فهرست مطالب روفیا شمس اسفند آبادی

A high sense of belonging to the school and a low level of procrastination can protect against the risk of bullying and victimization. In this way, this research was conducted to investigate the effectiveness of the combined mindset change-motivational program on the sense of belonging to the school and academic procrastination of bullied female students. The research method was semi-experimental with a pre-test-post-test design and a follow-up period with a control group. The research community was formed by female secondary school students in Isfahan in 2022. From the mentioned society, 30 students were selected purposefully and randomly assigned to two experimental and control groups. The pre-test was done through the Brew et al sense of belonging to school questionnaire (2004) and Solomon and Rothblum academic procrastination questionnaire (1984). The experimental group received 8 90-minute sessions of the combined mindset change-motivational program. Finally, the post-test and a three-month follow-up were implemented. Data analysis was done using variance analysis with repeated measurements. There is a significant difference between the sense of belonging and academic procrastination in the two groups in the post-test and follow-up stages, that is, the integrated program of mindset change-motivational has been able to cause a lasting improvement in the sense of belonging and academic procrastination of the bully girl. Based on the results, this program can be used as an effective intervention to help bullied female students and improve their sense of belonging and academic procrastination.

Depressed women more tolerated stress and negative emotions than normal women and their lives changes are higher. The aim of this research was comparing the effectiveness of enhancement- based cognitive-behavioral therapy and classical cognitive-behavioral therapy on depression and quality of life in depressed women.

This study is semi-experimental that using pre-test and post-test design with a control group. The population of this study included all women who were referred for treatment depression in year 2017 that selected by available sampling. The sample included 40 depressed women were randomly assigned in three groups of enhancement- based cognitive-behavioral therapy, classical cognitive-behavioral therapy and a control group. In all three groups depression and quality of life questionnaire was administered and data were analyzed using multivariate covariance analysis.

The results showed that both classic cognitive-behavioral therapy and enrichment-based cognitive-behavioral therapy were effective in reducing depression and enhancing quality of life but there was no significant difference between the two treatments.

Classic and enrichment-based cognitive-behavioral therapies can be used to reduce depression and improve quality of life in depressed women.