فهرست مطالب elahe khodadadi

 Anxiety disorders are prevalent mental disorders that typically emerge during the early stages of one's life, with over 50% of occurrences happening before the age of 18. This study aimed to examine how different parenting styles impact the self-esteem and perfectionistic tendencies of adolescents dealing with anxiety disorders, while also considering the mediating influence of character strengths.

 This study is a combination of descriptive-correlational research and cross-sectional research methods, with the utilization of structural equation modeling (SEM). The statistical population for this study consisted of all teenagers (both boys and girls) in Tehran who were diagnosed with anxiety disorders during the period from July to October 2023. The statistical sample for this study consisted of 122 teenagers with anxiety disorders who were chosen through purposive sampling. The research instruments utilized were the Coopersmith Self-esteem Inventory (SEI), the Positive and Negative Perfectionism scale (PANPS), Baumrind's Parenting Styles Questionnaire (PSQ), and the Values In Action Inventory of Strengths (VIA-IS). The research data was analyzed using SPSS version 27 software, while the path between variables was analyzed using SmartPLS version 4 software. The significant level was set at 0.05.

 Findings indicate that there was no significant relationship between authoritarian parenting and negative perfectionism, positive perfectionism, and self-esteem when considering the mediating role of character strengths (P-value>0.05). On the other hand, there was a positive and significant relationship between authoritative parenting and positive perfectionism, as well as self-esteem, when considering the mediating role of character strengths (P-value<0.001).

 The findings of the current investigation indicate that each of the three parenting styles contributes to the development of negative perfectionism. Additionally, the factor of personality strengths promotes self-confidence and positive perfectionism, while reducing negative perfectionism in teenagers. The outcomes of this study also emphasize the significant role of character strength as a mediating variable.

It is important to recognize and use the strengths of children with oppositional defiant disorder (ODD). This study assessed whether strength-based intervention is effective on subjective well-being and psychological capital in children with ODD. 

This research was a quasi-experimental study with a pre-test and post-test design with a control group. The statistical population included 30 students with ODD in discreet six, which were selected through multi-stage clustering in Tehran during the academic year 2022. Then, the individuals were randomly assigned to the experimental and control groups (each group: n=15). The subjective well-being and Luthans’ psychological capital (PCQ) questionnaires were administered. For the experimental group, a strength-based intervention was administered in eight sessions of 75 minutes per week, while the control group received no treatment. The data were analyzed using MANOVA and SPSS software, version 26. 

The strength-based intervention had positive effects on subjective well-being (F1, 28=23.42, P<0.001) and psychological capital (F1, 28=28.12, P<0.001) in children with ODD. 

This type of approach builds on clients’ strengths, seeing them as resourceful and resilient when they are in adverse conditions. This study encourages new evidence for the efficacy of a strength-based intervention.

Cardiac arrhythmia is one of the most common cardio-vascular diseases. Pacemaker, as a curative method in treating patients with arrhythmia,diminishes a lot of their symptoms.Awareness of modern educational methods compared with traditional methods can help instructors to use more effective methods and train more competent nurses so they can provide more proper care for these patients.The aim of this study is to compare the effect of compact disc and group education on nurses’ knowledge and performance regarding pacemaker care. In this quasi-experimental study with two groups, all 40 nurses working in heart wards of educational hospitals of Arak University of Medical Scienceswere selected and allocated randomlyto two groups of Compact Disc and Group Education. Data collection tools included a questionnaire to assess their knowledgeand a checklist to evaluate their performance. Questionnaires and checklists were completed by nurses and the researcher before and one month after education. Data was analyzed using descriptive and interpretive statistical methods and SPSS version 17. Knowledge scores means in the two methods of CD and group education increased from 13.40 ± 4.7 and 15.10 ± 7.26 before education to 27.85 ± 2.43 and 25.85 ± 4.25 after education. That of performance increased from 7.40 ± 4.18 and 10.45 ± 7.16 before education to 27.30 ± 1.45 and 24.85 ± 3.22 after education.Mean scores of knowledge and performance in the two methods significantly increased after education (P≤0/0001). There was no significant difference between the two methods concerningknowledge scores means, but as for their performance, the difference was significant (P≤0/0001). Although compact disc and group education methods were both effective on nurses’ knowledge and performance, but teaching through compact disc was more effective in increasing performance. Thus, considering its numerous advantages such as its economical efficiency, the possibility to watch included films, etc., it is recommended to use it in educational programs.