فهرست مطالب negin motamed yeganeh

 The current study aims to examine the effect of cognitive problem-solving skills training on parents' parenting styles and their anger reduction towards their children.

 The method of this research is quasi-experimental with a pretest-posttest single-group design without follow-up. The sample group consisted of 69 mothers of children aged 4 to 7 years, selected through convenience sampling. In these workshops, which were held over 9 two-hour sessions across 9 weeks, parents were made aware of effective and ineffective methods of dealing with children's behaviors, and practiced exercises to improve their response style to challenging behaviors of children. To evaluate the effectiveness of the training program, two questionnaires were used: the Parenting Styles questionnaire (Shokoohi Yekta & Parand, 2007) and the Anger Assessment questionnaire (Shokoohi Yekta & Zamani, 2007). The research data were analyzed with ANOVA and t-test methods using SPSS software.

 The results showed that participation in the problem-solving workshop had a positive effect on participants' performance regarding their parenting styles. Such that, this program led to an increase in the problem-solving parenting style and a decrease in parents' use of other ineffective parenting styles such as advising without explanation, and punishment and scolding (P<0.05). However, the analysis of the findings did not show a significant difference in terms of reducing mothers' aggression towards their children (P>0.05).

 Accordingly, it can be inferred that training in problem-solving skills can be used to improve parenting styles and the quality of interpersonal communications within the family.

Early findings that urban bus drivers are liable to suffer from mental health problems as a result of high levels of job stress remain true today. The research needs to concentrate on practical interventions that are systematically implemented and evaluated to improve the mental health of bus drivers. The current study aims to investigate the effectiveness of psycho-social skills training on interpersonal forgiveness and social anxiety of urban bus drivers in Tehran.

The training project of the bus drivers of Tehran bus driving company started in 2013 and it is implemented in different phases on drivers who are aplicants of employment in bus driving company in Tehran. This study utilized a quasi- experimental research method with pre-test & post-test design. 41 urban bus drivers with an average age of 43.95 (SD = 9.87) were trained in the areas of anger management, revenge driving, effective communication, and stress management over nine sessions, eighty minutes each. To evaluate the effectiveness of the training program,  Interpersonal Forgiveness Inventory (IFI) and Social Interaction Anxiety Scale (SIAS) were used.

Statistical analysis showed that the training program has a positive effect on the levels of recomunicating and controlling revenge, resentment control, realistic understanding and also on the overall forgiveness score, and had a significant impact on increasing the ability of drivers to control their resentment (P> 0.05). Also, our results showed that the intervention had a significant effect on reducing social interaction anxiety in bus drivers (P> 0.05).

Training in psycho-social skills could be used as part of the well-being program to improve the mental health of urban bus drivers. It is also expected that these trainings by focusing on cognitive and behavioral components will have a positive effect on improving the performance of bus drivers, as well ad the efficiency of the transportation system.

Driving is an important and inseparable part of work, economic activities, and social life. Increasing the level of happiness and improving driverschr('39') self-efficacy are the factors that can be achieved by educating psychosocial skills training. In different countries, special attention is paid to the mental health of drivers and several programs are designed and implemented in this field. However, this issue has not been addressed in Iran. Due to the high number of accidents caused by the psychological problems of drivers in Iran, attention to the health and occupational health of drivers needs to be the focus of mental health service providers.

The purpose of the present study was to investigate the efficacy of psychosocial skills training package on driverschr('39') happiness and general self-efficacy.

This study utilized a quasi-experimental research method with a one-group pretest-posttest design. The statistical population included all drivers of Tehran Bus Company, from which 101 drivers were randomly selected and received the desired training in psychosocial skills training in 1395 at Khajeh Nasir Toosi University. In these workshops which took place in nine sessions, eighty minutes each, the drivers were trained in the areas of anger management, revenge driving, effective communication, and stress management. This project started in 1390 and in several phases administered on drivers applying for bus driving company in Tehran. To evaluate the effectiveness of the training program, the Munsh Scale of Happiness (Kozma, Stone & Stones, 2000) and General Self-efficacy Scale (Schwarzer & Jerusalem, 1995) were used. Data were analyzed using repeated measure analysis.

Findings from the repeated measure analysis for evaluating happiness show that there is a significant difference (P< 0/05) in the mean scores of positive experience between the pre-test (M= 10/49) and the post-test (M= 11/29) scores (P= 0/02). Even though the results of the paired sample t-test on the general self-efficacy questionnaire show a difference between the mean scores of pre-test (M= 31/81) and post-test (M= 32/64), this difference is not statistically significant (P> 0/05).

Participating in a psychosocial skills workshop has had a positive effect on participantschr('39') performance like increasing positive experience. However, the data analysis failed to show statistically significant differences in terms of increasing positive emotion and general self-efficacy and also decreasing negative feelings and experience. The findings of the present study showed that the psychosocial skills training package can be an effective intervention in improving the mental health of drivers.

Children with Attention Deficit Hyperactivity Disorder (ADHD) experience many problems in executive functions which later may result in numerous negative consequences in different dimensions. Therefore, this study was conducted to investigate the effectiveness of parent based metacognitive executive functions training on behavioral symptoms and cognitive functions of children with ADHD.

This study was quasi-experimental in the methodology with a control group pretest-posttest design. The population included all the 1st to 3rd grade primary school students aged 7 to 10 in Tehran in the academic year 2018-2019. Among them, 40 students together with their mothers were selected by purposive sampling and then randomly divided into the two groups, the experimental and the control group. Mothers of the experimental group received twelve 2-hour sessions of metacognitive executive functions training whereas the mothers in control group (n=20) were placed in the waiting list. SNAP-IV Rating Scale (Swanson, Nolan and Pelham, 1983) and CNS Vital Signs Neurocognitive Assessment (Gualtieri & Johnson, 2006) were used to gather the data. Then, data were analyzed by Multivariate analysis of covariance (MANCOVA).

Results showed that metacognitive executive functions training was significantly effective in decreasing the behavioral symptoms (F=24.782) and increasing the cognitive functions (working memory: F=32.130 and cognitive flexibility: F=6.053) of children with ADHD. 

By using game based activities structurally managed by the parents, this therapeutic method targets dimension of executive functions which are important in the management of cognition and behavior; hence it can improve the cognitive and behavioral symptoms in children with ADHD.

Attention Deficit/Hyperactivity Disorder is one of the most common neurodevelopmental disorders in childhood. These children are exposed to a lot of problems in the executive functions areas. The issue of neuroplasticity reveals the importance of neuropsychological interventions, since interruptions in early childhood executive functions may lead to further functional impairment. Therefore, this study was conducted to evaluate the effectiveness of the designed intervention program on the Executive functions of children with Attention Deficit/Hyperactivity Disorder. The research method was quasi-experimental with a pretest-posttest-follow up design with the control group. The statistical population of the present study included all the boys and girls students 7-10 years old in Tehran. Among eligible students, 40 individuals along with their mothers were selected using the non-random purposive sampling method and randomly divided into the two groups. The experimental group (N=20) were trained by twelve sessions of Metacognitive Executive Functioning intervention program and the control group (N=20) remained on the waiting list. Data were collected by Clinical interview checklist, the Tehran Stanford-Binet intelligence test and Behavior Rating Inventory of Executive Functions. The results indicated a significant effect of Family-based Neuropsychological program on increasing the Executive Functions of children with Attention Deficit/ Hyperactivity Disorder (p<0.05). This treatment can be a potentially promising intervention for young children with ADHD.

Body image is a complex and multifaceted construct encompassing at least perceptual, affective, cognitive, and possibly behavioral aspects of body experience. In the current Iranian society, increasingly the major focus is on the body’s appearance, in particular on body shape and weight. Current societal standards for female beauty excessively emphasize the desirability of thinness; an ideal accepted by most females, but impossible for most of them to achieve. These body image concerns can be measured using Multidimensional BodySelf Relations Questionnaire (MBSRQ-AS). The present study aimed at testing the factorial structure and determining the psychometric properties of the MBSRQ in female Iranian university students.

The MBSRQ-AS was administered to 496 participants aged 16 to 39 selected using multistage cluster sampling method among the female students of Tehran University from 70 fields of study.

Exploratory factor analysis was used to determine the construct validity of the questionnaire. Principal component analysis using Varimax rotations resulted in a five-factor structure (KMO=0.56, Chi-square=5419.80, df=561) including: appearance orientation, appearance evaluation, overweight preoccupation, self-classified weight and body areas satisfaction. confirmatory factor analysis showed that the extracted model had a good fit to the data (RMSEA =0.064, NFI =0.88, CFI =0.91). Reliability analysis of total score of MBSRQAS and its subscales suggested good internal consistency (Cronbach’s alpha coefficient for total scale=0.83).

In conclusion, the results of the current study provided strong evidence for reliability and validity of MBSRQ-AS as a multidimensional tool to measure body image among Iranian students.

The present study aimed at investigating the effectiveness of computer-based cognitive rehabilitation intervention on executive function and working memory performance in children with math disorder. Sample comprised of 30 students with math disorder selected via convenience sampling from elementary schools of districts 1, 3 and 5 of Tehran. The students were randomly divided into two groups (15 students in the control group and 15 students in the experimental group). In the process of research 5 students of the control group and 3 students of the experimental group dropped out. Finally the sample size decreased to 12 students in the experimental group and 10 in the control group. The experimental group participated in a computerized cognitive intervention called Brain Ware Safari for twenty five 45-to-60-minute sessions held in six weeks. Iran Key Math Diagnostic Test and Raven intelligence test were used for the evaluation of math skills and intelligence of the sample. CNS Vital Sign (CNSVS) was used in pre-test and post-test for the evaluation of executive function and working memory of the experimental and control group. The data were analyzed using the univariate covariance tests. Results indicated that computerized cognitive training could improve the executive functioning and working memory of the experimental group.

The purpose of this study was to investigate the role of religious orientation (internal and external) and defense mechanisms on prediction of resiliency in Mothers of slow paced children. The research method is descriptive correlational. Study population: All mothers of slow paced children living in the city of Khorramabad, from among whom 100 patients were randomly chosen. Data collection instruments are as follow: Resiliency questionnaire developed by konovr and Davidson (2000), religious orientation questionnaire by Alport (1997) and defensive mechanism questionnaire by Andruz (1993). Data were analyzed with using coefficient Pearson's correlation and regression. The results showed that there is a significant positive correlation between resiliency and internal religious orientation (p=0/001), and there is a significant negative correlation between resiliency and external religious orientation (p=0/005). Also there is significant positive correlation between resiliency with mature defense mechanism (p

the present study aimed to investigate the psychometric properties of the Multidimensional Perfectionism Cognitions Inventory-English (MPCI-E; Kabori, 2006) among Iranian students. Three hundred university students (156 males, 144 females) completed the MPCI-E and the Positive and Negative Affect Schedule (PANAS; Watson, Clark, & Tellegen, 1988). The exploratory and confirmatory factor analyses and internal consistency were used to assess factorial validity and reliability of the MPCIE, respectively. The divergent validity of the MPCI-E were assessed through correlations between MPCI-E scales and past-week positive and negative affect. The results of principal component analysis (PC) and oblique rotation indicated that the MPCI-E consisted of three factors: personal standards, concern over mistakes, and pursuit of perfection. Goodness-of-fit indices of confirmatory factor analysis confirmed the three extracted factors. A differential pattern of significant correlations between the MPCI-E and positive and negative affect demonstrated divergent validity of the MPCI-E. Internal consistencies of the MPCI-E subscales were good. In sum, these findings provided evidence for the validity and reliability of the MPCI-E as a multidimensional measure of perfectionism cognitions in Iranian students.