فصلنامه خانواده و پژوهش
سال دوم شماره 3 (بهار 1387)

This research is designed for studying the role of family education in creating welladjustemntin maladjusted teenagers in Tehran suburban cities. Firstly, principalsand teachers of six female middle schools were asked to introduce their maladjustedstudents according to the reports of KANOUR behavior evaluating questionnaires.On the next step, maladjusted student's parents were also invited to answer Kanourbehavior evaluating questionnaire for their children' behavior in home enviroment. Ifthere was a ganeral conformity and concordance for diagnosing teenagersmaladjusted, the maladjustment students were listed among final sample ofmaladjusted. Terefore, 40 students were selected randomly who were divided intotwo control and experimental groups. The research method was semi-experimental.Each two experiment and control groups were handed KANOUR behaviorevaluating questionnaire as a pre-test and after two month sessions of familyeducation for experiment group, both control and experiment groups were evaluatedwith KANOUR behavior evaluating questionnaire (normalized by researcher forfemale middle school teenagers of Tehran's suburban cities) which was consideredas their post-test. Result analysis showed that statistically there was a significantdifferent on level 0.01 among pre-test and post-test scores of each control andexperiment groups. That meant family education was effective on well-adjustingtheir maladjustedteenagers.

During current years, Tehran's Parents-Teachers Association (PTA) has started aCorrespondence Family Education Program by using some brochures, EsharehBrochures. The aim of the program was continuation, generalization and deepeningthe family education program. So far, many volumes of the brochure have beendistributed among student's parents of Tehran. Now, it seems necessary to assessparent's view about the effects of this correspondence program as well as that ofschool principals in regard to the aim of the program which is increasing parentsknowledge on children's education. Therefore, the main purpose of the presentresearch is to assess the efficacy level of Correspondence Family Education Programin enriching parent's educational skills and increasing their level of educationalknowledge as well. The required data were collected by taking interviews and usinga researcher-made questionnaire. The statistical population of the research, as asurvey research, included all the parents and principals of Tehran's schools in the1385-1386 academic year. 100 voluntary parents and 360 principals, through clustersampling, were selected as the research sample. The results shows thatCorrespondence Family Education Program (Eshareh Brochures) has highly beeneffective in enriching parent's educational skills regarding increasing their childrensdesired behaviors, improving mental health, empowering life skills, improvingparent's educational methods and deceasing inter-family tensions. In parent's viewsas well as principals', Correspondence Family Education Program has highly beeneffective in increasing parent's knowledge. Contents of the brochures were simpleand responsive to parent's needs and while simplified and understandable, they werein accordance with the brochure's title

The aim of this research was to compare coping styles of game dependentadolescents with non-dependent. A sample of boys from Tehran, aged 11-20 yearold(N=300), were selected by in-access sampling. 150 boys were game dependentand 150 boys were non-dependent. The dependency was determined by using GameAddiction Scale (a modified form of Young's Internet Addiction Scale). Theycompleted demographic characteristics questionnaire and Lazarus-Folkman Ways ofCoping Questionnaire. Data was analyzed through an independent t-test. Thefindings showed that there is a significant difference between game dependent andnon-dependent boys in three types of stress coping styles, including: confrontingcoping, distancing and escape-avoidance. There was not a significant differencebetween tow groups in 5 types of coping styles, including: self-controlling, seekingsocial support, accepting responsibility, planed problem solving and positivereappraisal.

The aim of this study was to investigate the relationship between emotionalintelligence and mental intelligence. One hundred students were included in thisstudy. All participants completed Emotional Intelligence Scale (EIS) and RavenIntelligence Test. Analysis of the data involved both descriptive and inferentialstatistics including means, standard deviations, Pearson's correlation coefficient, andregression analyses. The results revealed that emotional intelligence was associatedwith mental intelligence. The results also showed that there is a significant relationbetween the mental intelligence and two factors belonging to emotional intelligence,that is, self-actualization and burden the mental stress. These factors predict themental intelligence. The different aspects of emotional intelligence were alsoassociated with mental intelligence. In fact, emotional intelligence improves thequality of social skills through enhancement of mental health, empathy, socialadjustment, emotional well-being and life satisfaction. Emotional intelligence willalso improve the quality of social intelligence through its main componentsincluding emotional perception, emotional facilitation, emotional understanding, andemotional management.

The aim of this study was to assess the effects of cognitive group therapy onreducing the level of depression of female students in Tarbiat Moallem university.16 female students randomly selected from Hesarak Tarbiat Moallem University.They were assigned into a control and an experimental group. Prior to the treatmentintervention, subjects were assessed by Beck Depression Inventory(BDI) andPsychiatric Interview. Then experimental group were exposed to 10 sessions ofcognitive behavioral group therapy. The subjects in the control group received nointerventions. After termination of group therapy, they were assessed with BDIagain, then obtained data were analyzed and interpreted by dependent andindependent t-tests findings indicated that cognitive group therapy significantlyreduced depression of female students (p<0.01). Thus, it can be concluded thatcognitive group therapy is effective in reducing depression in female students.

The aim of the research is to analytically study biological, cognitive and psychosocialcharacteristics of parents with cerebral palsy children and compare them withparents of normal children. 260 students (130 students with cerebral palsy and 130normal students) were selected randomly on a sexuality segregation from statisticalpopulation of the research. The data was collected through questionnaires that weredevised by experts on the field. T-test, K-squere and U-man Vitny test were used foranalyzing the data. The analytical results indicated that there were significantdifferences on the majority of the variables on levels of p< 0.01 and p< 0.05.

Socialization is the process of social interaction through which individuals findstheir personality and learn their society's style of living. Socialization is an essentialintersection of individual and society. It is a connection point which is crucial forboth of them and they can not live without it. Socialization empowers an individualto learn norms, values, languages, skills, beliefs and thinking patterns which are allcrucial for social life. Socialization would empower the society to socially renewitself and consequently to guarantee its perpetuation from one generation to another.Individual and society health depends on accurate process of socialization. Thisarticle is carried out on the basis of exploration and library studies. It is going tostudy the relation between socialization with social deviance, while focusing on therole of organizations and institutions that are responsible for students and childrensocialization.