saeed bakhtiarpoor

The birth of a disabled child makes the family center face many issues. Disabled children receive a more negative attitude and people's minds are more negative towards them, therefore, the present study was developed with the aim of standardizing and validating the disability attitude test, which is a suitable, reliable, and accurate tool for measurement.

The research method is descriptive and exploratory, and the statistical sample of this research included all mothers with children with disabilities in Kermanshah city in 1400. 379 people were randomly selected. The data collection method was random.

In order to obtain the content validity of the questionnaire, the opinions of the supervisor and several other professors and experts were used, and after collecting the data related to the experts' judgments about the questionnaire items, first the reliability of the evaluators was determined using Cohen's kappa coefficient. was investigated, the results of which showed that all 27 questions had a Kappa coefficient higher than 0.6. Cronbach's alpha coefficient was used for the reliability of the two-method test. The results showed Cronbach's alpha value of 0.96, which indicated a very good reliability for the questionnaire, after that, the single alpha of each question was also checked with the overall score and all the questions had very good scores, so there was no need to remove the questions. In the HTMT index, due to the fact that for the coefficients, values ​​less than 0.90 were obtained.

It can be said that the divergent validity of the disability attitude questionnaire was confirmed. Therefore, the above questionnaire has good validity and reliability and can be used to measure the attitude towards disability.

The purpose of this research is to investigate the effectiveness of the solution-focused kids' skill method on the life and communication skills of mentally retarded children. The statistical population of the research included all mentally retarded children aged 9-13 who were referred to Omid Exceptional School in the period of 1401-02, located in Sari city. The sample size of the study includes 30 children who were randomly selected from the statistical population using the available sampling method and were placed into two experimental (15 people) and control (15 people) groups. The experimental group was trained in eight 60-minute sessions, twice a week with the designed protocol. The instrument used is Wayland's compromising behavior scale. The results showed that in the effectiveness of this protocol, the control and experimental groups had significant differences (P>0.001) in the two components of communication skills and life skills, and covariance analysis and Welch's analysis of variance were used to achieve this difference. This indicates the effectiveness of the protocol designed for the solution-oriented child skill training method on the communication skills and life skills of mentally challenged children. It can be concluded that the child's skill training approach is effective in expanding the communication skills and lives of mentally disabled children.

The main of this study was to evaluate the effectiveness of motor perception training on math disorder and test anxiety in primary school students with learning disabilities in Tehran. The present study was a quasi-experimental study including a pretest-posttest design with a control group. 40 qualified students with learning disabilities who referred to learning disabilities centers between years 1397-1398 in Tehran were selected through available and purposeful sampling methods and were assigned in motor perceptual experimental group (n=20) and the control group (n=20). The follow-up stage was also performed one month after the test. To complete the data, IQ test questionnaires (Wechsler, 2003), math learning disorder (Conley, 1988) and standard test anxiety questionnaire (Sarason, 1957) were used. SPSS software was used to analyze the data. Findings of the statistical tests of multivariate analysis of covariance in the groups of motor perception and control training in the post-test and follow-up stages show that these groups are significantly different from each other in at least one of the dependent variables. Thus, in both of these stages, there is a significant difference in the variables of math disorder and test anxiety between the groups of motor perception training and control indicating the continuation of the effect of motor perception training in the experimental group. Therefore, it can be concluded that motor perception training is used to reduce math disorders and test anxiety in students.

Without a doubt, breast cancer is one of the most stressful events for women, and patients usually experience a severe shock when faced with a cancer diagnosis. The present study was conducted with the aim of comparing the effectiveness of cognitive-behavioral hypnosis-based therapy and mindfulness-based therapy on pain perception and pain self-efficacy in women with breast cancer.

The design of the research was semi-experimental and pre-test-post-test and follow-up with the control group. The statistical population of the present study was all women with breast cancer who referred to Mirdamad Radiotherapy and Oncology Center in Gorgan city in the second half of 2018. For this purpose, 45 people were selected and randomly divided into three groups. In the first test group, Donald Robertson's (2012) cognitive-behavioral hypnotherapy treatment protocol was used. In the second experimental group, mindfulness-based therapy sessions were conducted based on the mindfulness-based therapy guide of Segal et al. (2002) during 8 sessions. The control group did not receive any intervention. The research tools included Nicholas Pain Self-Efficacy Scale (1998) and McGill Pain Perception Questionnaire (1997). The research data were analyzed using the analysis of variance test with repeated measurements.

The results of data analysis showed that compared to the control group, both treatment methods had a significant effect on pain perception (F=55.19, P<0.001) and pain self-efficacy (F=7.16, P/001). P<0) in women with breast cancer (P<0.05). Treatment based on cognitive-behavioral hypnosis and mindfulness-based therapy did not have different effectiveness in reducing pain perception and increasing pain self-efficacy of patients (P>0.05).

It can be concluded that the treatment based on cognitive-behavioral hypnosis and the treatment based on mindfulness were effective on pain perception and pain self-efficacy in women with breast cancer.

The purpose of this study was to investigating the mediating role of academic adjustment in the relationship between self- construal and IQ with entrance exam performance in students. In this descriptive correlational study, the statistical population consisted of all first year male and female undergraduate students in the experimental subgroup of October entrance of Khorramabad State Universities (Lorestan University and Medical Sciences) in the academic year 2021-2022. 300 people were selected as a sample. To evaluate the performance of students in the entrance exam, from the average percentages obtained in the entrance exam courses in 2019-2020, from the level score of students in the entrance exam and from a questionnaire Self- construal of Hardin, Leong & Bhagwat (2004), Adult Raven IQ test & Academic adjustment of Anderson, Guan & Koc (2016) were used for data collection in this study. The proposed model was evaluated using a path analysis. The results showed that all of the direct paths, except IQ path whit entrance exam performance, were significant. Also indirect pathways were significant IQ and self- construal with entrance exam performance with mediating role of academic adjustment and also, self- construal with entrance exam performance with mediating role of academic adjustment. Based on the results of this study, the proposed model has a good fit and is an important step in identifying the factors affecting students' entrance exam performance.

Instant and easy access to smartphones and the internet has become the cause of addiction. Mobile phone addiction has a negative effect on the quality of the relationship between parents and children. The aim of this study was to compare and test the causal relationship model of social well-being, emotional self-awareness with parents due to smartphone addiction in high-intelligence students.

The statistical population included all high-intelligence students of Alborz province, who volunteered to enter the university in the academic year 2020-2021. 372 people were selected by convenience sampling method through online call and answered online to Social Welfare Questionnaire, Smartphone Addiction Questionnaire (SPAQ), Emotion Awareness Questionnaire (EAQ), and Child-Parent Relationship Scale (CPRS).

There was a direct relationship between social welfare and smartphone addiction in high-intelligence students.. Furthermore, the findings showed that there was a negative and significant relationship between social welfare and smartphone addiction in high-intelligence students (p <0.01 and β = -0.29). There was a direct relationship between emotional self-awareness and smartphone addiction in high-intelligence students. There is a negative and significant relationship between emotional self-awareness and smartphone addiction in high-intelligence students. (p <0.01 and β = -0.15). According to the findings, the direct relationship between the quality of the relationship with parents and smartphone addiction in high-intelligence students was negative and significant (p <0.01 and β = -0.13).

Smartphone addiction can be reduced by improving the quality of social welfare and emotional self-awareness and increasing the quality of the relationship between high-intelligence students and their parents.

The aim of this study was to compare the effectiveness of a reverse classroom and a classroom based on social networks on students' creativity and self-directed learning.

The method of the present study is a quasi-experimental pretest-posttest with a control group. The study population was all high school students in Abdanan city. In this project, 60 students were selected by purposive sampling method and randomly divided into 3 groups: reverse classroom, classroom based on social networks and traditional classroom (control group). Torrance Creativity Questionnaire and Questionnaires were administered as pre-test and post-test for the groups.

The results of multivariate analysis of covariance indicate a significant and positive effect of reverse classroom and classroom based on social networks, classroom education on creativity and self-directed learning variables. The results also showed that the reverse classroom compared to the classroom based on social networks, has a more positive effect on creativity and self-directed learning.

The death of a loved one is one of the most common stressful events. There are certain complexities to accepting it, especially in the case of children. The present study was conducted to compare the effectiveness of Drama Therapy and Music Therapy on loneliness, anxiety, and children with grief referred to Ahvaz clinics.

The present study was a quasi-experimental pretest, posttest with control and follow-up groups. The statistical population of the present study included all children with grief referred to psychological clinics in Ahvaz during the fourth 4 months in 2018 with 93 children. A total of 45 girls and boys aged 9 to 12 years with symptoms of grief of one of the other attachment figures (such as mother or father) were selected and purposefully selected. Then, they were randomly selected by lottery in the drama-therapy, music-therapy and control groups (15 children in each group). Research data were collected using a demographic questionnaire, "Children's Loneliness Scale" and "Multidimensional Anxiety Scale for Children". Content validity and reliability by internal consistency with Cronbach's alpha coefficient was calculated. Then for the subjects of the experimental groups, 12 sessions of 90 minutes of Drama Therapy and 15 sessions of 45 minutes of Music Therapy (two sessions per week for each group) were performed and no intervention was performed for the control group. One month later, the follow-up was performed. The collected data were analyzed in SPSS. 23.

There is a significant difference between the intervention and control groups in the two variables of loneliness and anxiety, both in the post-test stage and in the follow-up stage. Also, there is no significant difference between the two groups of Music Therapy and Drama Therapy in the variables loneliness and anxiety after the test and follow-up. Therefore, both intervention groups were effective in reducing loneliness and anxiety in children with grief (P<0.01).

Both Drama Therapy and Music Therapy reduced loneliness and anxiety in children with grief. It is suggested that the above two therapies be used to help the psychological problems of children with grief.

The aim of this study was to predict cyber bullying in gifted students based on the quality of communication with parents through smartphone addiction. Research

The statistical population of the study includes all gifted students in Tehran and Alborz who volunteered to enter the university in the academic year 1399-1400. 253 of these individuals were selected by available sampling method through online call and online (online) to the Parent-Child Relationship Assessment Questionnaire, Smartphone Addiction Questionnaire, and Bullying Experience Questionnaire - Cyber ​​Victim. Path analysis method was used to analyze the data.

The results showed that there is a direct and significant relationship between the quality of communication with parents and smartphone addiction with cyber bullying and there is a direct and significant relationship between the quality of communication with parents and smartphone addiction. Smartphone addiction also plays a partial mediator between the qualities of the parent-cyber bullying relationship in gifted students.

According to the research, it can be said that by improving the quality of adolescent communication with parents, the rate of dependence and addiction to smartphones and through it, cyber bullying behaviors in gifted students is reduced.

Obsessive-compulsive disorder is one of the most common and debilitating psychological disorders that severely affects health. Due to the need for psychological therapies along with drug therapies, the present study was conducted to compare the effectiveness of Cognitive-Behavioral Group Therapy and pharmacotherapy (Fluoxetine) on the symptoms of obsessive-compulsive disorder.

This is a quasi-experimental study with pre-test and post-test design with control group. The study population was people with obsessive-compulsive disorder who referred to counseling centers and psychological services in Bandar Abbas in 2017. 45 people were selected by convenience sampling method and randomly assigned to three equal groups. The intervention groups received 12 sessions of 90 minutes of cognitive-behavioral training and three months of drug therapy (Fluoxetine), respectively, and the control group did not receive any intervention. Data were collected using the demographic questionnaire, and the “Yale-Brown Obsessive-Compulsive Scale”. The Qualitative content validity and Cronbachchr('39')s alpha coefficient were calculated. Data were analyzed in SPSS. 22.

Mean and standard deviation of post-test obsession in cognitive-behavioral group therapy (6.57±1/41), drug therapy (8.19 ± 1.83) and control (12.05±2/59) and mean and standard deviation of post-test compulsion in the groups were Cognitive-Behavioral Group Therapy (5.84±0/96), drug therapy (7.38±1/15) and control (10.27±2/13). Both Cognitive-Behavioral Group Therapy and drug therapy (Fluoxetine) significantly reduced obsession and compulsion. Also, Cognitive-Behavioral Group Therapy was more effective in reducing obsession and compulsion compared to drug therapy (Fluoxetine) (P <0.05).

The two methods of Cognitive-Behavioral Group Therapy and drug therapy (Fluoxetine) reduced obsession and compulsion in people with obsessive-compulsive disorder. The effectiveness of Cognitive-Behavioral Group Therapy in reducing obsession and compulsion was higher than drug therapy (Fluoxetine). Therefore, counselors and therapists can use both methods, especially Cognitive-Behavioral Group Therapy for obsessive-compulsive disorder.

The aim of this study was to investigate the effectiveness of life skills training in workplace on job burnout & happiness for employees of company in Ahwaz. The design of the study was quasi-experimental (pre-test-post-test with-control group). The population of the study included all employees of National Iranian Oil Company (NIOC) and the sample included 30 employees who were selected randomly and were assigned randomly in two experimental and control groups, which contained 15 employees in each group. The experimental group received the training while the control group was in waiting list. The instruments were the Oxford happiness questionnaires& Maslash burnout index (MBI). Data was analyzed by multivariate analysis of covariance (MANCOVA) method. Result indicated significant difference between pretest and posttest experimental group, and effect of life skill training in workplace on the employees. On the other hand, results found no significant difference between pretest and posttest of the control group. Finding showed that life skills training in workplace was efficient on reducing burnout symptoms and increasing happiness in employees.

The aim of this study was to investigate the effectiveness of acceptance and commitment therapy on the resilience and dysfunctional attitudes of women with MS in Tehran. The research method was pre-test and post-test and the statistical population of this study was all women with MS with high dysfunctional attitude and low resiliency referred to the department of ambulatory patients in Kahrizak in 2017. The sampling method was purposive. Research tools included Conner and Davidson Resiliency Questionnaire (2003) and Dys, Weisman & Beck Dysfunctional Attitude Questionnaire (1997).Subjects were randomly divided into two experimental and control groups. the experimental group underwent 8 sessions of 90 minutes of psychotherapy. But the control group received no intervention. Data were analyzed using multivariate analysis of covariance (MANCOVA). The results showed a significant difference (p <0.000) in the experimental group after the implementation of psychotherapy. The results showed the effect of acceptance and commitment therapy on increasing resilience and reducing inefficient attitudes of MS patients.

The aim of this study was to design and test the pattern of the effect of academic self-steem and academic excellence on academic performance by considering the intermediate role academic motivation of students. In this descriptive-correlational study, all students of Islamic Azad University of Ahvaz in the academic year 2018-19 constituted. From this population, 210 people were selected through multy-stage cluster sampling method. The proposed model was evaluated using a path analysis method.The results of this study showed that the direct relationships between academic self-steem whit academic performance (p<0.01,=β0.169); academic self-steem whit academic motivation (p<0.05,=β0.145); positive academic excellence whit academic motivation (p<0.05,=β-0.139), negative academic excellence whit academic performance (p<0.01,=β-0.462) negative academic excellence whit academic motivation (p<0.01,=β-0.413);  academic  motivation  whit  academic  performance (p<0.01,=β-0.169) were significant. But the relationships positive academic excellence whit academic performance (p>0.05,=β-0.096) was not significant. Also, the indirect relationships self-steem whit academic performance considering the mediating role of academic motivation (p<0.05,=β0.002), positive academic excellence on academic performance considering the mediating role of academic motivation (p<0.05,=β0.002), and negative academic excellence on academic performance  considering  the  mediating  role  of  academic  motivation (p<0.05,=β-0.002) were significant. The proposed model had an acceptable fitness to the result.

The purpose of this study was attribution retraining on depression in primary school students.

This research is a field-tested method of pretest - posttest, and follow-up with the control group. The research tools Children's Depression Inventory (CDI) Maria Kovacs (1981), The population included all female students (n = 3672) were the sixth grade of elementary schools in Dezful, that between them 300 persons for the academic year 95-1394 depression were referred to the school counselor, And after the review and implementation on this group depression questionnaire, results showed that 30 of their depression score one standard deviation above the mean Which were sampled by purposive sampling and randomly assigned 15 patients in the experimental group and 15 in the control group were assigned

The results showed that determination casting skills on the depression test (p = 0/033 and df = 21/65 and t = -5/93) in (p<0.01) is significant. attribution retraining as well as skills training on depression at follow-up (p = 0.039 and df = 22/25 and t = -4/70) in (p < 0.01) is significant.

The purpose of this study is to determine the effect of cognitive training on working memory and sustain attention of children with anxiety. A pseudo-experimental study was performed among students aged 8 to 9 years old and selection was based on research criteria by two-stage sampling. In the first step, using cluster sampling, 358 students were selected and anxiety test was performed on them, which 137 students with high anxiety were selected. In the second stage, 76 students were selected according to the entry criteria, and Raven''s intelligence test was used to match the intelligence of subjects; finally, 44 students were selected as a sample of study and were randomly placed in two experimental and control groups and at the end, the data of 36 subjects were analyzed. In order to match the participants, Raven''s intelligence test (Rayon et al., 1993) and Reynolds and Richmond''s (1987) Manifest Anxiety were used and the research tools were, Kirchner''s N-back Memory Test (1985), concentration & diffuse attention test of (Khodadadi, Yazdi and Amani, 1393). At the beginning, a pre-test of working memory and precise, focused and scattered execution was performed for all participants. Then, the test group received 10 sessions of 45-minutes training in 5 weeks and at the end, both groups completed the post-test.The multivariate covariance analysis was used to test the hypotheses in the study and the analysis of the result indicates the effect of cognitive training on the improvement of accuracy and concentration of working memory.

The aim of the present study was to investigate the effectivenessof cognitive training on the executive function and divided attention of anxious children. The present study was designed as a semi-experimental research design, using the purposeful randomized sampling method. According to the research criteria, 38 anxious children whose age was from 8 to 9 years old, were selected and randomly divided into two experimental and control groups. The research instruments included Clinical Interviewing, Raven's Intelligence Test, to match the participants, Apparent Anxiety of the Children, London Tower Executive Function Test and Selective and Divided Attention. At the beginning, the Executive Function, Focused and Divided Attention Test, were administered to all the participants. The experimental group received training in 10 sessions of 45 minutes in 5 weeks. At the post-test the instruments were administered to both groups. The results of the study showed a significant effect of cognitive training on the total time, planning time, and experimental time. Total results also showed that there was a significant impact on commission, omission, correct response, and response time of attention. According to the results, cognitive training had a significant effect on the improvement of the executive function and divided attention of anxious children. The results also clarified the role of intervention-based games in cognitive processes

 The current study investigated the effect of group cognitive behavioral intervention on depression and life expectancy of menopausal women.The study was performed in a semi experimental design by  pretest, post test and control group.Statistical population of this study was consist of all menopausal women visiting gynecology clinics in the city of Ramsar in the spring of 1394.Among them 32 women were chosen according to the input and output criteria of the study by convenience sampling and they were randomly divided in groups of 16( treatment and control group).All participants completed assessment tools including Beck's depression inventory and Miller life expectancy in pretest and Post test.Experimental group was treated by cognitive behavioral interventions in 8 sessions;however, the control group did not receive any intervention.Data analysed by covariance analysis.The results showed a meaningful variations for all the variables.According to the results of this study cognitive behavioral interventions were a proper method for decreasing depression and increasing  life expectancy in menopausal women.

This study aimed to compare brain-behavioral systems and positive and negative affects in patients with migraine and healthy individuals. One hundred and twenty males and females suffering from migraine headache were selected from medical centers of Dezful and Andimeshk cities using available sampling. The comparison group consisted of 120 healthy males and females who were matched for age, sex and education. Both groups completed the Gray-Wilson Personality Questionnaire (Wilson, Barrett, &Gray, 1989) and the Positive and Negative Affect Scale (Watson, Clark, & Tellegen, 1988). The results of multivariate variance indicated that patient and healthy individuals had significant differences in behavioral inhibition systems, passive avoidance, flight, and negative affect. There were no significant differences between groups in the other approach system variables, including active avoidance‚ extinction‚ fight‚ and positive affect.

Creativity is one of the most interesting and challenging topic in different scientific fields, especially in education and psychology. In this period of history as a major power in the human mind, the main purpose of schools and educational centers. This research examines the effect of creative problem solving method to creativity components (fluid, expansion, flexibility and originality) Third-grade students Ahwaz. The study sample of 50 third grade secondary school students in Ahvaz city in the 90-91 school year as a cluster random sampling, which divided into two groups of experimental and control group. The dependent variable to measure creativity, Torrance Tests of Creative Thinking (TTCT) is used. The research design was experimental of the type pre and post test with control group. After random selection of experimental and control group, first for all two groups, pre test was performed, than the pilot intervention in 8 sessions of 70-90minutes to the test group were presented and after the training program, post-test was taken for both groups.Result (s): One-way analysis of covariance method (Ancova) at the level of p<0.05 was used. Results showed that there is a significant difference between control and treatment groups in components of creativity (fluid, flexibility and originality). Accordingly we can conclude that the training of creative problem solving can be creative component (fluid, originality and flexibility) students increased.

The role of stress in the development and the intensity of mental disorders has been the topic of considerable research in the last few years. Thus, DSM-IV-TR has devoted Axis IV to these types of factors. In this research 382 university students,from various regions of Ahvaz province were randomly selected and Perception of Stressful Life Events were completed by each student.Data was analysed by factor analysis, through varimax rotation and the stressful events among the student body of Ahvaz universities were found out. The result of factor analysis showed that in addition to the stressful events listed on DSMIV- TR, Iranian students experience other events such as physical appearance, achievement of optimal goals,military service, care accidents and pregnancy as stressful events.