فصلنامه روانشناسی تحولی: روانشناسان ایرانی
پیاپی 58 (زمستان 1397)

The purpose of the present study was to investigate the effectiveness of Brackley’s parent training program on reducing symptoms of oppositional defiant disorder among children of the Shiraz city. The present study was a semi-experimental research and a pretest-posttest design with control group was applied. The statistical population consisted of 20 children aged 7 to 12 years who were referred to the counseling center of the Fars province education department due to behavioral problems, had oppositional defiant disorder symptoms based on clinical interview and Child Symptom Inventory (CSI-4; Gadow & Sprafki, 1994), and assigned to experimental (10 subjects) and control (10 persons) groups through convenience sampling. The experimental group mothers were trained according to Barclay’s protocol for 8 sessions. The follow-up phase was performed two months after the intervention. Based on covariance analysis, Brackley’s parent training program has a significant effect on reducing the symptoms of oppositional defiant disorder in children. Also, the follow-up phase findings indicated that Brackley’s parent training was effective in controlling the symptoms of children’s oppositional defiant disorder. The results of this study indicate that, the intensity of oppositional defiant disorder in children can be reduced by teaching social skills to their parents.

The aim of this research was to examine the relationship between attachment and adjustment with the mediating role of self-esteem. Our research method was correlational research based on path analysis method. The statistical population were consisted of 225 students of Shiraz high schools (102 female and 123 male) that were chosen by multistage sampling. The means were the Inventory of Parent and Peer Attachment (Armesden & Greenberg, 1987), Bell Adjustment Inventory (1961) and Rosenberg Self-Esteem Scale (1965). For data analysis we used path analysis. The results showed that attachment to mother and peer effectively predict self-esteem. Attachment to mother directly predicted subscales of home and social adjustment. Also, attachment to father could directly predict the affectional adjustment as well as home adjustment, and Peer attachment predicted directly the social adjustment. Furthermore, self-esteem had significant relationships with other dimensions of adjustment. Other findings revealed the mediating role of self-esteem on the relationship between attachment style and psychological adjustment. So, it can be concluded that attachments style and self-esteem, are two important components in prediction of adjustment in adolescents.

The purpose of this study was to investigate the effect of stress induction on cognitive failure and working memory with regard to the role of cognitive flexibility. The study used a quasi-experimental design of pretest - posttest groups. The study population were female students who lived in dormitories of Imam Khomeini International University of Qazvin, which 100 of them selected by convenience sampling, and of these, 44 participants (22 participants with highly cognitive flexibility and 22 participants with lower cognitive flexibility) were entered into the final analysis. For data collection, Working Memory Test )Daneman & Carpenter, 1980), Cognitive Failures Questionnaire (Broadbent, Cooper, Fitzgeral & Parkes, 1982), and Cognitive Flexibility Questionnaire (Dennis & VanderWal, 2010) was used. The findings showed that after stress induction, there was a significant difference between the two groups with high cognitive flexibility and low cognitive flexibility in terms of performance of the mental processing part of working memory and three dimensions of cognitive failure including distraction, memory problems and action slips. However, under conditions of stress experience, there was no difference between the two groups in terms of mental storage and not remembering names. Therefore, it can be concluded that stress experiences affect mental processing of working memory and most dimensions of cognitive failures, but this is dependent on the level of cognitive flexibility.

The study aimed to investigate the internet addiction model based on identity styles and mediating role of alexithymia in students. This research was a correlational research based on the structural equation modeling method. The statistical population of this study was all of secondary high school students in Sari. In this study, 361 people were selected by multistage sampling and responded to the Identity Style Scale (Berzonsky,1992), Toronto Alexithymia Scale (Bagby, Taylor & Parker, 1994), and Internet Addiction Scale (Young,1998). The findings showed good model fit and 41% of Internet addiction variance were explained by identity styles and alexithymia. The results of this study highlights the importance of the role of identity as well as the mediating role of alexithymia on students' extreme internet tendencies and has implications for improving mental health.

The purpose of this study was to investigate the Antecedents and consequences of developmental assets based on structural equation modeling. For this purpose, 511 third-year students from Hamedan high schools (256 males and 255 females) were selected by multistage random cluster sampling. The participants completed the Perceived Social Support Scale) Zimet, Dahlem, Zimet & Farley, 1988), The Developmental Assets Profile (Search Institute, 2005) and Ryff’s Psychological Well-being Scale (1989). Data were analyzed using structural equation modelling. The hypothesized model showed good fit in research population. The results showed that the mediating role of developmental assets in the relationship of perceived social support and psychological well-being is significant and positive, and the proposed model explains 57 percent of the variance of psychological well-being among students. Based on the findings of this study, it was found that the effect of perceived social support on psychological well-being is more indirect than direct, and is through developmental assets. Consequently, with the increase of perceived social support, it is possible to improve the amount of developmental assets and psychological well-being of students.

The aim of the current research was the prediction of self-compassion based upon family communication patterns with mediating role of coping strategies for stress. In this study, 347 students (141 male and 206 female) from Shahid Bahonar University of Kerman were selected by multi-stage cluster sampling, then they responded to family communication patterns Instrument (Fitzpatrick & Ritchie, 1994), Coping Inventory for Stressful Situations (Calsbeek, Rijken, Henegouwen & Dekker, 2003), and Self-Compassion Scale (Raes, Pommier, Neff & Van Gucht, 2011). The results of multiple regression analysis according to Baron and Kenny's steps showed that the conversation is a positive predictor of self-compassion, but the conformity have negative effect on self-compassion; conversation predicts the problem-focused coping strategy positively but it could not affect Emotion-Focused and avoidance strategies. However, conformity negatively affects problem-focused coping strategy and have a positive effect on emotion-focused and avoidance strategies. In addition, the findings revealed that the problem-focused coping strategy would predict self-compassion positively, but predicts emotion-focused and avoidance strategies negatively. Finally, the results showed that coping strategies for stress play a mediating role in the relationship between family communication patterns and self-compassion.

The aim of this study was to investigate the relationship between dysfunctional attitudes of mothers with self-efficacy and coping styles of girl students. 400 students (200 male students of humanities in 19th grade educational district of Tehran and 200 mothers of the same girls) were selected by random cluster sampling and by responding to the Long-form of Dysfunctional Attitudes Scale (Beck & Weisman, 1978), General Self-Efficacy Scale (Sherer et al., 1982) and the Coping Style Inverntory (Billings & Mouse, 1981) participated in this study. The results showed that there is a significant relationship between dysfunctional attitudes of mothers and girls’ self-efficacy and coping strategies, and the results of focal analysis showed that all three focal roots were statistically significant and 42% of self-efficacy, 12% of coping style and 19% of emotion-focused style variance can be explained by dysfunctional attitudes. Accordingly, mothers' dysfunctional attitudes can be considered as one of the predictors of self-efficacy and coping strategies of girls, and at the level of policy-making, planning and parenting education.