فصلنامه خانواده و پژوهش
سال دوم شماره 3 (پاییز 1386)

Comparing cognitive, social, and behavioral achievements of thestudents who have begun school with different ages can be useful torevise ongoing education policies about school entrance age and to pavethe way for changes and improvements in Education system. In thisregard, 872 students who were born in the first and second half of theyear were randomly selected from second and fifth grade elementary, third grade middle school and third grade high school, as the researchsamples. The student's knowledge of reading and writing skills as well asmathematics were tested in each grade by using researcher-made tools. Torrance creativity test and Grady social adjustment test has also beenused. The obtained means were compared by Men Witny Test. Theresults indicated that in all grades studied, academic achievements andcreativity of the students who were born in the first half of the year wereless than students of the second half of the year. When beginningschool, younger children showed more maladjustment than those whobegan school with older age, but the difference will vanish in highergrades. While in other grades under study, the students of the first halfof the year emerged to be socially more maladjustment than othergroups, these differences are not significant.

The aim of the present paper on the one hand is recognition ofinterior culture in families through economical, social and culturalcapitals, and on the other hand, the effect of these capitals on thequality of the figure of interior cultural space in homes. The lengthyinterviews with 44 families, selected randomly from the northern andsouthern areas of Tehran, indicated that parents who are studied in thisqualitative research, have different cultural capitals. We can observemanifestation of these capitals in level of education, time of study and itskind, the time and type of T. V programs and other subsidiary culturalactivities. The effects of these capitals are observable in the figure ofinterior space of homes. Interior space is recognizable by the type ofdecoration (modern or traditional). In other words, the families havedifferent life styles. In according to other results of this research, firstly, 16% of the parents possess a high cultural capital, 41% middle and 43%possess low cultural capital, secondly, in each group, most of thefamilies have produced the cultural space according to their own culturalcapitals.

Because of high rate prevalence of oppositional defiant disorder (ODD) in children referred to counseling clinics and necessity of effectivetreatment models, in this research, an appropriate treatment model hasbeen designed on the basis of theoretical and empirical documentsrelated to specifications of ODD and concepts of FFT. Moreover, efficacyof the designed model has been investigated in the treatment of 6-10years old children with ODD. In this regard, a number of previousresearches (17 on ODD, 19 on FFT) were selected, and the treatmentmodel was designed through logical analysis and integration oftheoretical and empirical documents, and its effectiveness wasinvestigated in a clinical sample consist of 17 children with ODD (8children as experimental group, and 9 as control group). The model wasrevised by taking advantage of the results of experimental intervention, content analysis of counseling sessions and items of Child BehaviorChecklist (CBCL). The final model emphasizes on preparing function ofmisbehaviors through adaptive behaviors and provides parents withsolutions to be able to remove obstacles for learning behavioral skills. Inaddition, it has been trying to generalize the results to the children’srelationship as well as parents’ management in children’s jealousy andmaladjustment. The research indicated that the treatment modelreduced not only ODD, but also symptoms of other disorders (ADHD, anxiety, depression and conduct disorder) in these children.

The purpose of this paper is the study of effective level of mental healtheducation program on reducing mental disorders. To this aim, 440 highschool students at the pretest phase selected randomly with multi-stagesampling method among Tehran city high school students. Then, General Health Questionnaire (GHQ–28) as a mental health and mentaldisorders screening instrument was administered. The present studycutoff point is 23 with 79. 2 and 0. 91 as sensitivity and specificityrespectively. Also, for determining reliability, Chronbach alpha was usedand 0. 86 coefficient was obtained that is statistically satisfactory. Givento the cutoff point (> 23), the 80 (%18. 2) students scored above cutoffpoint. At the treatment phase for determining level of effectiveness ofmental health education program, two matched experimental group andcontrol group according to dependent variable, age and gender wereformed and experimental groups were exposed to mental healtheducation program. At the posttest phase, after presenting treatmentvariable (mental health education program) to experimental groupsversus non-presenting variable to control groups, both groups weretested with GHQ – 28 again. The research results indicated that mentalhealth education was more effective for experimental group vs. controlgroup, in other words it led to reduction of anxiety and insomniasymptoms, social dysfunction symptoms and severe depressionsymptoms, nevertheless, but it did not make difference in terms ofphysical symptoms between experimental and control groups.

Depression is a disorder that has received the most attention regardinggender issue. Gender differences in prevalence of depression have beenreported in several studies (Crawford and Anger 2004). The rate ofdepression in women, regardless of nationality or socio–economic statusis greater than the rate of depression in men (Brannon, 2002). Genderrole stereotypes and cultural clichés influence in prevalence of mentaldisorders, especially, depression. The aim of the present study iscomparison of the gender role stereotypes with the rate of depression in60 married college students (30 women and 30 men). The Bem Sex RoleInventory (BSRI) and the Beck Depression Inventory - second edition (BDI- II) have been administered. The results show that there are nosignificant differences in the rate of depression between married femaleand male students. But, there are significant differences in the rate ofdepression of students according to the gender role stereotypes inwomen (t= 2. 25, P<0. 1) and men (t=2, P<0. 1). The results have beendiscussed on the basis of cultural clichés about femininity andmasculinity and the influence of the stereotypes and changing of thoseclichés on the rate and prevention of depression.

Storytelling is one of the most important and at the same time oldestmethods of cultural transmission to youngsters and youth. Stories arethe least expensive and the most effective method of narration whichcan be conducted at many places and is very important in role-learningamong youngsters and youth (Chambers, 1993). The aim of thisresearch is to study the role of storytelling in the development andstrengthening youngsters and the youth's national-religious culture. Forthis purpose, 54 students were selected through cluster randomsampling among grade 5 primary school boys and girls whom 26 wereselected for the purpose of storytelling. The research was pilot, with acontrol group. After selection and drawing their willingness andsatisfaction of experimental group, the research was conducted. In thisregard, the experimental group was exposed to the effects of storytellingduring 14 sessions, implemented 3 sessions in a week and for 45minutes per session. The control group didnt receive any plans duringthis period. The data were statistically analyzed in a descriptive as wellas inferential method by using mean, standard deviation, percentage, and co-variance analysis. Findings showed that storytelling had asignificant effect on the promotion of national-religious morale amongthe experimental group. Their differences with the control group weremeaningful. The same findings had no meaning regarding parental ageand education.