فصلنامه خانواده و پژوهش
سال بیستم شماره 3 (پاییز 1402)

The study of the factors affecting family communication patterns and alexithymia in children is of great importance because of their impact on children’s mental health. Hence, this research was undertaken to investigate the impact of reality therapy training on family communication patterns and alexithymia in male sixth graders. This quasi-experimental study had a pre-test, post-test control group design. The statistical population of the study was comprised of all male sixth graders in Tehran in 2018-19 school year. Due to the large size of the statistical population, in the first stage, cluster sampling method was utilized. In the second stage, 32 individuals were selected by random sampling method and were assigned to experimental and control groups. The subjects in the experimental group were trained in reality therapy for 8 one-hour sessions once a week. The Toronto Alexithymia Scale (2006) and the Fitzpatrick and Ritchie Family Communication Patterns Questionnaire (1994) were used to collect data. Analysis of covariance was utilized to analyze the data. Results revealed that reality therapy training improved family communication patterns and reduced alexithymia (p <0.01). Therefore, using educational methods based on reality therapy is recommended to increase positive family communication patterns and reduce students' alexithymia.

The present research was conducted in order to develop a model for empowering middle managers of education in Iran. In the first stage, concepts related to human resource empowerment were extracted by studying related literature. Then, a qualitative study (semi-structured interviews) was used in order to identify the effective factors related to empowering managers. 21 well-informed experts and managers in the field of human resources (management specialists, managers of education departments, researchers) were selected purposefully in order to identify indicators and factors affecting the ability of middle managers in the education system. They participated individually in face-to-face interviews. Thematic analysis method was used to analyze the content of the interviews. In this way, after implementing the content of the interviews, open coding was carried out using MAXQDA 2022 software. The content of each interview was read line by line and coded. In the second stage, after categorizing the open codes, finally, 22 categories and 7 themes were extracted and the model of empowerment of middle managers of education was developed. The extracted themes are as follows: The priority of education in macro policies, appointment based on merit, delegation of authority, organizational attachment and belonging, agency and sense of influence, metacognition and self-regulation, competence and appropriateness. In this article, along with explaining the themes and categories, the relative advantages of the mentioned model have been discussed.

This study set out to find a model for students' emotional self-regulation based on family communication processes and school adaptation with the mediating role of resilience. The research method was correlational and structural equation modeling was utilized. The statistical population of the study was comprised of 209177 male students studying at senior high schools in Tehran in 2020-21 school year. According to Stevens rule, a total number of 385 students were selected and given the Cognitive Emotion Regulation Questionnaire (Garnefski & Kraaij, 2007), McMaster Family Assessment Device (Epstein et al.,1983), School Climate Questionnaire (Zullig et al., 2009) and the Conner-Davidson Resilience Scale (2003). Results demonstrated that the model of emotional self-regulation based on family communication processes and adaptation to school with the mediating role of resilience was a good-fitting one. Results also showed that the direct path coefficients between family communication processes and positive emotion regulation (β = 0.420 and P = 0.001) as well as negative emotion regulation (β = -0.269 and P = 0.001) were significant. However, the direct path coefficients between school adaptation and positive emotion regulation (β = 0.031 and P> 0.05) as well as negative emotion regulation (β = 0.661 and P> 0.05) were not significant. The results also revealed that the indirect path coefficients between family communication processes and positive emotion regulation (β = 0.270 and P = 0.001) as well as negative emotion regulation (β = -0.133 and P = 0.001) were significant. Indirect coefficients between school adaptation and positive regulation (β = 0.229 and P = 0.001) and negative regulation (β = -0.113 and P = 0.001) of emotion were also significant. Accordingly, family communication processes and school adaptation can affect students' emotion self-regulation.

The aim of this study was to compare the attachment styles and self-differentiation in parents with tendency to have one child and multiple children. This study had a causal-comparative (ex post facto) design. The research population was comprised of all parents of primary school students in Marvdasht city. Simple random sampling method was utilized and 50 parents with tendency to have one child and 50 parents with tendency to have multiple children were selected. The research instruments included Tendency to Have Children Questionnaire (Enayat & Parnian, 2013), Attachment Styles Questionnaire (Hazan & Shaver, 1987) and Self-Differentiation Scale (Drake, 2011). Multivariate analysis of variance (MANOVA) was utilized to analyze the data. The results showed that the mean scores of insecure attachment styles (anxious/avoidant and anxious/ambivalent) was higher in parents with tendency to have one child than parents with tendency to have multiple children, except for secure attachment styles which was higher in parents with tendency to have multiple children. Furthermore, findings indicated that parents with tendency to have one child had higher levels of emotional reactivity and emotional cut-off in comparison with parents with tendency to have multiple children except for I position.

The present study sought to investigate the effectiveness of a behavior management training package based on choice theory in improving the quality of parent-child relationship. This study had a single-case design which was undertaken with concurrent multiple baseline and a two-month follow-up. The statistical population of the study was comprised of all male ninth graders studying at junior high schools in Javanrud city in 2020-21 school year from among whom 3 students were selected via purposeful sampling method using inclusion criteria and the Parent-Child Relationship Quality Scale (PCRS). Each group, including students and their parents, received 12 separate training sessions which were previously designed and validated by the researchers. Data were analyzed by Visual drawing, Reliable change index (RCI), recovery percentage formula and Cohen’s d effect size. Findings showed that the implementation of behavior management training package based on choice theory had a clinically and statistically significant effect on improving the quality of parent-child relationship (both parent-child scales) (P <0.05). Therefore, it is recommended that the trainings of this behavior management package, which are based on the educational-therapeutic foundations of choice theory, be used individually and in groups by family care institutions and counseling centers of various organizations, including education and welfare.

The goal of this study was to determine whether or not there is a relationship between parental autonomy and parenting style with their adolescent daughters' autonomy. In addition, an endeavor was made to determine the effect of children’s perception of parenting styles and their own autonomy. Quantitative approach and survey method were used to achieve the objectives of this study. The research population was comprised of 10- to 24-year-old adolescent girls and their families living in Districts 1 and 14 of Tehran. 66 families were asked to participate in this research. Parents and their adolescent daughters were given Ryff’s Psychological Well-being Scale (1989), Baumrind’s Parenting Style Questionnaire (1971), and Perceived Parenting Style Questionnaire (Naghashian, 1969). The collected data were analyzed via SPSS. Results indicated that there was a significant relationship between mothers' autonomy and fathers’ autonomy and that of their adolescent daughters (p = 0.01, r = 0.342 and p = 0.05, r = 0.295, respectively). The parenting style had no significant relationship with parents’ autonomy and that of the children. In addition, mother's level of education had a significant relationship with children's autonomy (p = 0.003, X2 = 1.80). Parental autonomy is an important factor in normal development of adolescents. Therefore, training parents to have and maintain autonomy and also grant it to their adolescent daughters will lead to the normal development of their children and the improvement of their relationship with parents; it will also result in better upbringing of the next generation.

Parenting is a multifaceted task and the way in which parents fulfill this task plays an important role in children’s growth and development, especially in early childhood. Although there are a large number of parenting questionnaires, considerable disagreement exists about how to best assess parenting. Most of the instruments only assess limited aspects of parenting. Hence, it is necessary to identify the core constructs of parenting and to elaborate and clarify their cognitive components. Conceptualization and measurement of key parenting constructs constitutes an elementary component of research on child and family development. In order to overcome this shortcoming, validation of a comprehensive general parenting questionnaire in Iranian community was done by focusing on assessing a wide range of multiple parenting behaviors simultaneously. This questionnaire (CGPQ) assesses parental behaviors in five key construct of parenting (Nurturance, Overprotection, Coercive control, Behavioral control, and Structure). The study design was descriptive. The sample consisted of 416 Iranian parents and caregivers of 5- to 13-year-old children who were selected by convenience sampling method and completed an online survey. Factor analysis methods and Item-Response modeling techniques were utilized. The results demonstrated that the reduced questionnaire (containing 80 items) revealed a good fit. Confirmatory factor analysis confirmed a five-factor structure (composed of 80 items). Internal consistency of these five domains of parenting was within the desired range. Based on the findings, the Persian version of the Comprehensive General Parenting Questionnaire has desirable psychometric properties and can be used as a suitable instrument in Iranian society.

The purpose of this research was to investigate the implicit meaning making of the “self” and “other” in the upper secondary textbooks through Van Dijk discourse analysis. This study was a qualitative research based on discourse analysis with research population of all upper secondary textbooks (Humanities Branch). In this study purposeful sampling method was used. The method of data collection and analysis were documentary through the review of primary (seven textbooks) and secondary sources as well as review of words, text, and paragraphs, respectively. The findings reveal that the authors of selected textbooks, being aware of the ways of reproducing power in discourse, have highlighted self-positive identity and other negative aspects through the use of implicit meaning making strategy. According to the findings, it is suggested that curriculum planners and authors make a fundamental change in the content of textbooks through a better and deeper introduction of modern concepts related to the culture and civilization of Islam and Iran (self-positivity) instead of extreme emphasis on negative aspects of other cultures.