مهسا حاتم

 The power of narratives is such that they can immerse readers in their world and transform them. Narratives can transport readers to various places and times. With this in mind, the current study sought to compare the ability to maintain effort and interest over the long term, as well as resilience, across different levels of engagement with a success narrative.

 This comparative study involved the selection of 200 middle school students (2019) from both girls' and boys' schools in the first district of Rasht, utilizing a convenience sampling method. Initially, they were provided with five short stories on success for study. Following their reading of the stories, students completed the Transportation Scale - Short Form (Appel et al., 2015), the Short Grit Scale (Duckworth & Quinn, 2009), and the Connor-Davidson Resilience Scale (Connor & Davidson, 2003). The Transportation Scale - Short Form (Appell et al., 2015) was employed to measure students' levels of engagement with the narrative on success. Finally, the data were analyzed using multivariate analysis of variance with the SPSS24 software.

 The findings revealed a significant difference between the two groups in terms of their ability to maintain effort and interest in long-term goals as well as resilience (P < 0.01). Participants in the high-level narrative transportation group demonstrated greater capacity for sustaining effort and interest in long-term goals (29.52) and resilience (67.05) (P<0.01).

 Drawing from the obtained results, one could posit that storytelling serves as a distinct form of motivation and catalyst for success, prompting students to engage deeply with narratives and be impacted by their substance, consequently fostering heightened motivation and emotional enrichment.

The purpose of this study was to compare the sense of coherence and personal intelligence in female students with and without traumatic experiences. The method of this study was causal-comparative. The statistical population of this study consisted of female students with and without traumatic experience who were in the ninth grade of education schools in one district of Rasht city during the academic year 2018-2019. The sample consisted of 160 female students (80 students with traumatic experience and 80 students without traumatic experience) who were selected through convenience sampling. In order to collect data, the Trauma Accident Screening Questionnaire - Self-Report Form (Ford et al., 2002), Antonovskichr('39')s sense of coherence Questionnaire (1993), and Meyer & Allenchr('39')s personal intelligence Questionnaire (2013) were used. The results of the analysis of variance showed that the sense of coherence and personal intelligence was different among female students with and without a traumatic experience (P˂0.001). Overall, the results of this study showed that awareness of psychological traits such as the sense of coherence and personal intelligence leads to better services for these people to experience a better quality of life and education.

Human beings face many traumatic events throughout their lives with different consequences. Many children and adolescents experience stressful events during their developmental period, such as parental addiction or death of an elderly relative. Posttraumatic stress disorder is a complicated and chronic disorder that causes significant problems and disruptions in social and educational performance. There are several techniques and approaches to treat this disorder which may lead to different consequences. Therefore, the aim of this study was to investigate the effect of empathy on social problem-solving ability among girl students with traumatic experiences.

This study was a quasi-experimental research with pretest-posttest design. The study sample consisted of 36 ninth grade female students with traumatic experience, aged 14-15, in Rasht city in academic year 2017-2018 that were selected by purposeful sampling and then randomly divided into experimental and control groups. Traumatic Events Screening Inventory (Ford et al., 2002), clinical interview, and Social Problem Solving Inventory-Short Form (D'Zurilla et al., 2002) were used for data collection. The experimental group received 8 sessions of interventional empathy education, one session per week. Data were analyzed by univariate and multivariate covariance analysis.

The results of covariance analysis showed that empathy education significantly increased social problem solving and improved the components of rational problem solving and avoidant attachment style (p<0.01). However, no significant difference was found in the components of positive problem orientation, negative problem orientation and impulsive/ negligent style.

Employing empathy education and extending it to different social contexts can improve the social problem solving of people with traumatic experiences. This education can be used as a capacity to increase self-control for preventing the symptoms of posttraumatic disorder in social contexts.