cognitive-behavioral therapy group is significantly lower than the control group. Therefore, although both interventions of cognitive-behavioral therapy and mindfulness-based cognitive-behavioral therapy have significantly reduced depression, anxiety, and stress in migraine headache sufferers, mindfulness-based cognitive-behavioral therapy is significantly better than cognitive-behavioral therapy, and it has been more effective and significantly more successful in reducing the dimensions of psychological distress.

Mindfulness-based cognitive-behavioral therapy has a greater effect on psychological distress in patients with migraine; Therefore, it is recommended to use this method as a complementary treatment.