فصلنامه دانش و پژوهش در روانشناسی کاربردی
پیاپی 26 (زمستان 1384)

The aim of this project is to study the spread board rate of eating disorder and its relation to self-esteem, depression and self-concept within girl students of Ilam Medical Science University. The size of the sample was 300 students in this project where they were selected randomly. The possibilities used in this case included: an eating questionnaire (AEDI), Copper Smiths self-esteem questionnaire, Back's self-concept questionnaire which were used for analyzing the data from multi-variable regression in P<0.05 level. The results indicated that there is a negative relation between eating disorder and self-esteem. There is no negative relation between eation disorder and self-concept, but it is confirmed bulimia here has taken on a meaningful relation within self-esteem, self-concept and depression variables which were identified as predictable vriables for anorexia nervosa nand bulimia nervosa, only depression variable was clear and the self-esteem variable was as clear as the best predictable variable for bulimia nervosa. Also the spread board rate of eating disorder within girl students of Ilam Medical Science University, with regards to the matter is 3%.

The purpose of this study is to standardize the Cattell's 16 Personality Factor Questionnaire (version E) and also to measure its validity and reliability. For this purpose 513 staff members of state offices and organizations were randomly selected via a multi-stage sampling. The qustionnaire copies were completed through individual interviews. The validity of the qustionnaire was studied by using Factor Analysis, and its reliability was calculated through Cronbach Alpha. The results for the reliability were not satisfactory, while the results for the factorial validity of 16 factors were satisfactory. Upon analysis of the for the interpretation of each factor, percentile norms and the norms of the ten-fold standard scores were prepared separately.

The purpose of this study was to compare life-style, mental health and happiness in female high-school teachers and housewives. Also the other purpose of the research was to determine the relation between life-style, mental health and happiness.Therefore 50 teachers and 50 housewives were randomly selected and LifeStyle Questionnaire, General Health Questionnaire and Oxford Happiness Questionnaire were administered to them. For calculation of reliability coefficients of each questionnaire Chronbachs alpha coefficients were determined. The Choronbach reliability coefficients for the LifeStyle Questionnaire was 0.79, for the G.H.Q 0.86, and for OHI 0.93. It was hypothesized that there is a significant difference between the two groups with regard to these variables.The results of analysis of variance showed that there was a significant difference between female teachers and housewives only with regard to happiness. (p=0/02), but not to lifestyle or mental health. The results showed that there was a significant negative relation between anxiety and happiness (p=0.02), between depression and happiness (p=0.006). The relation between somatization, social dysfunction and happiness was not significant.The research findings showed that there was a significant negative relation between the scores of lifestyle and those of mental health (p<0.01) and also between the scores of mental health and those of happiness (p<0.01) There was a significant positive relation between life-style scores and happiness (p<0.01).

The purpose of this study was to determine the effectiveness of emotional inteligence training on general health of mothers of children with cerebral palsy. Therefore 50 such mothers were randomly selected and assigned to two groups: experimental and control (25 each). The General Health Questoinnaire (GHQ-28) was administered to both groups as the pre-and post-test. The Alpha coefficient was estimated at 0.86. In the meantime, the training group received weekly sessions of training. The results of analysis of covariance showed that after controlling for the pre-test variables, the training group significantly scored lower than the control group on both the total and sub-scale post-tests as follows: total general health (P<0.0001), somatization (P<0.0001), anxiety (P<0.0001), social dysfunction (P<0.0001), and depression (P<0.0001). These results showed that emotional intelligence traning significantly increased the general health of mothers with cerebral palsy children.

Many researchers have confirmed the role of stress as an important factor for mental health. On the other hand, many studies have focused on the moderating role of personality traits (such as hardiness) in relation to stress-illness. Hardiness is composed of beliefs concerning the self and the world and has three components: commitment, control and challenge. The purpose of the present research was to study the moderating role of hardiness in relation to stress, coping strategies and the mental health A sample of 200 (159 females, 41 males) of first and second-year university students at Azad University of Arsanjan Branch completed the Ahwaz Hardiness Inventory, Parker and Andler Coping Inventory for stressful situation and the General Health Questionnaire (GHQ). Partial correlation coefficient revealed a significant positive relationship between hardiness and problem-focused coping (r=0.44, P<0.000) and a significant inverse relationship between hardiness and emotional-focused coping (r=-0.43, P<0.000). Psychological hardiness had positive relations to mental health. The results of MANOVA showed that the differences between hard and non-hard groups in problem-focused coping and emotional-focused coping were significant (P<0.000). Multivariate analysis of variances (MANOVA) indicated that the differences between the mean scores of females and males on the hardiness, problem an emotional-focused coping scales were not significant. In sum, the findings demonstrate the protective role of hardiness against stress and illness.

This survey aims to investigate the family problems of war-disabled Isfahanis with twenty five percent disability and higher. The method is descriptive-survey and the main questions were designed to measure six aspects: family administration, training children, emotional relations, educational affairs, the social behavior of the family and economic affairs of the family. Of the total population 180 subjects were chosen by simple randomized sampling. To gather the data a questionnaire with 32 multiple- choice questions on the Likert scale were designed and the reliability was estimated at 0.87 based on Cronbach's Alpha. The data was processed by SPSS software both for descriptively frequency, percentage, mean and standard deviation) and inferential statistics (univariate T-test, independent T, analysis of variance and Tuckey) and the following results were obtained: The observed T for the six questions indicated that the disability of the war-disabled affected family administration with a mean of 3.39, training children with a mean of 3.34, emotional relations of family with a mean of 3.6, educational affairs of children with a mean of 3.65 and economic affairs of the family with a mean of 3.15, which were more than average. The impact of social behavior on family members with a mean of 2.85 was less than average, Finally, there was no significant difference between the wive's viewpoints in regards to the age and the marriage status with respect to the six aspects, but there was a significant difference between the wive's viewpoints in regards to their marriage duration, level of education, residential status and type of disability.

Social development has an important role in having a happy and successful life. There are no prevalence data on social skill deficits in children with learning disabilities. Hence, the main purpose of this paper is to compare social development in children with and without learning disabilities. The subjects were 120(60 white and 60 without learning disabilities). The school age children ranged from 7 to 11 years. Specialists at a special education center were diagnosed as LD children. Vinelan adaptive behavior scale was used for assessment of social development. Analysis indicated that LD, compared to normal children received lower scores on general social development (t= 5.83), auditory language (t= 8.4), verbal interaction (t=6.5), written language (t= 5.1), personal skills (t= 4), social skills (t=4.7), and interpersonal relations (t= 3.9) in all cases P< 0.0001, play and recreation (t= 3.3, P< 0.002) and coping with others (t= 2.9, P<0.006). As the results show, LD students had significant social skills deficits in most dimensions of social competence. But we should consider that LD children are a heterogenesous group and social skills defictis are not their exclusive or invariable characteristics. And perhaps these deficits are the results of incorrect interaction between envioronmental factor and LD children.