نشریه مهارت های روانشناسی تربیتی
سال سیزدهم شماره 4 (پیاپی 52، زمستان 1401)

The aim of the present study was to investigate the effectiveness of monotheistic integrated therapy on self-control and social harms of female students in less privileged areas. The research was semi-experimental with a pre-test-post-test design with a control group. The statistical population included all female students from less privileged areas in the academic year 2021-22 with a number of 370 people. Using available sampling method, 30 people were selected as samples and randomly placed in two groups of 15 people (experimental and control). Research tools included self-control questionnaires (Ali Akbari Dehkordi et al., 2014) and social harms (Aghaei and Teimurtash, 2016). Monotheistic integrated therapy was offered to the members of the experimental group in 12 1-hour sessions and two sessions per week, but the control group did not receive any intervention during the experiment. The data were analyzed using the multivariate covariance analysis method and using the spss26 software package at a significance level of 0.05. The results of the research showed that monotheistic treatment was effective on students' self-control and social harms (P<0.001). These results show the effectiveness of monotheistic integrated therapy in reducing social harms and factors related to it, and due to its alignment with Iranian-Islamic culture, it can be used in educational and therapeutic centers.

This research was conducted with the aim of comparing desirable social behavior, emotional control and behavioral brain system in students with and without self-harm symptoms. The present research was conducted in a causal-comparative way. The statistical population included all 11th grade female students of the 2nd district of Rasht in the academic year of 2018-2019 in the number of 5351 people, among them 60 people (30 people with and 30 people without signs of self-harm) It was selected by random cluster sampling. To collect the required data from the questionnaires of desirable social behavior by Carlo and Randall (2003), emotional control by Williams and et al (1997), behavioral activation and inhibition by Carver and White (1994) and self-harm by Sanson and colleagues (1998) was used. The data was analyzed using the analysis of variance statistical test through SPSS24 software at a significance level of 0.05. The results showed that there is a difference between desirable social behavior in students with and without signs of self-harm (P<0.001). There is a difference between emotional control in students with and without signs of self-harm (P<0.001). There is a difference between the behavioral brain system in students with and without signs of self-harm (P<0.001). Based on the aforementioned findings, it can be concluded that psychologists and school counselors should identify and treat students with signs of self-harm.

The current study was conducted with the aim of investigating the role of social networks in the formation of self-care caused by the corona virus among adolescents. In terms of purpose, the present study is of applied type and in terms of survey data collection method. The statistical population of this study is all adolescents aged 11 to 16 years in Tehran city in 2020. Due to be unlimited of the number of statistical population in this study, using Morgan table, the sample size was 384. Samples were selected using multistage cluster sampling. A researcher-made questionnaire was used for data collection. The validity of the questionnaire was confirmed through face validity and its reliability was also confirmed by Cronbach's alpha coefficient. SPSS software was used for data analysis and regression and independent t-test were used to analyze the hypotheses. Research findings show that social networks have a significant negative effect on self-care formation among adolescents aged 11 to 16 years in Tehran (With beta coefficient = - 0.456) Social networks also had a significant negative effect on self-care formation of social (With beta coefficient = - 0.411), psychological (With beta coefficient = - 0.406) and physical (With beta coefficient = - 0.352) injuries among adolescents. Also, the use of social networks was significantly higher among male adolescents than in female adolescents, and self-care among female adolescents was significantly higher than male adolescents. It can be concluded that by increasing the use of self-care social networks and its three dimensions (self-care of social, psychological and physical injuries), it is significantly reduced among adolescents.

The research was conducted with the aim of predicting the reduction of drug cravings based on resilience and self-control in men referred to addiction treatment centers. The type of research was descriptive and its method was correlation. The statistical population included all men who referred to addiction treatment centers in Rasht city in the first half of 1401 in the number of 212 people, of which 136 people were selected by simple random sampling. Franken et al.'s (2006) Craving for Drug use, Connor and Davidson's resilience (2003) and Tanji et al.'s (2014) self-control questionnaires were used to collect data. The data were analyzed using the inferential test of Pearson's correlation coefficient and regression and SPSS24 software. The results showed that there is a significant correlation between resilience and reducing drug cravings (P<0.01). There is a significant correlation between self-control and the reduction of drug craving (P<0.01). According to the findings of the research, it can be concluded that resilience and self-control are suitable predictors for the reduction of drug craving among men.

This research was conducted with the aim of investigating the effectiveness of appreciation training on academic buoyancy and cognitive flexibility in volleyball students. The research method was semi-experimental with the implementation of pre-test & post-test and with experimental and control groups. The statistical population included all 9th grade female students of one school in Rasht district in the academic year of 2020-2021 in the number of 418 people, out of which 36 female athletes were randomly divided into 2 groups (18 people). The experimental group and 18 people were divided into the control group. Academic buoyancy questionnaires by Dehghanizadeh & Hosseinchari (2011) and cognitive flexibility by Dennis & Vanderwaal (2010) were completed by all the subjects of the two groups in the pre-test and post-test stages. Then, the experimental group was subjected to Emmons and McCullough's (2003) appreciation training intervention for 9 sessions of 90 minutes. While during this period, the control group did not receive any intervention. The data was analyzed using the inferential test of analysis of covariance. The results showed that appreciation training increased the academic buoyancy and cognitive flexibility of female athletes. (P<0.001). Therefore, it can be concluded that the use of appreciation training is useful and effective to increase academic buoyancy and cognitive flexibility in female volleyball athletes.

The purpose of this research was to investigate the effect of teaching thinking skills on life expectancy and social adjustment of female secondary school students. The research was of a quasi-experimental type with a two-group pre-test and post-test design. The statistical population was 3000 female high school students in Kermanshah. The statistical sample size was 50 people (25 people in the experimental group and 25 people in the control group) who were selected by random cluster sampling. After matching the groups according to the dependent variables, the experimental group was trained according to the relevant protocol in 10 sessions, and after the sessions, the post-test scores were analyzed using statistical tests of analysis of covariance in the SPSS24 software environment. The data collection tool included two social adjustment questionnaires (SAS) (1999) and life expectancy questionnaire (Halajian 2019). The findings of the research are: teaching thinking skills increases the life expectancy and social adjustment of students, so to achieve the life expectancy and social adjustment of students can be done by teaching thinking skills.