فصلنامه روانشناسی تحولی: روانشناسان ایرانی
پیاپی 75 (بهار 1402)

This study aimed to develop a university students’ comprehensive psychological empowerment package and to determine its effectiveness onhealth-oriented academic lifestyle behaviors. With a quasi-experimental study, 36 students in the experimental group (18 subjects) and control group (18 subjects) before and after training, responded to the health-oriented academic lifestyle facilitator/preventive questionnaire (Salehzadeh, Shokri & Fathabadi, 2017a). The experimental group received 10 sessions of the empowerment package (2 hours a session). The results indicated that the psycho-educational package was effective in increasing the rate of referrals to behaviors such as academic optimism, academic engagement, and academic resilience, and in decreasing the rate of referrals to behaviors such as learned helplessness, avoidance of help-seeking, passive aggression, self-handicapping, avoidance of effort, academic dishonesty and maladaptive perfectionism. The findings suggest that attempting to enhance the interpersonal skills of the participants by helping them to expand their psychological capital and their psychosocial resources such as optimism, coping behaviors, resilience, psychological control, self-esteem, ambiguity tolerance and social support, and subsequent empowerment of individuals to reduce stressful experiences, adaptation to negative events and maintain satisfactory relationships with other, mayresult in mental immunization in students.

This study aimed to determine the relationship between identity status and attachment styles with attitude toward body image in adolescent girls with the mediating role of social comparison. The research design was correlational study-structural equation modeling. The high school students in Isfahan in 2021 were the statistical population of this study, 567 of whom participated by cluster random sampling method. Data collection instruments included the Multidimensional Body–Self Relations Questionnaire (Cash, 1997), Extended Objective Measure of Ego Identity Status-2nd Version (Bennion & Adams, 1986), Revised Adult Attachment Scale (Collins & Read), and Social Comparison Scale (Chan & Prendergast, 2007). The data were analyzed by using structural equation modeling and the results showed that all of the model fitness indices were appropriate. The results also showed that the path coefficients of identity status and attachment style to social comparison and identity status, attachment style, and social comparison to attitude to body image were significant. Also, the social comparison had a mediation role in the relationship between identity status and attachment style with body image attitude. Based on the findings of this study, it seems that people who have a successful identity status and secure attachment style, experience a better attitude towards body image due to less tendency to social comparison.

This study aimed to compare parenting styles and abnormal personality dimensions in mothers of adolescents with and      without social anxietydisorder. Based on a causal-comparative design, using the Social Phobia Inventory (Connor et al., 2000), two groups of 30 adolescents with and withoutsocial anxiety disorder were selected by purposeful sampling and their mothers completed Personality Inventory for DSM-5- Brief Form (American Psychiatric Association, 2013) and Pa- rental Authority Questionnaire (Buri, 1991). Results of the analysis of variance showed that the authoritarian parenting style in mothers of the social anxiety disorder group was more than healthy group and the authoritative parenting style in them was less than healthy group. There was no significant difference between mothers of the two groups in the permissive parenting style. The results related to the abnormal personality dimensions showed that negative effects in the mothers of adolescents with social anxiety disorder were more than in mothers in the healthy group, and antagonism and disinhibition of mothers in this group were significantly less than mothers in the healthy group. There was no significant difference between the mothers of the two groups in terms of detachment and psychoticism. The findings of this study provide evidence to confirm the role of mothers in their children's social anxiety and can be used in the prevention and treatment of thisdisorder.

This study aimed to determine the mediating role of self-construal in the relationship between parenting styles and identity styles with psychological well-being. The statistical population was working mothers with children aged 11 to 16 in Tehran's District 6 in 2020. Based on acorrelation plan, 320 people were selected by convenience sampling method.They responded to the Psychological Well-Being Scale-Short Form (Reef, 1989), the Parenting Styles Inventory (Baumrind, 1973), the Identity Styles Inventory (Berzonsy, 1992), and the Self-construal Scale (Singelis, 1994). The findings of this study showed that there is a significant relationship between parenting styles and identity styles with self-construal and psychological well-being. According to the results, parenting styles and identity styles explain 12% and 20% of the variance of independent   and dependent self-construct, respectively. In addition, parenting styles, identity styles, and self-construct explain 32% of the variance in psychological well-being. The results of path analysis showed that independent and dependent self-construal in the relationship between parenting styles and identity styles with the psychological well-being of mothers had a significant indirect effect. Based on the research findings, it can be concluded that self-interpretation has a mediating role in the relationship between parenting styles and identity styles with psychological well-being.

This study aimed to determine the mediating role of fatherhood in the relationship between family relationships and the      father’s psychologicalcohesion with child adjustment. The research method was correlational and the statistical population of the study was all female elementary schoolstudents in Shahroud in the academic year 2019-2020 and their fathers. From the above community, 240 students and their fathers were selected to participate in the study by using a multi-stage cluster sampling method and responded to the Fatherhood Scale (Dick, 2004), Sense of Coherence Scale (Antonovsky, 1993), Adjustment Inventory (Sinha & Sing, 1998), Index of Family Relationships (Hudson, 1992). Path analysis method were used to evaluate the proposed model. The results showed that fatherhood in the relationship between family relationships and the father’s psychological cohesion with the child’s adjustment has a mediating role. According to the results of the research, it is suggested that experts in the field of education pay special attention to the importance and necessity of the father-child relationship as a determining factor in children's adjustment.

This study aimed to determine the effectiveness of mothers’ mindful parenting training on emotional regulation, secure child-parent attachment, and aggression of their preschool children. The research was quasi-experimental with a pretest, posttest, and follow-up design with a control group. The statistical population included all mothers with preschool children in Isfahan in the academic year 2019-20, from which 50 people were selected by stage random sampling and randomly assigned to the experimental and control groups. The research instruments included Aggression Scale for Preschoolers (Vahedi, Fathiazar, Hosseini-Nasab & Moghaddam, 2008), Emotion Regulation Checklist (ERC) (Shields and Cicchetti, 1997) and Kinship Center Attachment Questionnaire (Kappenberg & Halpern, 2006). The experimental group then received Boggles  and Rastifo protocol (2014) in 8 sessions of 90 minutes of mindful parenting protocol. The obtained data were analyzed using multivariate analysis of covariance. The results showed that mothers’ mindful parenting training increased adaptive emotional regulation and secure attachment and decreased the instability of emotional regulation and aggression in their children. However, in the follow-up phase (5 months after the intervention), no significant difference was observed between the variables of the two groups, which can confirm the reholding of these courses in short intervals for parents. The findings of this research highlight the necessity of applying mindful parenting training programs to mothers in order to improve parent-child attachment relationships, and emotional regulation and reduce aggression in preschool children.

This study aimed to investigate the psychometric properties of the persian version of the Cognitive Failures Questionnaire. 300students (123 male and 177 female) were selected by cluster random sampling method. The subjects responded to the Cognitive Failures Questionnaire(Broadbent, Cooper, Fitzgerald & Parkes, 1982), Metacognition Questionnaire (Wells & Cartwright-Hatton, 2004), and Barkley Deficits in ExecutiveFunctioning Scale (Barkley, 2011). The results of the explorative factor analysis showed the 4 factors with an eigenvalue higher than 1 that wereexplaining 76.81% of variance together. Fit indexes of the confirmatory factor analysis model confirmed the fit of this questionnaire. The results of thecorrelation coefficient showed a significant positive relationship between cognitive failures with metacognition inefficiency and executive dysfunction.Cronbach’s alpha coefficients of Cognitive Failures Questionnaire subscales and the overall score were obtained in the range of 0.65-0.81. Based onfindings, Cognitive Failures Questionnaire appears to be reliable and valid in Iranian populations.

The aim of this study was to determine Effectiveness of Psychodrama Therapy on Emotion Regulation and the Level of      Aggression amongAdolescents. The method was quasi-experimental with experimental and control groups with pre-test-post-test and follow-up. The study population wasall male students in Mohr city, employed in secondary school in the academic year of 95-96. 25 subjects were screened and selected using the Aggression Questionnaire and clinical interview  and 13 subjects were located in the experimental group and 12 subjects were located in control group. The experimental group received 10 sessions of Psychodrama therapy and the follow-up stage was performed one month after the treatment intervention. Subjects responded to the Aggression Questionnaire (Buss & Perry, 1992) and Difficulty in Emotion Regulation Scale (Gratz & Roemer, 2004) before and after treatment and in the follow-up stage. Using repeated measures analysis of variance, Findings showed that psychodrama therapy has a significant effect on improving emotional regulation and reducing adolescent aggression and this effect has remained steady in the follow-up phase. According to the findings of the present study it can be concluded that psychodrama therapy can be used as an efficient method to improving emotion regulation and increase anger and aggression in  the adolescents through employing techniques such as confrontation, showingfeelings, emotional refinement and role playing.