سیدمحمود میرزمانی

The present study was conducted to investigate the efficacy of training philosophy for children on the empathy of 9-12-year-old children. The present study was quasi-experimental with pretest, posttest and control group design method. Two-month follow-up period was implemented too. The statistical population of the present study included 9-11-year-old children in the city of Tehran in academic year 2021-22. Thirty two children with low empathy were selected through purposive sampling method and randomly accommodated into experimental and control groups. The experimental group received twelve sixty-minute sessions of training philosophy for children during one-and-a-half months. The applied questionnaires included Empathy Scale (ES) (Jolliffe, Farrington, 2006). The collected data were analyzed through mixed ANOVA and Bonferroni test via SPSS23 software. The results showed that training philosophy for children has significant effect on empathy (F=34.87, Eta-0.54, P<0001) of 9-11-year-old children. According to the findings of the study it can be concluded that training philosophy for children can be used as an efficient method to improve the children’s empathy through employing deep conversation and creating internal empowerment in the child.

Depression is one of the most common mental disorders; its growing prevalence is becoming a global concern. Depression in children and students is one of the essential topics in research psychology. In general, depression can lead to academic failure and impairment of occupational, family, and social functioning, which directly and indirectly imposes high costs on society. Among the cognitive components of depression, cognitive inhibition has a significant share. Cognitive inhibition is active processing that prevents unwanted internal and external stimuli from entering the information processing system. On the other hand, one of the most important abilities in adolescence is tolerating distress. Acceptance and commitment therapy (ACT) is one of the new therapeutic approaches that have an auspicious effect on depression. Given that depression exists among students and cognitive inhibition and distress tolerance can affect their educational process and daily life, this study aims to determine the effectiveness of ACT on cognitive inhibition and distress tolerance of depressed female high school students.

The present research is a quasi–experimental study with a pretest–posttest design with a control group. The statistical population included all secondary school girls with depression referred to Rah–e Bartar Psychological Services Clinic in Tehran's District 4, Iran, for treatment from March to September 2019. The statistical sample consisted of 30 students randomly assigned into experimental and control groups (15 people in each group). The inclusion criteria were being 14 to 17 years old, having depressive disorder confirmed thorough diagnostic interview, gaining a score of more than 19 on the Beck Depression Inventory, lacking acute medical illnesses and brain damage, and not attending training sessions. The exclusion criteria were non–participation in training sessions and lack of informed consent. The Structured Clinical Interview (Lobbestael et al., 2011), Beck Depression Inventory–II (Beck et al., 1996), Anxiety Tolerance Scale (Simons & Gaher, 2005), and the White Bear Suppression Inventory (Wegner & Zanakos, 1994) were used to collect study data. During the intervention phase, the experimental group underwent eight 90–min sessions of ACT by Hayes et al. (2012), but the control group did not receive any intervention. To analyze the data, descriptive (mean and standard deviation) and inferential statistics (the Chi–square test [to compare the distribution of educational variables in the two groups], multivariate and univariate analysis of covariance) were performed in SPSS software version 24. The significance level of the tests was considered α = 0.05.

The results showed that ACT significantly reduced cognitive inhibition (p<0.001) and increased the components of distress tolerance, including tolerance (p<0.001), absorption (p<0.001), evaluation (p<0.001), and adjustment (p<0.001) in depressed students in the experimental group compared to the control group. Also, the effect size indicates the effect of ACT on reducing the cognitive inhibition variable (0.428) and increasing the variables of distress tolerance of high school students with depression, including tolerance (0.396), absorption (0.326), evaluation (0.267), and adjustment (0.229).

Based on the findings, acceptance and commitment exercises can improve the psychological state of depressed students. Therefore, ACT is one of the effective non–pharmacological therapies in the psychological management of depressed patients, and it is necessary to consider it an effective treatment along with drug therapies.

teacher's feedback can have an impact on students' academic activities outside the academic environment and can have an effective role in motivating academic progress. Therefore, the present study aimed to investigate the mediating role of the practical feedback of the professor in the relationship between teaching methods and the motivation of the students of Islamic Azad University, Islamshahr branch.

The current research was a correlational descriptive study. The statistical population of the current research was all the professors and students of Islamic Azad University, Islamshahr branch, in the academic year 2015-2016. Based on Morgan's table, the statistical sample included 377 students, and 302 professors were selected using the available sampling method. In this research, students answered questionnaires about effective feedback and improvement motivation, and professors answered questionnaires about teaching methods. The collected data were analyzed using Pearson’s correlation coefficients, regression, and path analysis.

The analysis of the results showed a significant relationship between feedback type, feedback structure, and feedback time with all five teaching styles and motivation to progress, and the components of feedback type, feedback structure, and feedback time could predict motivation to progress. Also, specialized teaching style, formal authority teaching style, and personal model teaching style were able to predict career motivation in students.

The results showed that in the path analysis, the direct effect of feedback type, feedback structure, and feedback time, as well as expert style, authority style, interactive style, personal style, and facilitative style, on the motivation to progress was significant at the level of 0.01.

  Violence against women, as a major social problem, has an essential impact on the health, reproduction, as well as sexual and psychological health of women. As a result, the victims of domestic violence are not only more prone to experiencing biopsychosocial consequences, but may also require more emergency and medical care. Therefore, the present study aimed to determine the effect of Acceptance and Commitment Therapy (ACT) on anxiety induced by marital conflicts in women with domestic violence experience.

This was an applied research in terms of purpose, and concerning implementation, it was an experimental study with a pretest–posttest and a control group design. The statistical population of this study included all women referred to government hospitals for domestic violence in Babol City, Iran, in 2017. A random sampling method was applied to select the study participants. Three hospitals were randomly selected from all medical centers in Babol; next, 30 women were selected from those who met the study inclusion criteria, including domestic violence victims who visited these three centers. The study samples were randomly assigned into two experimental groups (n=15) and one control group (n=15). Beck Anxiety Inventory (BAI) (1990) and Marital Conflict Questionnaire (MCQ) (Sanaei Zaker et al., 2008) were used to collect the required data. The obtained data were analyzed using SPSS. For analyzing the research hypotheses, Independent Samples t–test, Analysis of Covariance (ANCOVA) and Bonferroni post–hoc test were used. In the descriptive statistics section, indicators, such as frequency, mean, and standard deviation were applied. Furthermore, for the inferential statistics analysis, Analysis of Variance (ANOVA) and Multivariate Analysis of Covariance (MANCOVA) were implemented.

The MANCOVA results were used to compare the anxiety scores in the control and treatment groups based on ACT in the posttest phase. The obtained F value was equal to 22.14 and the significance level was set at 0.01 (p<0.001). Therefore, the assumption was equal to zero and the assumption of the research was confirmed, consequently. Accordingly, and considering the lower mean scores of ACT groups in the posttest (44.67), it could be concluded that ACT effectively reduced anxiety in the investigated women involved in domestic violence. The mean (± standard deviation) of the anxiety score of the subjects in the experimental group was in the post–test stage (44.67±12.12) which has decreased significantly compared to the pre–test stage (50.13±13.08); However, in the control group, the mean score of anxiety in the post–test was (46.33±13.05), which did not change significantly with the mean of the pre–test (47.93±13.29).

ACT and Cognitive–Behavioral Therapy (CBT) impact ineffective attitudes, marital distress, and anxiety induced by the marital conflicts of women involved in domestic violence.

Learning disorder is a neurological condition that affects one or more of the most basic psychological processes in learning, speaking, or writing. The main characteristic of children with learning disabilities is the childchr('39')s overall intellectual ability. Learning disorders present severe effects on the parents of these children, such as high levels of anxiety, stress, isolation, and decreased quality of life. Parental stress experience suggests that most mothers encounter parental stress; accordingly, when parents experience stress, they affect their childchr('39')s reading and writing, and the child may have difficulty learning such skills. Furthermore, the affected child is not expected to have a positive trend of school achievements. Due to inability to learn and other factors, such as inability to writing, memorizing tasks, and understanding, the educational progress of these children is delayed or interrupted. Parental stress affects the degree of distress tolerance. A strategy that seems to be effective in reducing adverse outcomes is employing research–supported therapeutic approaches. Among the approaches that have been the focus of therapists in recent years is the Compassion–Focused Therapy (CFT) developed by Gilbert. In CFT, individuals learn not to avoid and suppress their painful emotions, but to feel them. This treatment recognizes the flow of compassion in 3 ways, as follows: the compassion we can feel toward others, the compassion we can feel from others, and the compassion we can guide ourselves. The present study aimed to determine the effects of CFT in coping with distress and parental stress in the mothers of children with learning disabilities.

This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population consisted of all mothers of children with learning disabilities in Baharestan City, Iran in the academic year of 2018–2019. Thirty eligible individuals were selected by the convenience sampling method. They were randomly divided into two groups of control and experimental (n=15/group). Research tools included the Distress Tolerance Scale (Simmons & Gahr, 2005) and the Parenting Stress Index–Short Form (Abidin, 1). The experimental group received eight 60–minute weekly sessions of CFT; however, the controls received no intervention. At the end of the training sessions, a posttest was performed in both study groups. Univariate Analysis of Covariance (ANCOVA) was used to analyze the collected data (α=0.05).

The obtained data revealed that by eliminating the effect of pretest scores, there was a significant difference between the adjusted mean scores of distress tolerance and parental stress of the mothers of children with learning disorders by group membership (test & control) (p≤0.001). The mean score of distress tolerance significantly increased; however, the mean parental stress scores decreased significantly (p≤0.001). Therefore, the effect of CFT in distress tolerance was equal to 0.352, and concerning marital adjustment, it was measured as 0.370.

According to the timing of this study, it can be concluded that there was a significant difference in the distress tolerance and parental stress of the mothers of children with learning disorders between the experimental and control groups. Increased distress tolerance and reduced parental stress were observed in the study participants.

The purpose of this study was to investigate the relationship between parents' mental health and their male offspring.

The research method was correlation and the statistical population was all the male students of the elementary school district of Tehran district 17. The sample size consisted of 375 parents (parents and children) selected by multistage cluster sampling method. Six primary schools of Tehran district of Tehran, 6 schools, and 4 schools of each school and 16 randomly selected from each class. They were The parents' mental health questionnaire (GHQ) was Goldberg (1986) with a reliability of 0.93, and for the adjustment of children, the 37-item questionnaire of the McDonough's (2008) compatibility questionnaire (2008) with a reliability of 0.81 was used.

The results of Pearson correlation coefficient and multivariate regression showed that there is a significant relationship between parent's mental health and their son's consistency. Also, there is a significant negative correlation between parental anxiety and parental depression with their son's consistency and there is a significant positive correlation between physical health and social relation and adjustment of their offspring.

The results showed that the mental health of the parents can be predicted by the adjustment of their son's children.

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.

Purpose - The main aim of this project was recognized the relationship between managers’ creativity and elementary girlish schools teachers’ effectiveness in Robat Karim. Design/methodology/approach - Procedure of the study was descriptive and correlational. The statistical society was all the administrators and teachers of primary girlish schools in Robat Karim in 2014-2015. There were 42 administrators and 324 teachers; which all of administrators and 176 teachers by Morgan table were chosen for this study. Parsons Questionnaire and Torrance Tests of Creative were used to collect information. The effectiveness includes four components: (adaptation, achieving goals, job satisfaction, and organizational health). The reliability is 91% for Torrance Tests, and 88% for Parsons Questionnaire. Finding – The results of projection theories showed that there was a positive and meaningful relationship between managers’ creativity and teachers’ effectiveness. In other words, the managers’ Creative predicted 9% of teachers’ effectiveness. Also there was a meaningful relationship among principles creativity with adaptation and gaining objectives but there wasn’t a meaningful relationship between principles creativity with job satisfaction and organizational health

This study aimed to determine the effectiveness of assertiveness training with specific approach to increasing tolerance of ambiguity young high school girl in Karaj.

An experimental with pre-test - post-test and follow-up and The study population included a  control group of high school girl students of the city of Karaj Among them multi-stage cluster random sampling method, 30 patients received low scores on the questionnaire ambiguity tolerance were  selected and then randomly divided into two groups (n = 15) and control ( 15) were replaced. Instrument tolerance of ambiguity Ahmad pur Mobarake (1388), respectively. In the pre-test stage, all students completed the questionnaire. The experimental group in 10 sessions of 1 hour, assertiveness skills, with special approach participated in the training program, while the control group received no training. In the test phase, both groups responded to the scale ambiguity tolerance. And data using one way ANOVA and repeated measures analysis of variance was used.

The results showed that training in assertiveness skills, with special approach, tolerance of ambiguity in the experimental group compared with the control group increased Afterwards the two month follow-up work is to continue.

One of the most important infrastructure tolerance of ambiguity character with assertiveness training with specific approach, a formidable they are not able to predict in unclear circumstances and cope with issues and problems successfully.

The aim of this research was studying the effectiveness of false belief training on acquiring theory of mind in 8-11 years old boys with intellectual disabilities (ID).

Utilizing a quasiexperimental design, 30 students were selected after accomplishment of pretest (they did not have the ability to understand theory of mind). Then, they were randomly divided into two equal groups, after matching in age and intelligence. Experimental group was trained for 8 sessions. Post test was administered immediately after intervention and also after 2 week as a follow up stage.

Data analysis using Kolmogorov–Smirnov test, independent t-test and revealed that the experimental group had a better result (p</001).

This study concluded that false belief training can enhancetheory of mind in students with ID.