فهرست مطالب seyyed davoud hosseini nasab

Today, experiencing a satisfying life is the basic need of human societies the purpose of the present study was to determine the effectiveness of parent-child relationship training in two methods based on acceptance and commitment and cognitive-behavioral training on mothers' life satisfaction.

This research was conducted in a semi-experimental way with a pre- and post-test with a control group. For to the purpose of the study, 63 mothers of male students studying in the first year of high school were selected as members of a statistical sample and randomly placed in two experimental groups and one control group. One group of mothers were trained on parent-child relationships in a manner based on acceptance and commitment, and the second group was trained in cognitive behavioral therapy using the relevant training package during 10 sessions in 10 weeks. The control group did not participate in any educational intervention until the end of the study process. To collect research data the Diener SWLS Life Satisfaction Scale was used, which is a standardized test. The data were analyzed using analysis of covariance.

The results showed that both methods of educational intervention, method based on acceptance and commitment and cognitive-behavioral therapy are effective in increasing mothers' life satisfaction ( ). Also, the effectiveness of the two methods of educational intervention in increasing mothers' life satisfaction was almost the same and no significant difference was observed ( ).

Parent-child relationship training based on acceptance and commitment and cognitive-behavioral therapy are effective on mothers' life satisfaction.

Divorce and destructive conflicts between couples are major endangering issues that cause mental disorders and harms in the family and endanger communities’ psychological health. So, many social institutions try to take preventive measures in this regard. Conflict is an inevitable phenomenon of marital relationships, the result of which could be couples’ aroused negative feelings. Couples may think differently about each other, and the difference would result in stress or tension among them. The decision for living together as a couple creates diverse expectations and various hopes, some of which will probably remain unfulfilled. Failing to manage different challenges or expectation of married life may lead to destructive behaviors. Destructive behaviors make worse the situation, make couples dissatisfied, and even in some cases may result in such behaviors as insulting, shouting, and criticizing the other one. If one of the couples face the negative behaviors, probably shows similar or worse behaviors. Several therapeutic methods have been proposed for helping couples to solve their conflicts, among of which is acceptance and commitment couples therapy. Acceptance and commitment couples therapy is a psychological method that aims helping those who experience a long-lasting problem or pain. Some studies have shown that acceptance and commitment couples therapy can positively impact on such marital variables as the quality of life, compatibility between couples, intimacy, marital satisfaction, interpersonal conflicts, and psychological distresses. Many scholars have paid attention to marital conflicts, since more examining feelings, behaviors, and cognition can help find more solutions for marital challenges. This research, then, tried to investigate the impact of acceptance and devotion couples therapy on marital conflict among those who have applied for divorce. The study tries to answer the following questions:Does acceptance and commitment couples therapy decrease the marital conflicts among the couples applying for divorce?Do the impacts of acceptance and commitment couples therapy on decreasing the marital conflicts last to the follow-up phase?

This semi-experimental research used a pre-test, post-test, and a follow-up design. The statistical population consisted of all couples applying for divorce and referring to Andisheh Counseling Center of Tabriz, Iran, from May to December 2021. According Cohen’s table, 30 couples were selected as members of the sample. The couples were divided randomly into experimental and control groups (15 couples in each group). The experimental groups were trained using acceptance and commitment couples therapy over 10 sessions of 90 minutes, twice a week (and a follow-up session), and the control group did not receive any treatmen and were told that they were on the waiting list. Barati and Sanaei’s (2000) revised Marital Conflicts Questionnaire that includes 54 items was used to measure the type and extent of conflicts in marital relationships. The questionnaire has content validity. Its reliability coefficient of the questionnaire in was calculated using Cronbach's alpha to be 0.91. The collected data were analyzed at descriptive and inferential levels. Mean and standard deviation were used for the descriptive part and mixed model ANOVA was used for the inferential part of data analysis.

The average age of the participants was 34.34 and their marriage duration was 3 to 24 years. Most participants had been married for 3 to 6 years. Of 30 couples, 26.56% had no children, 26.55% had one child, 33.44% had two children, 9% had three children, and 3.35% had four children. Regarding degrees, of the 30 male participants, 3.4% had PhD, 20% had a MA/MSc degree, 26.5% had a BA/Bsc degree, 13.6% had an associate degree, and 36.7% had diploma. Of the 30 female participants, 16.6% had a MA/MSc degree, 46.6% had a Ba/Bsc degree, 3.4% had an associate degree, and 33.4% had a diploma. Descriptive statistics showed that the average score for the subscales and the overall marital conflict have decreased in the experimental group in post-test and follow-up tests, but no changes can be seen in the control group. Moreover, the significance of the difference between the groups regarding the scores was evaluated through mixed ANOVA, the normal distribution of the data was tested through Mauchly’s Test of Sphericity, and the interaction effect was measured through Wilk’s lambda test. Since both were insignificant, the data are normally distributed and the homogeneity of variances is valid. The analysis of the variance of intergroup and intragroup effects regarding marital conflicts in different situations showed the reduction of conflicts between couples in the experimental group (F=108.110, p=0.0001) and the stability of the results in the follow-up phase (F=39.40, p=0.001). Therefore, regarding Question 1 of the study, it can be said that acceptance and commitment couples therapy had reduced the marital conflict between couples in the experimental group over time. Regarding Question 2 of the study, the stability of the effectiveness of the intervention over time was approved.

The results showed that acceptance and commitment couples therapy reduces marital conflicts. The difference between marital conflicts in the experimental and control groups after the intervention is significant; that is, the average score of marital conflicts was lower at the post-test of the experimental group. According to Cohen, the effect size of 40% is medium. The effect size of this study was 49%, meaning that the effect is valid after three months. Accordingly, implementing each of the six stages of acceptance and commitment couples therapy (experiential avoidance, acceptance, cognitive dissonance, being present, self-monitoring, and values) improves the damage caused to different dimensions of the couples’ behavior, cognition, emotion, and relationship. This therapy increases couples’ intimacy, reduces their marital conflicts, improves the quality of their communication, and enhances their marital satisfaction.

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).

The main purpose of this article is to specify the effect of psycho-social immunization training on the psychological well-being of secondary school students in Mahabad city based on the Masnavi e Manavi's principals. The current research is done with a semi-experimental research method and a pre-test-post-test scheme in cooperation with a control group. The statistical population have been all students of secondary schools of Mahabad city. Among the students, 30 students were chosen by prepared sampling method.From this chosen number of students, two groups of experimental and control in equal numbers were separated by random sampling method.The topics to be instructed are (training package of 6 skills :emotional self-awareness, bravery, participation, accountability, self-respect and social relations), which were conducted by 12 live sessions through the Shad virtual education system and sending files to the experimental group'students.In this paper , the psychological well-being scale of Rief and colleagues PWB has been used to collect the demanded information.Shapiro-Wilk test and univariate covariance analysis were used to test the research hypotheses based on the obtained results from the hypothesis testing. The results have shown that the adjusted average scores of psychological well-being in ​​the intervention group are higher than the psychological well-being in the control group after the implementation of psychosocial immunization training based on the the Masnavi e Manavi's teachings.In other words, the psychosocial immunization training based on the teachings of the Masnavi e Manavi had an effect on increasing the psychological well-being of students.By Considering the square of eta, it could be said that about 64% of these alternations are result of the effect of the intervention or psychosocial immunization training based on the teachings of Masnawi e Manavi.

The overall purpose of this study was to compare the effectiveness of motivational self-regulatory skills training and emotional-social skills training on academic buoyancy, resilience and academic engagement in junior high school students with low academic performance in the fifth district of Tabriz. The research method is quasi-experimental of pre-test and post-test with control group. The statistical population includes all high school students in the first period of education in District 5 of Tabriz. Of the total schools in District 5, 19 schools had low academic performance, of which three schools had the lowest average academic achievement and 25 students from each school were randomly divided into two groups. Experiments and a control group were included. Measurement tools include academic buoyancy test, resilience test, and academic engagement test. Two training packages of motivational self-regulation skills and emotional-social skills were performed on the two experimental groups. Findings indicate that motivational self-regulatory skills training have an effect on academic buoyancy and academic engagement of junior high school students. Emotional-social skills training has an impact on academic buoyancy, resilience and academic engagement of students.

The aim of this study was to conduct a test for diagnosis of behavioral problems in male and female, elementary school students in Tabriz and to investigate its validity and reliability. The research method is descriptive of correlation type. The statistical population consisted of all male and female elementary school students who were studying during academic year 2019-2020. A total of 1374 elementary school male and female students were selected as sample members by available sampling method, then mothers of the same students answered the questions of children's behavioral problems diagnosis test and finally the test was constructed based on DSM-5 criteria using factor analysis method. The results of exploratory factor analysis introduced principal component analysis with independent varimax rotation of seven factors, respectively, with the titles of conduct problem, mere hyperactivity, mere attention deficit, academic learning, separation anxiety, oppositional defiance, and social communication, which together explained 32.30% of the total variance of variables. All seven factors and the whole questionnaire had appropriate validity. In addition to face and content validity, the Eigen value method was used more than 1 and the results showed that both the seven factors and the whole test had good validity. Cronbach's alpha coefficient was 0.61 to 0.79 for the reliability of the seven test factors and for the whole test (α=0.90). The mean prevalence of behavioral problems in children in the sample group was 10.4% in the seven obtained factors. Due to the desirable behavioral characteristics of children's behavioral problems diagnosis test, this test can be used to diagnose the seven problems obtained for screen, prevention or treatment in clinical or research work.

This study was aimed to determine the effectiveness of puppet show on preschool's social skills and creativity in Maragheh city. The research method of the current study was quasi-experimental with pretest-posttest and control group. The statistical population of this study included all preschoolers of Maragheh. The statistical sample of the current study included two preschools of Maragheh which were randomly chosen and assigned as the experimental and control groups. Puppet show was performed for eight one-hour sessions by a show expert instructor for the experimental group per a week. The instruments included Gresham and Elliott's social skills grading scale and Torrance creativity test. The data were analyzed using multivariate analysis of covariance. The results indicated that puppet show was effective on preschoolers, social skill levels (including cooperation assertiveness, self-control and behavioral skills) (p

The present study was implemented to compare the effectiveness of network presentation using MindMapper software with linear presentation using PowerPoint software on the students’ academic achievement in experimental sciences and their cognitive outputs. Recall, understanding and using the learned materials were the cognitive outputs studied here. The research design used in this study was semi-experimental with pretest posttest and compared groups. The participants were 60 elementary school male students at the sixth grade of Khoy who were chosen by available sampling method. An achievement test of experimental sciences was used to measure the students’ cognitive outputs. The results of Covariyance analyses showed that the use of the Mindmapper software for network presentation as compared with the PowerPoint software linear presentation has a significance impact on the students’ academic achievement in experimental sciences (understanding and use).

The purpose of this research was to compare the academic achievement and achievement motivation of students in regular and smart elementary schools. The design of the study was causal-comparative and the statistical population included all the students in the elementary schools of Tabriz, among whom 366 students from regular elementary schools and 208 case from smart elementary schools were selected using cluster sampling ones. The data were collected using Ali and Inery McI achievement motivation questionnaire and the student's academic achievement scores. ANOVA was conducted to analyze the data. The results showed that there are significant differences between the students of regular and smart schools in academic achievement and achievement motivation and its components. In other words, smart school students have higher academic achievement and motivation.