فصلنامه روان شناسی کاربردی
سال هفتم شماره 2 (پیاپی 26، تابستان 1392)

The purpose of this study was to investigate the effectiveness of psychodrama with spiritual content on happiness, pleasure and psychological health in students. In an experimental study with design of pre-test and post-test with control group, from among all of undergraduate studetnst of Universtiy of Isfahan (N=9620), 44 students were selected by random cluster sampling and assigned to one experimental and one control group (n=22 each group). Both of two groups were respond on Oxford happiness questionnaire (Argyle and Hills, 2002), Snaith-Hamilton Pleasure Scale (1993) and General Health Questionnaire, GHQ-28 (Goldberg, 1972) in pretest, post-test and one month follow up. Ten weekly sessions of 1.5 hour duration of psychodrama with spiritual content was administrated to the experimental group, twice a week, but control group did not receive any intervention. Data was analyzed through analysis of variance and Mann-Witney U. Results showed all dependent variables in the experimental group significantly enhanced compared with control group. These results were confirmed after a one month follow up. Psychodrama with spiritual content can use as an efficient intervention to improve happiness, pleasure and psychological health in student population.

The purpose of this research was to study the effect of puppet play therapy intervention on children's social skills of boys with Down syndrome. The research design of this study was single subject case (ABA). Over 17 sessions with 35 minutes, trained social skills through puppet play therapy in the sample was consisted of three educable boys with Down syndrome were selected by convenience sampling method (one of them didnt continue therapy from 6th session). Each of these children, before beginning the intervention, during the intervention, after the intervention and after 45 days of the end of the intervention (follow-up) were observed and evaluated with checklist designed by researcher of social skills, by researcher in eight steps and by teachers in four steps The results in one subjects, indicate increasing social skills during the intervention and decreasing skills (higher than the base line) during the follow-up. on the other subjects, indicate increased social skills during the intervention and effectiveness stability in follow-up stage. According to the results of this study, the usage of puppet play therapy proposes for quality improvement of social skills in children with Down syndrome in educational environment.

Aim of study was to determine the effectiveness of cognitive - behavioral therapy depends on three factors dynamic: Dependency, Anger and Motherhood conflicts in postpartum depression. Method was a quasi-experimental study and study population included all of mothers delivery in a season (three months) in Sanandaj health-center that their number was 768, and whit the statistical random sampling, a sample of 64 people including two parallel treatment and control groups (n = 32 in each group) were selected and using the Beck Depression Inventory (Beck, Steer & Brown, 1996) and the Edinburgh Postnatal Depression Scale (Cox, Holden & Sagovsky, 1990) and a Clinical Structured Interview for DSM-IV-TR Axis I Disorders (First, Spitzer, Williams & Gibbon, 2002) were evaluated. Results showed that significant changes in the scores of maternal conflict were observed in post test as compared to pre test and these changes were maintained after six months follow up in the cognitive behavioral group. However no significant changes were found in the scores of anger and dependency. Emotions of anger and dependency do not change only with changes in negative automatic thoughts, and stability in basic emotions of anger and dependency may be achieved with more treatment. The Results of this study can be used for health centers/ medical treatment of postpartum disorder.

The purpose of this study was to determine the effect of Font and text-familiarity on two principal indices of eye movements i.e. fixation and revisites while reading texts purposefully and non-purposefully. This study was a quasi experimental one and its population consisted of Shahid Beheshti University undergraduate female students of psychology in the 2012-13 academic year which estimated to be 500 people. Forty five students were selected using convenience sampling and were devided to two groups of purposeful and non-purposeful reading. Stimuli were 4 various texts (familiar text in lotus, familiar text in khodkar, unfamiliar text in lotus, unfamiliar text in khodkar) and eye-tracking device (SMI-RED) was used to measure eye movements. Data were analyzed by mixed ANOVA. Findings showed that all of the main effects were significant. That is, fixation count was more for purposeful reading group and subjects in general, fixated more on unfamiliar texts as well as texts with lotus font. Moreover, the interactive effect of group and font was significant. The findings of this study can be used in the effective graphical arrangement of educational texts, especially in virtual settings.

The purpose of this study was to identify current status of culture of thinking, need for cognition of teachers and students and their relationship between them in classrooms. Method of This research is descriptive, survey from correlation type. Statistical population include third grade to fifth grade classes of state elementary schools of Tehran. Using a multistage randomized cluster sampling, 52 schools were selected and in each school one class was observed using culture of thinking check list which made by the researchers. Moreover, 209 teachers and 1125 students of selected classes answered respectively to the Cacioppo, Petty & Kao (1984) of adult and Kokis, Macpherson, Toplak, West & Stanovich (2002) of children need for cognition scales. Results indicated mean of all thinking culture components, except modeling thinking, are significantly less than scale mean. Teachers’ need for cognition was at the average level and students’ need for cognition was significantly upper than average level. In addition, there is no significant relation between thinking culture components with teachers’ and students’ need for cognition. According to the importance of elementary school, policy makers and education planners should adopt measures for institutionalizing thinking culture and fostering thinking in students which are one of the most important goals of educational systems.

Aim of study was to determine the early maladaptive schemas and psychopathy in addicted homeless women. Method was correlation and the statistical population about 800 women addicted homeless population in various locations in Tehran. From these, Khane khorshid drop in center and Tavallod Dobareh Hostel and all parks in southern Tehran city were selected and 60 female via available sampling responded to psychopathy Subscale of the second version revised of Minesota Multiphasic Personality inventory of James Butcher, 1989 and short form of Young early maladaptive schemas inventory, 1998. Results indicated that 73 percent of homeless women with substance dependency were high in psychopathy and in early maladaptive schemas; they received higher scores in subscales of self-sacrifice and lowers scores in subscale of dependence and incompetence. In addition, social isolation/ alienation schema with maximum and dependence/ incompatible schema with minimum scores can predict a %35 of the variance of psychopathy. Regarding the importance of maladaptive schemas in outbreaking personality disorders and psychosocial traumas of these women, it would be very useful and helpful to focus on these schemas in therapy programs in order to improve psychosocial, individual adaption and remove the quitting problems.

The purpose of this study was testing the structural relationships between objective stress, academic stress, coping styles, reactions to stressors and academic satisfaction. In the correlational study, 300 students (150 male and 150 female) completed the Objective Stress Variables (Kariv & Heiman, 2005), the Student-Life Stress Inventory (Gadzella, 1991), the Coping Inventory for Stressful Situations-Short Form (Cohan, Jang & Stien, 2006), and the Multidimensional Students’ Life Satisfaction Scale (Huebner, 1994). In this model, objective loads with academic stress and academic stress with emotion-oriented coping and reactions to stressors showed a significant positive relationship and the results indicated a significant negative relationship between academic stress with task-oriented coping and academic satisfaction. The results showed significant positive relationship between task-oriented coping and academic satisfaction and significant negative relationship between emotion-oriented coping and reactions to stressors with academic satisfaction. Results indicated that relationship between objective and subjective stressful experiences with reactions to stressors and academic satisfaction by task and emotion-oriented coping styles is mediated partially. In mediating models of task and emotion-oriented coping, model's predictors accounted for 31 and 27 of the variance in academic satisfaction, respectively. These results stress on importance of training for adaptive coping strategies.