جستجوی مقالات مرتبط با کلیدواژه « سازگاری اجتماعی » در نشریات گروه « روانشناسی »

Studies have shown that the experience of emotions in educational environments affects academic stress, social adjustment and psychological distress. The basic experiential processing method under the title of emotion-oriented processes leads to the activation and reorganization of emotional schemas. The review of related research literature shows that limited studies have investigated the teaching of emotional processing strategies on academic stress, social adjustment and psychological distress of students.

This research was conducted with the aim of determining the effectiveness of emotional processing strategies training on academic stress, social adjustment and psychological distress in male second year high school students.

The design of the current research was experimental, of pre-test-post-test type with a control group. The statistical population of the research included all male students of the second year of high school in Khorram Abad who were studying in the academic year of 2001-2001. Using multi-stage random sampling method, 60 students were selected and randomly placed in two experimental and control groups. The experimental group underwent an 8-session educational intervention of emotion-oriented processing strategies (Gross, 2007). In this research, the scales of academic stress of Zajakova et al. (2005), Sinha and Singh (1993) social adjustment and Kessler (2003) psychological distress were used and analysis of covariance was used to analyze the data.

The findings of the research showed that teaching emotion-oriented processing strategies reduces academic stress, increases social adaptation, and reduces psychological distress in second year high school male students at a significance level of p< 0.01.

According to the findings, it is concluded that emotion-oriented processing training can help reduce academic stress and psychological distress, and increase the level of social adjustment of second year male students. Therefore, paying attention to teaching emotion-oriented processing strategies can play an important role in improving the academic, psychological and social status of students in school.

The aim of this study was to determine the effectiveness of group logotherapy on the spiritual health and social adjustment of female students with physical and motor disabilities. This study in terms of purpose was practical and in terms of execution method was semi-experimental with a pre-test and post-test design along with a control group. The research population was all female students with physical and motor disabilities of Tehran city in the 20219-20 academic years. The sample of the current study was 40 people who were selected by available sampling method and randomly replaced into two equal groups. The experimental group underwent 10 sessions of 40 minutes group logotherapy and the control group did not receive any treatment. The data were collected with spiritual health questionnaire (Paloutzian & Ellison, 1982) and social adjustment subscale in adjustment inventory (Sinha & Singh, 1993) and were analyzed by multivariate analysis of covariance method in SPSS software at a significance level of 0.05. The findings showed that there was a significant difference between the experimental and control groups in terms of both variables of spiritual health and social adjustment. In the other words, the group logotherapy method led to improve the spiritual health and social adjustment of female students with physical and motor disabilities (P<0.001). According to the results of this study, health professionals and therapists can benefit from the group logotherapy method along with other effective treatment methods to improve spiritual health and social adjustment.

The purpose of this research was to determine the effectiveness of narrative therapy Online on emotional regulation and social adaptation of children with reading disorders during the COVID-19 Pandemic. The study method was a semi-experimental type with a pre-test-post-test design with a control group. The statistical population included all children with reading disorders in the medical centers of the 2nd district of Tehran in 2022. From among the target population, 20 boys aged 8-12 years Were referred to Rah Ahya Psychiatry Center were selected as the sample size using the available sampling method, and randomly assigned to the experimental group (n=10) and the control group (n=10). At first, both groups were evaluated by an emotion regulation checklist Shields et al(ERC)(1997) and the California social adjustment scale Thorpe et al(SAS) (1989). Online narrative therapy sessions were conducted in 10 sessions of 90 minutes during 5 weeks in the experimental group. In the end, both groups were re-evaluated. Data were analyzed using Multivariate covariance analysis. The findings showed that by controlling the effect of the pre-test, there is a significant difference (P<0.01) between the post-test mean of emotion regulation and social adjustment in the two experimental and control groups. The findings of this research showed that  Online narrative therapy has improved emotion regulation and social adjustment of children with reading disorders during the COVID-19 Pandemic.

The aim of this research was to investigate and compare the effectiveness of attributional retraining program, emotion regulation and cognitive-social problem solving on Improvement of social adjustment and reduction of academic burnout in Students with early learning disabilities in Tehran.

This was a quasi-experimental study with pretest-posttest, and follow-up.The participants consisted of 40 students with learning disability of 8 to 12 years old.They were selected through Simple random sampling and randomly divided into 3 experimental groups and a control group. attributional retraining, emotion regulation and social-cognitive problem solving training were presented in 8 sessions, each lasting 1 hours, in the 3 experimental groups. Brosu et al. academic burnout Questionnaire and Sinha and Sing Social Adjustment questionnaire were used in the pretest, posttest, and follow-up stages. The data were analyzed using MANCOVA, ANCOVA.

The results showed that attributional retraining, emotion regulation and social-cognitive problem solving training caused a significant increase in social adjustment and a significant decrease in academic burnout. In addition the emotional regulation and cognitive-social problem solving programs were more effective with the same effect than the attributional retraining program in increasing social adjustment.

the use of the present research results can be effective in the designing of preventive educational programs and improving educational achievements.

The purpose of this research is to determine the relationship between the social adaptation of female high school students and parenting styles. The statistical population of this research includes all female students of the second year of high school in Tehran in the academic year of 1402-1401 and their mothers, 200 of whom were selected as a sample using available sampling. The research tools were Bamrind's parenting styles questionnaire (1972) and Sinha and Sink's student adjustment questionnaire (1993), which had acceptable validity and reliability. In order to analyze the data, inferential statistics of Pearson correlation coefficient and multivariate regression were used using SPSS-23 software. The results showed that there is a significant relationship between students' social adaptation and mothers' parenting styles. The results indicated that mothers' parenting styles can predict the social adjustment of female high school students. In this way, assertive and reassuring parenting style predicts social adjustment positively and negligent and authoritarian parenting styles negatively.

This research aimed to determin the effectiveness of schema therapy on stress, social adaptation and psychological cohesion of women with cancer. The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population of the research was all women with cancer in Dezful city of Iran in 2022. The sample consisted of 30 women with cancer, who were selected by the available sampling method and according to the inclusion and exclusion criteria of the study. The experimental group received eight 90-minute weekly sessions of the intervention. The tools were used in this research included perceived stress questionnaires, social adjustment questionnaire and sense of coherence questionnaire (before, after and two months later after the schema therapy). Data were analyzed by univariate and multivariate analysis of covariance. The findings showed that there was a significant difference between the experimental and control groups in terms of stress, social adjustment and psychological cohesion in women with cancer. According to these findings, schema therapy can be suggested as an effective method to reduce stress and increase social adaptation and psychological cohesion in women with cancer.

The primary objective of this research endeavor was to examine the manner in which health behaviors and resilience mediated the relationship between emotional intelligence and social adjustment among Shahid Beheshti University students. The research employed a descriptive and correlational methodology. The statistical population comprised all male and female students enrolled in the first semester of the 2020-2021 academic year at Shahid Beheshti University in Tehran town. A total of 400 students, 222 of whom were female and 178 of whom were male, were selected using available sampling methodologies. The subjects responded to the questionnaires within the anticipated time periods in order to assess the parameters of his knowledge using the following measurement instruments: the Health Promoting Lifestyle Profile Questionnaire (HPLP-II), the Emotional Intelligence Shring Scale (EISS), and the social adjustment questionnaire (BAI). Using AMOS version 20 and SPSS version 24 software, the data were analyzed using the structural equation modeling technique by integrating the path analysis and confirmatory factor analysis procedures. The results indicated that the adjusted hypothesis regarding the mediating role of health-oriented lifestyle behaviors and psychological resilience in the connection between social adjustment and emotional intelligence was consistent with the collected data. Hence, drawing from the research findings, one may deduce that interventional educational initiatives, such as the resilience training program, may exert a beneficial influence on the correlation between social adaptation and emotional intelligence by virtue of resilience's mediating function.

Using online games has many negative emotional and social consequences. Therefore, the present research was conducted with the aim of determining the effectiveness of play therapy on improving emotion regulation and social adjustment of students addicted to online games.

This study in terms of purpose was applied and in terms of implementation method was quasi-experimental with a pre-test, post-test and follow-up design with a control group. The research population was the fifth grade students of district 2 of Sari city in the 2021-22 academic years. The sample size based on G Power software for each group was determined 15 people, who this number was selected by purposive sampling method and by random method replaced into two experimental and control groups. The experimental group 8 sessions of 90 minute underwent the play therapy, and during this time the control group did not receive any education. The data were collected with addiction to online games questionnaire (Wang & Chang, 2002), emotion regulation questionnaire for children and adolescents (Gullone and Taffe, 2012) and children's social adjustment scale (Dokhanchi, 1998) and were analyzed by methods of variance analysis by repeated measurement and Bonferroni post hoc test in SPSS-26 software.

The findings showed that the play therapy improved the emotion regulation (reappraisal and suppression) and social adjustment of students addicted to online games, and the results remained in the follow-up phase (P<0.001).

The results indicated the effectiveness of play therapy and its durability on improving emotion regulation and social adjustment of students addicted to online games. Therefore, specialists and therapists can use play therapy along with other treatment methods to improve psychological characteristics, especially to improve emotion regulation and social adjustment.

The purpose of this study was to investigate the effectiveness of acceptance and commitment therapy on social adaptation and resilience of adolescents with social anxiety. The current study was a semi-experimental study with a pre-test-post-test design with a control group. The statistical population of the research included all students aged 15 to 18 years with social anxiety in education district 5 of Tehran in 1402-1401, who were selected by multi-stage cluster random sampling and divided into two experimental groups (15 people) and control. (15 people) were placed. The experimental group received 8 90-minute sessions of treatment based on acceptance and commitment, and the control group remained waiting for treatment during this period. The method of data collection was based on the California standard questionnaire of social adjustment (Clark et al., 1953) and resilience (Connor and Davidson, 2003). The analysis of the information obtained from the implementation of the questionnaires was done through SPSS software in two descriptive and inferential sections (MANCOVA). The results of the research showed that the treatment based on acceptance and commitment increased the adjustment (personal and social) in adolescents with social anxiety. The findings also showed that treatment based on acceptance and commitment improved resilience in adolescents with social anxiety. Based on this, treatment based on acceptance and commitment can be used as a useful intervention method to increase social adaptation and resilience, and as a result, better efficiency of adolescents with social anxiety.

This research was administered with the aim of comparing the effectiveness of resilience training and positive psychology training on resilience and social adaptability of mothers of children with gender dysphoria disorder. The current research was a quasi-experimental type with a pre-test, post-test design with a control group and a two-month follow-up. The statistical population included all mothers with children suffering from gender dysphoria, who were diagnosed through membership in official groups of people suffering from gender dysphoria and diagnosed through a diagnostic interview by a clinical psychologist in Isfahan city in 2022. Sampling was done using the accessible method based on the entry criteria and 45 mothers were selected and randomly and using lottery in three groups (two intervention groups and one control group) and each group was replaced by 15 people. Data were collected through social adjustment questionnaires of Bell (1961) and Connor and Davidson resilience (2003). Resilience training (edited and validated in the present study) and positive psychology based on the theory of Seligman et al. (2006) were each implemented during 9 sessions of 95 minutes and the control group received the training after completing the work. In line with the inferential analysis, the data were analyzed through variance analysis of repeated measures and Bonferroni's post hoc test using SPSS version 26 software. The results showed that resiliency training and positive psychology were effective in improving the resilience of mothers (F=9.94, p<0.01). However, resilience training and positive psychology were not effective in promoting social adaptation of mothers (F=3.80, p<0.05). Also, there was a significant difference between the two groups of resilience training and positive training with the control group (p<0.01), but there was no significant difference between the two experimental groups (p<0.05). The results showed the effectiveness of resilience training and positive psychology on increasing the resilience of mothers of people with gender boredom. These two types of training can be used to help improve the resilience of the mothers of these people.

The purpose of this study is to investigate the relationship between parenting styles and parents' social adjustment in children with learning disabilities.

In terms of purpose, this research is an applied research and in terms of execution, it is a descriptive type of correlational research. The statistical population of the research is all parents who have children with learning disabilities. 150 people were selected as a statistical sample. According to the nature of the research, data collection was done using Gholami and Delavar's learning disorder questionnaires (2021), Diana Baumrind's parenting methods (1973), Weizmann and Pekel's social adjustment scale (1978). In the analysis of the research findings, correlation coefficients were used. And multiple regression was used with SPSS 20 software.

The results of the research showed that Spearman's correlation coefficients in the parenting styles component are 0.352, permissive style 0.175, autocratic style 0.187, assertiveness and confidence 322.00 and significance level (p≤0.005). Therefore, parenting styles have a direct relationship with parents' social adaptation in children with learning disabilities. Also, the multiple regression coefficient between parenting styles and parents' social adjustment in children with learning disabilities is equal to (R2=0.377). This value indicates the fact that parenting styles have been able to predict about 0.377% of the variance of social adjustment changes.

It can be concluded that there is a relationship between parenting learning styles and social adaptation, and learning centers and other organizations related to learning disorders can pay more attention to parenting styles in the education of these types of children in order to provide them with a better education

Life skills, including social adaptation, play an essential role in life, and paying attention to parenting styles can play a role in social adaptation. Accordingly, the aim of this research was to investigate the relationship between parenting styles and parents' social adjustment in children with learning disabilities.

The current research method was applied in terms of purpose and descriptive in terms of correlation. The statistical population of the research consists of all mothers aged 30 to 55 with children with learning disabilities in primary schools in Qom, 260 of whom have referred to learning disabilities centers, of which 150 were selected as the sample size by random sampling. The research tools included Gholami and Delavari learning disorder questionnaires (2020), Baumerind's parenting methods (1973), Wiseman and Pickel's social adjustment scale (1978) and Garnefski cognitive emotion regulation (2001). To analyze the data, descriptive and inferential statistics (structural equations and path analysis) were used with SPSS24 and PLs software.

The research findings showed that there is a significant relationship between parenting styles and emotional regulation with parents' social adjustment. Also, the results showed that the mediating role of emotional regulation in the relationship between parenting styles and parents' social adjustment, which is equal to /438 in the research, is a positive value and significant at the 95% confidence level. Also, the coefficient value of the path of emotional regulation on parents' social adjustment is equal to 0.654, which is a positive value. The t-statistic of this relationship is equal to 10.513, which is reported to be significant at the 95% confidence level. The data means that there is a significant relationship between the dimensions of parenting styles and parents' social adjustment with the mediation of emotional regulation.

According to the value obtained from the VAF statistic (the role of the mediator variable) which was equal to 0.554, partial mediation has been confirmed.

This study examined the girls adolescences social adjustment modeling based on 2 variables, perception of the family structure and moral intelligence with the mediating effect of decision making. This research was one of the descriptive-correlational designs.

The statistical population of the study included all secondary school girls students of Tehran in the 1400-1401 academic year. The research sample was estimated using Morgan sampling table, 387 people who were selected as a multi-stage cluster. Research tools included Social Adjustment Questionnaire, Perception of Parenting Style Questionnaire, Moral Intelligence Questionnaire and Melbourne Decision Making Questionnaire. SPSS software was used to analyze the data in the descriptive part, and LISREL software was used to fit the structural model and test the research hypotheses.

The findings showed that the mediation of decision-making ability was significant in the relationship between social adjusment and moral intelligence and perception of family structure, in fact, the decision-making component increases adjusment.

It is suggested that social and personal skills should be emphasized in education and in families in order to provide the ground for adjusting the negative consequences of the lack of adaptation of teenagers caused by all kinds of crises at this age.

One of the most common mood disorders is depression. This disorder always leads to disruption of social adaptation and daily life performance of people. Emotional memory management, as a method based on regulating emotions, is one of the accepted methods for improving many psychological disorders, including depression. Despite the use of emotional memory management training in various researches, limited studies have investigated the effectiveness of emotional memory management training on the social adjustment of women and men with depression symptoms.

The present study was conducted with the aim of investigating the effectiveness of the emotional memory management training package on the social adjustment of women and men with depressive symptoms.

The current research design was a semi-experimental pre-test-post-test type with a control group and a three-month follow-up. The statistical population of the research included all the male and female employees of the Ports and Maritime Organization and the army navy employees and their families living in Tehran, who had referred to a counseling center in Tehran during the years 2017 to 2018 due to depression. The statistical sample was selected among the people of the statistical population in an accessible and purposeful way and randomly divided into two groups of 30 people, Experimental and control (15 men and 15 women in each group). The experimental group participated in emotional memory management training sessions (a program compiled by the researcher) for 12 sessions of 75 minutes, and the control group was not given any training during this period. Social adjustment (Bell, 1961) and depression (Beck et al., 1996) questionnaires were used to collect data. To analyze the data, the analysis of variance test with repeated measurements was used, and SPSS version 25 was used for statistical calculations.

The research findings showed that emotional memory management package training has a positive and significant effect on the social adjustment of depressed men and women. Also, there is a significant difference between the mean social adjustment scores of pre-test, post-test and follow-up (P<0.001).

According to the obtained results, it seems that in the emotional memory management training program, people learn how to interact with each other, express their emotions appropriately, and correct their emotional expression problems. Therefore, by increasing the capacity of emotional and communication knowledge, people's social adjustment is improved.

The aim of this study was to investigate the effectiveness of parent-child interaction through play therapy (CPRT) on executive function and social adjustment of children with attention deficit hyperactivity disorder (ADHD). This study was a quasi-experimental study with pre-test and post-test with a control group. The statistical population included children aged 8 to 10 years with ADHD who referred to medical centers in Tehran in 1398. The sample consisted of 30 people (two groups of 15 people) who were selected using purposive sampling. Data collection tools were BRIEF (Parent Form) Behavior Rating Function Questionnaire (Guy,2000) and Dokhanchi Children's Social Adjustment Questionnaire (1998). After randomly selecting and determining the experimental and control groups and before conducting play therapy sessions for the participants in the study, a separate introductory session with the aim of initial acquaintance with the children and establishing a therapeutic relationship, as well as creating confidence in the subjects and collecting data. Pre-test was held. During the same introductory session to collect pre-test data, Connors parent questionnaires, BRIEF executive behavioral grading questionnaire and children's social adjustment questionnaire were given to children's parents in groups, and finally the experimental group played 10 sessions of 120 minutes once a week. Were treated. The results showed that play therapy training based on parent-child interaction on the executive functions of children with attention deficit hyperactivity disorder was effective and according to ETA squared the effectiveness of play therapy training based on parent-child interaction on executive functions. In the studied children 75.1% Also, play therapy training based on parent-child interaction is effective in improving the social adjustment of children with attention deficit hyperactivity disorder. The studied children are 74.9%.

The purpose of this study was to comparison of effectiveness of group training anger management and psycho-social empowerment on prosocial behaviors and social adjustment of girl high school students in Tehran city.

This quasi-experimental study was conducted with a pretest-posttest design with control group and follow-up after two months. The statistical population of this study included all the high school girl students Tehran city to 125110 people were in year academic 2020-2021 and 90 girl students by random sampling were considered as the sample size in two experimental groups (each group of 30 girl students) and control (30 girl students). The experimental groups underwent group training anger management (12 sessions 90 minutes) and psycho-social empowerment (12 sessions 90 minutes), but the control group received no training and remained in the waiting list. To collect data prosocial personality questionnaire (PPQ) of Penner (2002) and adjustment inventory for school students (AISS) of Sinha and Singh (1993). Data analysis was performed using SPSS-24 software in two sections: descriptive and inferential (analysis of variance with repeated measures and Bonferroni).

The results of the study showed that both types of treatment in post-test and follow up had a significant effect on prosocial behaviors and social adjustment of girl high school students (P<0.05).  Also, group training anger management had stronger effects in improvement of aggression and social self-efficacy (P<0.05).

  Based on the results of this study, it can be said that group training anger management and psycho-social empowerment can be used as a treatment to improvement of prosocial behaviors and social adjustment of girl high school students in Tehran city in counseling centers and psychological services

The purpose of this research is to investigate social adaptation and progress goals in predicting the academic involvement of students with learning disabilities. The statistical population of this study included all students with learning disabilities in Tehran in the academic year of 2011-2012, and 150 of them were selected by convenience sampling. The measurement tools in this research were Sinha and Singh's (1993) social adjustment questionnaires, Elliott and McGregor's (2001) achievement goals, and Rio's (2013) academic engagement questionnaires, which had acceptable validity and reliability. In order to analyze the data, inferential statistics of Pearson's correlation coefficient and multivariate regression were used using SPSS-23 software. The results showed that between social adjustment and academic involvement; And there is a relationship between achievement goals and academic engagement of students with learning disabilities. Also, the results of statistical analysis indicated that social adaptation and achievement goals are predictors of academic involvement of students with learning disabilities.

Parents’ divorce is one of the most common stressors for children and has severe consequences for children of divorce (Quchani et al., 2021). A meta-analysis of 92 studies published in the 1980s (Amato & Keith, 1991) and 67 studies in the 1990s (Amato, 2001) showed that children of divorce experience more behavioral, internalizing, social, and academic problems than other children. Adolescents from divorced families are more likely to be involved in drug and alcohol abuse (Hoffmann & Johnson, 1998). They are also two or three times more likely to have significant mental health problems and use mental health services (Hetherington et al., 1992). Moreover, excessive aggression, stress, low self-esteem, and poor relationships with peers are more common in these children (Wolchik et al., 2009). Parents play a central role in facilitating the optimal adjustment of children after divorce. Besides, the skills and resources required to successfully resolve early developmental tasks after divorce are important tools for overcoming future challenges (Patterson & Fisher, 2002).Mothers are more affected by the consequences of divorce than fathers (Wickrama et al., 2022). They are more affected by psycho-emotional issues than men, and are more concerned about their children and their fate than fathers (Akhavan Tafti, 2003). The New Beginnings Program (Wolchik et al., 2009) is an experimental program to help divorced mothers improve their ability for adapting to their children’s conditions. The program is an experimentally evaluated program for children of divorced parents, in which custodial mothers act as mediators of change. This study examines whether the New Beginnings Program affects the parenting self-efficacy of divorced mothers and the adjustment of children of divorce.

This quasi-experimental study was conducted using a pre-test post-test design with a control group. The research population consisted of divorced mothers in Ahvaz who were the custodians of their children aged 5 to 13 and who applied to participate in the New Beginnings Program. The participants were 30 divorced mothers who were selected through purposive sampling and were randomly placed into the intervention and control groups each with 15 members. The data were collected through the Parental Self-Efficacy Questionnaire and the Child Adjustment Scale. The New Beginnings Program was conducted for 10 sessions, once a week and for 90 minutes only for the participants in the intervention group. The data gathered from the two groups were compared using univariate and multivariate analysis of covariance (ANCOVA).

The results of one-way ANCOVA for parenting self-efficacy (F=307.05) and children’s social adjustment (F=192.57) showed significant differences between the intervention and control groups. The mean scores of parenting self-efficacy for the participants in the intervention and control groups were 55.53 and 29.33, respectively, after the intervention, showing a significant increase in parenting self-efficacy for the participants in the intervention group compared to the control group after the intervention. Moreover, the mean scores of the children’s social adjustment for the participants in the intervention and control groups were 78.80 and 33.87, respectively, after the intervention, confirming a significant increase in the children’s social adjustment for the participants in the intervention group compared to the control group after the intervention.

Some divorced mothers feel incompetent and ineffective in parenting after divorce. Thus, the main goal of the New Beginnings Program is to teach correct parenting and childrearing skills to mothers to help them establish a correct relationship with their children. This program also empowers mothers to develop a sense of efficiency, self-worth, and parenting self-efficacy. Mothers can also develop effective listening and problem-solving skills, helping them to spend adequate time responding correctly to their children. The program also helps mothers develop effective childrearing and anger management skills. Thus, the New Beginnings Program can positively affect the self-efficacy of divorced mothers and their children’s social adjustment. The program also contributes to fostering warm behavior, acceptance, and support in these women to become more effective mothers for their children and teach them skills to prevent future problems. The mothers participating in this study were able to create a safe and welcoming environment for themselves and their children and develop a more positive attitude towards themselves. Moreover, it seems that changing some childrearing misconceptions in mothers can help to improve social adjustment in children of divorce. Providing training for mothers to establish effective communication with the child, turning negative cycles of dialogue into positive cycles, paying attention to good behavior, encouraging children to behave well and speak well using favorable outcomes, removing obstacles to father-child visits, and protecting the child from parents’ problems during training sessions are some strengths of the New Beginnings Program, which enhanced the children’s social adjustment in the post-intervention phase.