فصلنامه روان شناسی کاربردی
سال هفدهم شماره 2 (پیاپی 66، تابستان 1402)

The main purpose of this study was to determine the study of changes in object relation at different time serials transference focused psychotherapy with cluster B personality disorders. The research method was quasi-experimental. 32 patients with Cluster B Personality Disorders (17 male and 15 female) were selected by the available sampling method. Participants were randomly divided into experimental and control groups. 51 transference-focused psychotherapy sessions (once a week for 45 minutes) were performed for the experimental group. One pre-test and three post-tests (Bell's Object Relation Inventory) were performed for both groups in different periods of treatment and the experimental group had follow-up. Analysis of variance with repeated measures and paired T-test was used in data analysis. According to the research findings, transference-focused psychotherapy has an effect on various dimensions of object relations, and these changes have remained stable in the follow-up phase, there were no significant changes between the third stage and follow-up. The results of the study showed that the first changes in the insecure attachment were visible earlier than the rest, the changes of alienation happen later than others, this was deeper than others and require a longer time to change, Follow-up results showed that the symptoms improved after treatment, For as much as the treatment of transference-focused psychotherapy led to improved object relation, it can be used as an effective intervention method to improve Personality Disorders with cluster B.

The Empirical and Theoretical evidence show that Cognitive-Behavioral Interventions do not have Stable Efficacy. The present study aimed comparin Clinical Efficacy of ACT Matrix with ACT Focused on Compassion and Hofmann's CBT on social anxiety disorder. This study was as Single blinded clinical trial with a single-case experimental study non-concurrent multiple baseline design, who performed on 9 students with social anxiety disorder who were selected based on purposive random sampling. The treatment lasted for 12 sessions (60 minutes) with two-month follow-up. To compare the results of these two treatment models, the Liebowitz Social Anxiety Scale (Heimberg & et al, 1999),Self-Compassion Scale-Short Form (Raes & et al, 2011) Acceptance and Action Questionnaire (Second Version, Bond & et al, 2011) and the Valued Living Questionnaire (Wilson & et al, 2010) were used.Data were analyzed by visual drawing, recovery percentage,stable change index and six indicators of clinical efficiency. The results showed that all three intervention methods reduced social anxiety (Z<-2.58) and increased flexibility (Z>2.58). However, Hofmann's CBT was not clinically effective and meaningful in increasing self-compassion and valued living (Z<1.96). these results were maintained at the end of the 2-month follow-up period. The ACT Matrix and ACT focused on compassion in terms of the magnitude of change, stability, universality of change and safety are more effective Clinical Efficacy than Hoffmann's CBT, But all three interventions were similar in acceptability and generality of change.

The aim of the present study was to compare the effectiveness of Emotion-Focused approach training based on HMT/LMG and transactional analysis on the differentiation and resolving the Parent-Adolescent conflict.

The research method was quasi-experimental with a pretest-posttest study of two experimental groups with a three-month follow-up and the statistical population included all female high school students in Mashhad in the academic year of 1399-1400 (12018 people). The sample size included 60 students along with their mothers who were selected by multi-stage cluster sampling method and randomly selected into two experimental groups (each group 30 people). In order to collect data from the measures of the Child’s Attitude toward Mother Scale  (CAMS), Murray Strauss conflict tactics (1990) and Strauss and Skorn and Friedlander's differentiation (1998), as well as Stewart and Joines (2009) transactional analysis training packages and Aikin and Aikin's (2017) Emotion-Focused (HMT/LMG) were used. Both groups completed the mentioned questionnaires and then one group received the transactional analysis intervention and the other group received the HMT/LMG program. At the end of the intervention, both groups completed the questionnaires.

The effect of time, group and time interaction in the Emotion-Focused (HMT/LMG) training group was significant for differentiation and conflict resolution compared to the transactional analysis group (p>0.001).

According to the obtained results, program HMT/LMG is recommended in Emotion-Focused training to increase differentiation and resolve conflicts during adolescence.

This research was conducted with the aim of comparing schema and cognitive behavioral therapy on the cognitive regulation of emotions in  girls adolescent of divorced.

The research was semi-experimental and repeated measurement type with a control group.The statistical population was all adolescent girls from divorced families, who were between the ages of 13 and 15 in Isfahan. A statistical sampl of 45 girls who were randomly assigned to the experimental group of schema therapy and cognitive behavioral therapy and control. experimental groups received group counseling schema and cognitive behavioral therapy for 20 sessions of 90 minutes, and the control group did not receive any training.The instrument used was the 36-question cognitive emotion regulation questionnaire (Granofsky,Kraij and Spinhaven,2002) (CERQ). In order to compare the test averages in each stage, was used of the method analysis of variance with repeated measurements and follow-up tests.

The results of the analysis of variance with repeated measurements showed experimental groups of schema therapy and cognitive behavioral therapy created a significant increase in the cognitive regulation of emotion (p<0.01). And these results remained in the two-month follow-up (p<0.01). The comparison between the two experimental groups showed that schema therapy is more effective than cognitive behavioral therapy in the cognitive regulation of emotion in both post-test (p<0.05) and follow-up (p<0.01) stages.

Based on this study, therapists in the field of children and adolescents are suggested to use schema therapy and cognitive behavioral therapy for emotional diagnosis.

This research was conducted with the aim of determining the effectiveness of the combined program of parent management training and mindful parenting training on parental stress, parent-child relationship, and child's externalizing problems.

The research was semi-experimental with pre-test, post-test and three-month follow-up with a control group. The population of the current study was made up of all mothers with children aged 4 to 9 years in Semnan city in 1400, from among whom 24 mothers were selected by available sampling method and randomly divided into two experimental and control groups. The experimental group received 16 hours combined program in two hours per week, while the control group was placed on the waiting list. The research tools included Abidin's parenting stress index (1995), Pianta's parent-child relationship scale (1992), and Eyberg's Child Behavior Inventory (1978). Data analysis was done through multivariate covariance analysis with SPSS-23 software.

The mentioned program can be effective in reducing parenting stress (p<0/05) and the child's externalized problems (p<0/05), it is also effective in reducing conflicts between parents and children and bringing their relationship closer (p<0/05) but it does not change the degree of dependence between parent and child (p = 0.213), all results were stable in the follow-up phase except the child's externalizing problems (p = 0.573).

This combined program can be an effective intervention to reduce parenting stress and improve parent-child relationship.

social cognition checklist- parent form has been designed assess mind reading skill across childhood. The aim of this study was development and investigate the psychometric characteristics of social cognition check list (SASHA).

the research design was descriptive correlational research based on psychometric analysis. The social cognition checklist consists of 44 statement was carried out on 492 children aged 3 t0 12 years old through random multi- stage cluster sampling in Tehran. for analysis of data, the confirmatory factor analysis was used.

the results of confirmatory factor analysis confirmed the three factors of the checklist. The results of the correlation coefficient provided evidence of the convergent validity of the social cognition checklist with theory of mind quotient. The reliability of the checklist was measured by Cronbach’s alpha coefficient and the correlation of the subscales with the total score of the checklist. Cronbach’s alpha for subscale precursor theory of mind (0/81), elementary theory of mind (0/98), advanced theory of mind (0/97) and total score was (0/98).

generally, social cognition checklist can be used as practical tool for diagnosis, screening, research and other areas of interventions. 

The Revised Adult Attachment Scale (RAAS) is a well-established self-report measure for research purposes. Its three-factor structure has been employed in Iranian populations for years, despite the lack of evidence to support its psychometric properties. The current study aimed to assess the factor structure, convergent validity, and reliability of RAAS in Iranian community adults.

A sample of 605 participants (354 females, 251 males) was randomly divided into two samples (n1 = 303, n2 = 302) for factor analytic purposes. Along with RAAS, measures of mentalizing capacity, emotion dysregulation and borderline personality disorder were administered. Exploratory and confirmatory factor analyses were applied to evaluate the factor structures proposed for its original version.

Overall, factor analyses suggested the two-factor structure (i.e., anxiety and avoidance) to be the better fit for the data. Due to weak factor loading, six items were removed, resulting in a 12-item scale. Furthermore, Anxiety and avoidance demonstrated significant correlations with attachment-related instruments (p<.001) and their internal consistencies were also acceptable (α = .83 and .76, respectively).

Our findings were congruent with previous theoretical underpinnings and provided support for the Iranian adaptation of RAAS in the general population.

Pride as a self-conscious achievement emotion, is a commonly experienced emotion in the achievement context and is important for achievement motivation and performance. Therefore, this paper had the aim of adapt and validate the Academic Pride Scale in a student’s population.

In this correlational study, 250 students (140 female and 110 male) who were selected using the convenience sampling method, were answered the Achievement Goal Questionnaire-Revised (Elliot & Murayama, 2008), the Stress Appraisal Measure-Revised (Rowley, Roesch, Jurica & Vaughn, 2005) and the Academic Pride Scale (Buechner, Pekrun & Lichtenfeld, 2018).

The results of confirmatory factor analysis showed that the two factor model of Academic Pride Scale including self-based pride and social comparison-based pride had fit well to the data. External validity is demonstrated in terms of relations with students’ achievement goals and cognitive appraisals.

In Sum, these results consistent to Pekrun’s control-value theory of achievement emotions, emphasizing the need to analyze and understand the functional characteristics of the academic pride construct, in the realm of positive and negative achievement emotions, provided double and defensible evidence in defense of the study of achievement emotions in two forms of single emotions focused on a single experience and of course, in the field of multiple positive and negative emotions.

The aim of this study was to investigate psychological-marital problems of women who filed for a divorce and examining the effectiveness of affective-reconstructive therapy on it.

The research design was mixed-method. In the qualitative stage, 15 women who field for a divorce were selected using purposive sampling and interviewed. The statistical population included all women who field for a divorce with a history of early marriage in 1399 in Ardabil. To analyze the data, the thematic analysis was used. This analysis in psychological-marital dimensions led to the identification of 7 themes (anxiety, depression, nostalgia and loss, confusion, insecurity and pessimism, lack of mutual understanding, and marital conflict). Then, based on these themes, a psychological-marital problem questionnaire (PMPQ) was designed and after confirming the psychometric properties, in order to determine the effectiveness of affective-reconstructive therapy, this questionnaire was used.

The results of the qualitative part showed that women who filed for a divorce with a history of early marriage, experience problems in the psychological-marital dimension. The questionnaire of psychological-marital problems of marriage (PMPQ), had good validity and reliability. Also, Affective-reconstructive therapy was effective in all dimensions of psychological-marital problems and led to the reduction of problems.

Therapists and researchers can use the psychological-marital problems of marriage questionnaire and Affective-reconstructive therapy to assess and improve the problems of women who field for a divorce with a history of early marriage.

this study was to investigate the lived experiences of young people who had high-risk sexual behavior.

The approach studied in this study was qualitative and of the Grounded theory. Sixteen adolescents who experienced high-risk sexual behavior and were willing to cooperate with the researcher were selected by theoretical sampling method. These individuals were examined in depth using semi-structured interviews. After analyzing the data by Strauss and Corbin (1990) method, a total of 58 concepts, 15 primary categories and three secondary categories were extracted.

  These categories were: 1- Predisposing factors (weakness of religious beliefs, structural problem of family, Sexual experiences and awareness in childhood, childhood abuse and developmental problems); 2. Involving factors (access to sexual stimuli, the impact of friendships, normalization and reduction of shame and guilt, low self-esteem or sexual audacity, poor sexual awareness and attitude, and easy access to sex); And 3- The existence of sexual perversions (having experiences of sexual perversions, gaining emotional rewards, having sexual temptations and seeking the maximum sexual excitement).

it can be said that high-risk sexual behavior is caused by the interaction of several factors, and to prevent such behaviors, we need the joint cooperation of family, school and community.