میترا تعویقی

The purpose of this study was to compare metacognitive therapy and its techniques (attention training, Situational attention refocusing), and acceptance and commitment therapy on the mind wandering adolescents. The research method was experimental and the statistical population included 20837 adolescent girls in second grade secondary schools of Karaj in the academic year 1396-1397. A randomized multistage cluster sampling method was used to select 70 people who had the lowest score in the amount of wandering mindedness based on the measurement tool of the wandering minds of Marazik et al. (2013). They were randomly assigned to five groups based on the criteria of the research. they got. Metacognitive Therapies, Attention training, Situational attention refocusing, (Mohamad KHani, 2013) and Acceptance and Commitment therapy (Bond, Hayes, 2014) During 10 Sessions A weekly, 90-Minute test was performed individually for experimental groups. Data were analyzed using one-way covariance analysis. The results showed that all four treatments are effective in decreasing the amount of mentally minded adolescents, and the effectiveness of metacognitive therapy is more than other treatments. This effect was also sustained in the 3-month follow-up phase.

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 the present research was investigation of effectiveness of group problem-solving skill training on increase of ambiguity tolerance in secondary school female teenagers in Karaj. The design of study is pre-test - post-test accompanied by follow-up and control group. Statistic universe included secondary school female students in Karaj among whom 30 students were selected by cluster random multi-stage sampling method. Then، they were put into two groups by random: experiment group (15 students) and control group (15 students). The research tool was “Ahmadpour-Mobarake” ambiguity tolerance questionnaire (2009). At the pre-test stage، all of the students completed the questionnaire. Then the experiment group participated in ten sessions of one hour problem-solving skill training، whereas، the control group didn’t get any training at all. At the post-test stage، both of the groups answered the ambiguity tolerance scale again and the incoming data were analyzed using one-way co-variance analysis and variance analysis with repetitious measuring. The results showed that the group problem-solving skill training increased the ambiguity tolerance in experiment group in comparison to the control group، and this effect continued later two-month when the follow-up was taken. Ambiguity tolerance is one of the most important personal infrastructures. Problem-solving skill training enables an individual to cope with problems in ambiguous and unforeseen situations.