نشریه تعالی مشاوره و روان درمانی
پیاپی 17 (بهار 1395)

The present study was conducted to compare various dimensions of temperament, character and aggression in preschool children trained with Waldorf,Montessori,and traditional approaches of education. The statistical population included all preschools in Region 2 of Tehran, administered based on the aforementioned educational approaches. In the first stage, six preschools (two preschools for each approach) were selected. Then, the inventory of maternal care quality was administered among mothers to study mother-child relations and match children in this factor. Finally,only mothers who obtained the highest scores in this inventory were selected. In the second stage, the seven-factor preschool temperament and character inventory,developed by Constantino(2012),and the four-factor preschool children aggression inventory ,developed by Vahedi et al. (2008),were given to the instructors of those children with quality caring mothers.After the instructors completed the inventories and their opinions about these children were collected,data pertaining to 90 children (15 children from each preschool) was analyzed. The multivariate analysis of variance of data suggested higher level of verbal and physical aggression in children trained with traditional approach, as compared to two other approaches,the aggression scores of the children trained with Waldorf and Montessori approaches were not different. In addition,children trained with Waldorf approach obtained higher scores than other two groups in novelty seeking and persistence (as two dimensions of temperament),self-directedness,and cooperativeness (as two dimensions of character).The temperament and character scores of the children trained with Montessori and traditional approaches were not different.Findings suggested the importance of educational environment,secondary to family environment,in the formation of temperamental and behavioral characteristics.

The purpose of this study was to investigate the effect of teaching and educational empowerment divorced mothers on emotional problems behavioral girls aged 7 to 10. The study is quasi-experimental with pretest-posttest and one month follow up with the control group. The population of this study included girls 7 to 10 years old Tehran fatherless West primary school were enrolled in the academic year 94-95.the confidentiality of information and attendance at meetings of 20 mothers of these students as subjects randomly assigned to experimental and control groups. The assessment tool Strengths and Difficulties Questionnaire (Goodman, 1997). The experimental group received 8 sessions (each session 90 minutes) intervention. Data from the statistical model repeated measures were analyzed using Spss-21 software. The results showed that total maternal educational empowerment training on reducing emotional problems (depression and anxiety) and behavioral problems (conduct disorder, hyperactivity and problems with peers) in girls 7 to 10 years old has been on the post-test and follow (P≤0/01). It is also the result of improvements in the children's altruism in step post-test and follow-up was effective (P≤0/01).

One of the issues that young people puts us in conflict and tension, relations between girls and boys due to cultural attitudes, religious, secular, social and familial him. While in many countries of the free world is evident boys and girls, our young generation does not know how to deal with this issue. The aim of this study was to investigate the effectiveness of Conflict resolution skills in Tends to be the opposite sex in Single girls in Isfahan city.

This study is a quasi experimental design of pretest-posttest control group. The subjects in this study consisted of all Girls Singles have come to the Cultural centers Area 11 isfahan city in the years of 2015. The design of this study was quasi-experimental with control group and two stages of evaluation, included pre test and post test. A total of 40 participants were selected and randomly divided into two experimental(20) and control(20). Experimental group got a 9- session intervention based on Conflict resolution skills, weekly; while control group didn,t get any intervention Each group responded to Applied tools were Tends to be the opposite sex questionnaire. Data were analyzed through univariate analysis of covariance.

Findings showed that there are significant differences between the experimental and control groups (p<0.05).

The results of analysis of covariance showed that Conflict resolution skills decrease of Tends to be the opposite sex.

this study was disigned to detrmine the predictive role of emotional literacy through the mediation of conflict resolution in the emotional divorce.

the design of this study was descriptive and correlational. In this study, which was conducted in 2014-15, 178 married men and woman selected by available sampling method in order to participate in our study. Iranian family psychological function scale (IFPFS, 2012) and emotional divorce questionnaire (Gottman, 1991) were used in order to collect data. Data analyzed by Pearson correlation method and regression analysis. Data analysis performed by using SPSS 21. The study finding showed that emotional divorce predicted by variables.

results indicate emotional literacy and conflict resolution were the predictor of emotional divorce. in addition to this, emotional literacy also predicts conflict resolution. Conflict resolution had a mediator’s role between emotional literacy and emotional divorce.

the finding suggests that couples experience emotional divorce when they suffer from lack of emotional literacy and unable to resolve the conflict. Thus, reinforcement emotional literacy and identification conflict resolution styles provide the better perception of the emotional divorce etiology.

In this study, "The Effectiveness of Group Training based on Acceptance and Commitment Therapy (ACT) on the Symptoms of Adults Suffering from Eating Disorders" will be discussed and the question is raised: To what extent the group therapy based on acceptance and commitment (ACT) is effective on nutrition attitudes, and eating feedback? The research method has been quasi-experimental and the main variable has been compared in the experimental group and the control group. The present research community was composed of all clients with eating disorders referred to Bahar Psychiatric Clinic. In the present study, following the targeted approach, people with eating disorders were identified and then using random sampling, 30 clients aged 18 to 65 were selected as sample (15 persons formed the control group and 15 persons formed the experimental group). In this study, two questionnaires were used as tools: Coker and Roger Questionnaire, The Eating Attitudes Test (EAT-26), Garner et al., The Eating Attitudes Test, Garner & Garfinkel, and The Body Image Test, Fisher. All the two questionnaires have acceptable reliability and validity. Finally, using the statistical model One-way ANCOVA (analysis of covariance) the research questions were examined. The research findings showed that the group training based on acceptance and commitment therapy (ACT) is effective on the nutrition attitudes, and eating feedback.

This study aimed to investigate the factors affecting job satisfaction among primary school teachers of Islamshahr (with an emphasis on management styles and organizational culture dimensions). The research is descriptive and correlational. The target population in this study was primary school teachers of Islamshahr that are 754 people based on the latest data. The sample size of 254 individuals were determined using Cochran formula and simple random sampling method. Three questionnaires of organizational culture, job satisfaction and leadership styles were used to measure the variables of the study. Content validity of the questionnaire was confirmed by experts. The reliability of the questionnaire by Cronbach's alpha coefficient, 0.82, 0.86 and 0.75 respectively. Descriptive and inferential statistical methods (Pearson correlation and multiple regression) were used for the analysis. The findings showed that organizational culture and aspects - teamwork, corporate identity, creativity, risk-taking, and reward system - have a positive and significant relationship with job satisfaction. But there is no significant relationship between management support and job satisfaction. The results also showed that there is a significant positive relationship between the left and collaborative leadership styles and job satisfaction. But there is no significant relationship between autocratic leadership style and job satisfaction. Multiple regression analysis showed that the dimensions of organizational culture (teamwork, corporate identity, creativity, risk-taking and reward system) and two leadership styles (left and democrats) have the ability to predict job satisfaction.