فهرست مطالب marziye alivandivafa

Lacking a thorough comprehension of the psychological phenomenon, professionals engage in psychotherapy. Throughout history, humanity has been exploring the essential question: What are the origins, roots, and essence of the psychological phenomenon? The primary goal of this study is to elucidate these enigmas. Despite notable progress in the realm of psychology, the psychological phenomenon remains a paramount unanswered query, still enigmatic.

The research methodology utilized Grounded Theory for fundamental concept formation and content analysis. Within the "understanding-based content analysis" approach, 32 analytical units within the content units (texts and well-documented sources in the theoretical foundations of the research) linked to the psychological phenomenon were scrutinized across 14 eras (Era1 to Era14).

The results indicate that psychology emerges as an unparalleled consequence of the creative progression of life in organisms, particularly evolving from two nested evolutionary shifts. Initially in all primates, a type of consciousness, specifically heightened momentary awareness, developed as a means of communication. This mechanism, involving the prefrontal cortex and long-range circuits, facilitates the transmission of neural information throughout the brain in ascending and descending (feedback) patterns. Subsequently, this communicative capacity was exclusive to the reflective Homo sapiens, along with a secondary genetic alteration around the conclusion of the previous Ice Age (between 40,000 to 100,000 years ago). This was notably enabled by a mutation in the FOXP2 gene, fostering functional coordination among the lungs, larynx, throat, tongue, and other components.

The outcomes aid in broadening the understanding of the nature of the psychological phenomenon.

The purpose of this study was to compare the effectiveness of emotion regulation training and mindfulness training on aggression of female students with low academic performance in junior high schools in Tabriz. The research design was quasi-experimental with pre-test, and post-test, two experimental groups and one control group. The statistical population included all the female junior high school students in Tabriz with low academic performance, among whom 75 students were selected as the research sample and randomly assigned into three groups (two experimental groups and one control group). Buss and Perry's Aggression Questionnaire was used for data collection. An emotion regulation package was run for one of the experimental groups and a mindfulness package for the other experimental group. The control group received no intervention. The research hypotheses were analyzed by one way ANCOVA. The findings indicated that emotion regulation training was more effective on aggression than mindfulness training. Furthermore, a significant difference was observed between the two experimental groups and the control group regarding aggression, and the effectiveness of these methods on decreasing aggression was confirmed. Accordingly, emotion regulation and mindfulness methods can be effective in reducing aggression of students with low academic performance.

The purpose of this study was to compare the effectiveness of emotion regulation training and mindfulness training on rumination of female students with low academic performance in Junior high school in Tabriz. The research design was semi-experimental with pre-test and post-test, two experimental groups and one control group. The statistical population included all the female junior high school students in Tabriz, region one with low academic performance. Among them 75 students were selected as the research sample by randomized cluster method and randomly assigned in three groups (two experimental and one control group). The instruments of data collection included: Nolen-Hoeksema and Marrrow's mental rumination scale (1990). Emotion regulation package was performed in one experimental group and mindfulness package was performed in the other experimental group. Control group received no intervention. The research hypotheses were analyzed by one way ANCOVA. The findings indicated that the effectiveness of both of emotion regulation training and mindfulness training methods on decreasing mental rumination was confirmed, but no significant difference was observed between the effectiveness of both of these methods in both experimental groups. Regarding the results of this research, the use of emotion regulation and mindfulness methods can be effective in reducing mental rumination among students with low academic performance.

Marriage is seen as the initial step in starting a family, but nowadays there seems to be a fear or avoidance of this commitment among young people, particularly those who are educated. The purpose of this research was to determine the model of gamophobia among young people based on existential anxiety with the mediation of psychological hardiness.

The current study is applied in terms of purpose, and descriptive correlational data collection method was used. The statistical population of the research included all students of the Islamic Azad University, Sardasht branch. The research sample was 358 students who participated in the research online and through available sampling method. Data collection tools included Richard's Gamophobia Questionnaire (2007), Good and Good Existential Anxiety Questionnaire (1974) and Ahvaz Psychological Hardiness Questionnaire (2017). Data were analyzed using Pearson's correlation method and path analysis through Smart-pls3 software.

The results indicated that the direct effect of existential anxiety was 0.609 and its indirect effect through psychological hardiness was 0.498 and the direct effect of existential anxiety on psychological hardiness was 0.309 and the direct effect of psychological hardiness on gamophobia was 0.320 significant (P˂ 0.01).

Therefore, psychological hardiness can play a mediating role between existential anxiety and gamophobia. In this context, counseling and psychology specialists can consider this issue in pre-marriage counseling and even formulate interventions to reduce the gamophobia.

Mindfulness training optimally has positive effects on cognitive, emotional and behavioral processes. In mindfulness training, experiencing pure reality is taught which means mindfulness training helps one to find the here and now without judgment and to accept whatever is happening in each moment without any comment. The aim of this study was to investigate the effectiveness of mindfulness training on aggression, mind rumination, and self-control in female students with low academic performance. This research adopted an applied and true experimental design with pre-test/post-test and a control group and the data were analyzed quantitatively. The statistical population included all female students of the Junior high schools in Tabriz with low academic performance in the academic year of 2021-22, estimated as 8395 people. First, through multi-stage cluster sampling, district 1 was selected from among the 5 educational districts of Tabriz and then three schools were selected from this district. Afterwards, through simple random sampling, 50 people were selected and randomly assigned to two groups with 25 participants as the experiemental and control groups. The experimental group received the intervention program of mindfulness training for 8 sessions of 2 hours while the control group continued its traditional method. The tools used to collect data included a self-control questionnaire (Tangney, Baumeister, & Boone, 2004), the aggression questionnaire (Buss & Perry, 1992), and the mind rumination questionnaire (Nolen-Hoeksema, & Morrow, 1991). For data analysis, in addition to descriptive statistics, Shapiro-Wilk test, multivariate analysis of variance test (MANOVA),

Theoretical and empirical evidence indicates that emotions primarily influence students’ behavior during adolescence. This study aimed to determine the effect of emotion regulation training on aggression, rumination, and self-control in female students with low academic performance. This study was quasi-experimental with a pre-test-post-test design and a control group. The statistical population included all female students with low academic performance in a junior high school in Tabriz, Iran during the first semester of the 2021-2022 academic year. Among them, 50 students were selected as the research sample by randomized cluster method and randomly assigned to experimental and control groups through the random coin toss method. The data were collected by Tangney ‘s self-control scale (SCS), Boss & Perry’s aggression questionnaire (AGQ), and Nolen-Hoeksema & Marrrow’s mental rumination scale (RRS). An emotion regulation training package was performed for the experimental group. The control group received no intervention. The data were analyzed by paired t-test and one-way analysis of variance (ANOVA) using SPSS version 27. After applying the intervention, the mean scores of variables were 45.40±8.10, 40.52±10.79, and 74.52±9.87 in the experimental group and 40.48±6.11, 48.56±11.58, and 88.2±10.74 in the control group, respectively. Hence, emotion regulation training was effective in reducing aggression (P=0.001) and mental rumination (P=0.014) and increasing self-control (P=0.019). This study proved that emotion regulation training could effectively decrease aggression and mental rumination and increase self-control in students with low academic performance.

The present study was conducted with the aim of comparing the effectiveness of play therapy based on the Gestalt approach and parent behavioral management training on processing speed and working memory of children with signs of attention deficit hyperactivity disorder. This research was applied research in terms of purpose, quantitative research in terms of the nature of the data, and semi-experimental research with a pre-test-post-test design and a control group in terms of implementation. The statistical population consisted of all children aged 7 to 12 years who referred to counseling and psychology centers and clinics of Razi Hospital in Tabriz in the second half of 2022 and the first quarter of 2023 due to symptoms of attention deficit/hyperactivity disorder. To select the research sample, 16 people were selected for each group in the form of purposeful sampling and randomly assigned to two experimental groups and one control group (48 people). The tools used in the research were two Wechsler4 processing speed and working memory scales. Based on the results of multivariate covariance analysis, the effect size values showed that the biggest difference was in the total score of processing speed with a coefficient of 0.478. was observed. The comparison of the interventions showed that the effectiveness of the Gestalt-based play therapy intervention on processing speed and working memory was significantly higher than the parent behavior management training intervention (p<0.05).

Academic performance has the main role in the students' future success. The purpose of this study was to examine aggression, rumination and self-control under the influence if effectiveness of emotion regulation training and mindfulness training in female students with low academic performance in Junior high school in Tabriz.

The research design was semi-experimental with pre-, and post-test, two experimental groups and one control group. The statistical population included all the female junior high school students in Tabriz, region one with low academic performance among them 75 students were selected as the research sample and randomly assigned in three groups (two experimental and one control group). The instruments of data collection included: Tangey's self-control scale, Boss & Perry' aggression questionnaire and Nolen-Hoeksema & Marrrow' mental rumination scale. Emotion regulation package was performed in one experimental group and mindfulness package was performed in the other experimental group. Control group received no intervention. The research hypotheses were analyzed by one way ANCOVA.  

 The findings indicated that the method of emotion regulation training is more effective on aggression than mindfulness training, but regarding rumination and self-control, no significant difference was observed between two groups. Also, the results showed that there was significant difference among two experimental groups, i.e. emotion regulation training and mindfulness training and control group regarding aggression, rumination and self-control and effectiveness of these methods on decreasing mental rumination and aggression and increasing self-control was confirmed. (P=0.05).

The results of this research showed that the use of emotion regulation and mindfulness methods can be effective in reducing aggression and mental rumination and increasing self control of students with low academic performance

Mental impairment has been accompanied by many problems, and numerous therapies have been introduced for the education of mothers of children with this disorder. Mindfulness -based group education, Gestalt theory, and Islam -based religious spiritual approach are effective and important ways to reduce behavioral problems for mothers of educated mentally impaired students. The present study intended to compare the effectiveness of group education based on mindfulness, Geshtalt theory and religious spiritual approach Islam oriented on psychological distress and Guilt of educable student's mothers . This was a quasi-experimental research design with pretest, posttest, and a control group. The statistical population included all student's mothers With Educatable Intellectual Disability studying in elementary schools of Tabriz in 2020-2021 academic year , of whom 48 male students were selected using convenience sampling and randomly assigned to experimental and control groups (12 each). Data were collected using Dass (1995) questionnaire andTosca-2(1992). first, a pre-test was administered to groups. Then , the first experimental group received Geshtalt theory for ten sessions, and the second experimental group received mindfulness for eight sessions and other group received religious spiritual approach Islam oriented for eleven sessions . After that, the post-test was administered to groups. Results by Covariance analysis showed that there is a significant difference between therapies with control group in psychological distress and Guilt . Geshtalt had stronger effects than others therapy in reducing Guilt Also, Mindfulness therapy had stronger effects than others therapy in reducing psychological distress .  mindfulness, Geshtalt theory and religious spiritual approach Islam can be utilized as complementary interventions for ameliorating the psychological problems of Educable Intellectual Disability students’  mothers .

This study examined the effectiveness of a behavioralcommunication group therapy intervention on marital happiness and positive self-talk in women experiencing marital burnout.

The research design drew on a quasi-experimental study with a pretest-posttest control group. The population consisted of all women referred to counseling centers in Tabriz. After the screening procedures, 24 participants were selected through the purposive non-random sampling method and were randomly assigned to the experimental and control groups. The participants in the experimental group underwent eight 90-minute-sessions of the behavioral-communication group therapy intervention and the participants in the control group received no treatment. The instruments used in this study included the Couple Burnout Measure, Marital Happiness Scale and Self-Talk Inventory. One way analysis of covariance and multivariate analysis of covariance were used for data analysis in the current research.

The results showed that marital happiness and positive self-talk in women experiencing marital burnout were significantly increased in the experimental group (p<0/05).

The results also suggest that the behavioralcommunication group therapy intervention could be employed by psychologists and counselors as a therapeutic intervention to improve marital happiness and positive self-talk in women experiencing marital burnout.

Attention deficit hyperactivity disorder (ADHD) is one of the most common psychiatric disorders in childhood. For this reason, researchers have been looking for ways to achieve maximum beneficial effects, minimum side effects and negative consequences in the treatment of these people, among which can be mentioned play therapy. Play gives children the opportunity to express their feelings freely and to use symbols to make up for their problems in reality, to find solutions to them, and to make up for the situations they may encounter through play. Play therapy directly and indirectly encourages spontaneity (10). Play therapy has been used by various psychologists and researchers for decades to treat a wide range of disorders and problems and its effectiveness has been demonstrated (12-18).Speech therapy is another cognitive-behavioral therapy program in which children are taught to change their undesirable behavior by talking to themselves [20]. The results of some studies [24-27] indicate that verbal education has improved the symptoms of Attention Deficit / Hyperactivity Disorder.On the other hand, some studies [32-34] showed that parental behavioral education played an important role in reducing child disorders and increasing the self-confidence of parents of children with ADHD. Parental Behavior Education, which is based on the principles of social learning, teaches parents that by recognizing the occurrences and consequences of their children's inappropriate behaviors, identifying them, how to monitor these behaviors, deliberately ignoring and planned, temporary deprivation and other non-corporal techniques without punishment Physically change their children's behaviors, reinforce appropriate behaviors through attention, verbal encouragement, and reward to achieve desired behaviors. [35]Therefore, The aim of present research is to study the Comparison of Effectiveness of Play Therapy Based on Cognitive-Behavioral Model and mothers Behavior teaching and children verbal teaching on the Improvement of Attention Deficit/Hyperactivity Disorder (ADHD) Symptoms in 8-10 years old children.

A Semi-experimental design was conducted (pre-test and post-test) with three experimental and one control groups. For this purpose, 60 children and mothers of boys with attention deficit hyperactivity disorder with an age range of 10-8 years referred to Khoy Psychiatric Treatment Center (Calm mind) who based on the diagnosis of a psychiatrist and Connors questionnaire (parent form) have this The diagnosed disorders were selected by purposive sampling and replaced in three experimental groups and one control group (equal to 15 people in each group). Then the experimental groups were trained in cognitive play therapy and mothers Behavior teaching and children verbal teaching for 8 sessions (Week, 45-minute two-session) and the control group did not receive any training. Prior and after the training, the subjects completed Connors Children's Behavioral Problems Scale - Parent Form (40). Multivariate analysis of covariance was used to analyze the data.

The results showed that the mean scores of Attention Deficit / Hyperactivity Disorder in the mothers Behavior teaching group compared to the cognitive play therapy group and in the cognitive play therapy group compared to the verbal education group and in the verbal education group compared to the control group in the post-test decreased significantly (Table 4).

The results showed that mothers Behavior teaching is more effective than cognitive play therapy and children verbal teaching in reducing symptoms of attention deficit / hyperactivity disorder in children aged 8-10 years. There is no report in the research literature on comparing the effectiveness of these trainings on the improvement of attention deficit hyperactivity disorder and hyperactivity disorder in children aged 8-10 years; But the obtained result is consistent with the results of studies (7, 11-18, 24-27, 36-39). According to the results of this study and its confirmation through previous studies, the use of cognitive play therapy along with verbal education of children and behavioral education of mothers is suggested as an effective and combined program to reduce the symptoms and symptoms of attention deficit / hyperactivity disorder in children. 10-8 years old, especially children with ADHD in kindergartens and primary schools, by all psychologists of welfare centers, counseling and treatment in the country with the aim of guiding and helping teachers and parents of these children to prevent many behavioral problems of children, considered by education officials And special clinics for children with ADHD.

Nowadays stroke is one of the most common disabling neurological diseases in the world. Cognitive complications are common problems in people with stroke. So the aim of this study was to evaluate the effect of computer-based cognitive rehabilitation on working memory function in the patients with stroke. The present study is a quasi- experimental investigation using a pretest- posttest design and a control group. 30 stroke patients aged 30-65 who had the inclusion criteria, were randomly assigned to experimental and control groups. Experimental group trained for 21 sessions with Captain’s Log Cognitive Rehabilitation Software and control group did not receive any intervention. Wechsler working Memory Test (Number Memory Scale) and Cambridge Spatial Working Memory Test was applied at pretest and posttest. The results of ANCOVA analysis indicated that a significant difference between the means of working memory in experimental and control groups. Our findings indicated that computer-based cognitive rehabilitation improved working memory in people with stroke and it can be used as an effective and helpful method to improve memory performance of these patients.