فهرست مطالب نصیبه پروین

The aim of this study was to determine the efficacy of William Moulton Marston’s DISC model intervention. Regarding the educational adaptation of adolescents who are Covid-19 patients. The statistical population consisted of adolescents aged 13 to 18 who resided in Naghadeh and had a family member with Covid-19 in 2021. The research was conducted using a quasi-experimental design, with control groups, pre-test, and post-test. The statistical sample size consisted of 40 individuals from the statistical population, 20 in the experimental group and 20 in the control group. These individuals were randomly assigned to the control and experimental groups using the available sampling procedure. The control group did not receive any treatment, while the experimental group underwent ten 90-minute sessions in accordance with William Moulton Marston’s DISC model. Data was collected using the Adjustment Inventory for School Students (AISS) in this study. The MANCOVA analysis was employed to analyze the collected data. After the DISC intervention, the experimental group’s mean level of educational adjustment decreased markedly in comparison to the control group (P<0.01). According to the results of this study, the DISC model intervention improves the educational adjustment of adolescents who are Covid-19 patients.

The aim of this study was to the comparison of the effectiveness of William’s DISC model and emotion regulation intervention on academic anxiety of adolescents with the covid-19 patients. The research was a quasi-experimental design with pre-test and post-test and control groups and the statistical population included adolescents aged 13 to 18 years living in Naghadeh who had a person with Covid-19 in their family in 2021. The statistical sample size was 60 people from the statistical population who were selected by purposive sampling method and randomly assigned to three groups DISC model, emotion regulation group, and control group. In this study, an academic anxiety scale (AAS, Alpert & Haber, 1960) was used to collect data. The collected data were analyzed using the analysis of MANCOVA. The results showed that there was a statistically significant difference between academic anxiety in the experimental groups and the control group (P <0.001). The results also showed that disk model intervention and emotion regulation training reduced adolescents' academic anxiety to some extent (P <0.001). The obtained results show that DISC model intervention and emotion regulation intervention are effective in reducing academic anxiety in adolescents with Covid-19 patients in both stages and the difference between the DISC model and emotion regulation groups is not significant (p <0.05).

Among the negative consequences of the Covid-19 disease among adolescent family members is the creation of educational adjustment problems and health anxiety. Therefore,the present study was conducted with the aim of determining the effect of the Gross model emotion regulation intervention on educational adaptation and health anxiety of adolescents with families affected by Covid-19.

The research was a quasi-experimental design with pre-test and post-test and control groups and the statistical population included adolescents aged 13 to 18 years living in Naghadeh who had a person with Covid-19 in their family in 2021. The statistical sample size was 40 people (20 in the experimental group and 20 in the control group) from the statistical population who were selected by available sampling method and randomly placed in the control and experimental groups. For the experimental group, 8 sessions of 90-minute emotion regulation sessions based on the Gross model were performed and the control group did not receive any treatment. The data were collected using Sinha and Singh's (1993) Educational Adaptation Questionnaire and Salkoskis et al.'s (2002) Short Health Anxiety Questionnaire and were analyzed by multivariate analysis of covariance using SPSS version 26 software.

The average scores of educational adaptation in the stages before and after the intervention in the experimental group were 40.10 and 28.30, respectively, and in the control group, 39.75 and 39.93, respectively. Also, the average scores of health anxiety in the stages before and after the intervention in the experimental group were 43.30 and 32.15, respectively, and in the control group, 44.15 and 45.50, respectively. The results of covariance analysis showed that the mean of educational adaptation and health anxiety in the experimental group, after the emotion regulation intervention, has decreased significantly compared to the control group (p<0.01).

The results of this research indicate that the emotion regulation intervention has significantly improved educational adaptation and reduced health anxiety, so the use of this intervention is recommended for adolescents with families affected by Covid-19.