جستجوی مقالات مرتبط با کلیدواژه « cognitive behavioral training » در نشریات گروه « روانشناسی »

The current study aimed to investigate the effectiveness of cognitive behavioral stress management training on marital commitment and communication beliefs in mothers with low marital satisfaction. This research was a quasi-experimental type and was implemented in the form of a pre-test-post-test-follow-up design with a control group. The statistical population consisted of mothers with low marital satisfaction in the 5th district of Tehran in 2022. Participants were 30 people, whom selected using the convenience sampling method, following the inclusion and exclusion criteria, and were randomly assigned to experimental and control groups. Before the intervention, both groups participated in the pre-test phase, and then the experimental group underwent cognitive behavioral stress management training in ten 60-minute sessions, but the control group did not receive any intervention. Then both groups participated in the post-test phase and after 3 months the follow-up phase was done. To measure marital commitment, the standard marital commitment questionnaire of Adams and Jones (1997) was used, and for communication beliefs, the Eidelson and Epstein (1982) questionnaire was used. The data was analyzed using the mixed ANOVA by SPSS-24. The results indicated that stress management cognitive behavioral training had a significant effect on marital commitment (F=43.13, P<0.001) and communication beliefs (F=41.74, P<0.001). Overall, it can be concluded that marital commitment and communication beliefs of mothers with low marital satisfaction can be increased with cognitive behavioral stress management interventions.

In recent decades, different methods have been used for improving family emotional conditions. The purpose of the current study is assessing both methods of mothers' behavioral management training and cognitive-behavioral training with and without the presence of girls in family emotional conditions.

This research has performed by pre-test, post-test, and follow-up with the control group, experimentally. The statistical population consists of girls from 13 to 15 years old in Zeynabiyeh school in Shahriar. Our assessment has been done on 600 students. Then 45 students were selected randomly among 120 students with weak family emotional Conditions, then, randomly replaced them in two experimental groups and one control group. The first training group received mothers' behavioral management and girls' cognitive-behavioral group training and the second training group received mothers' behavioral management training. The control group also did not receive any training and was placed on a waiting list. The data collection tool was the Hillburn Family Emotional Questionnaire (1964) in which data has been investigated using repeated measure MANOVA (Multivariate Analysis of Variance).

The results indicate that mothers' behavioral management training and cognitive-behavioral group therapy of girls led to enhance the family emotional Conditions. However, mothers’ behavior management training alone could not increase family emotional Conditions. These outcomes were also acknowledged in the follow-ups.

It seems that both mothers’ behavioral management training and cognitive behavior group therapy can be an effective intervention to increase family emotional Conditions.

The purpose of this study was to investigate the moderating role of mobile phone dependency in the model of predicting subjective vitality based on perceived social support and alexithymia mediated by academic procrastination in adolescent girls.

The statistical population included the Bandar Imam Khomeini high school girl students, in 2019. 352 of them were selected by multistage cluster random sampling. They responded to these questionnaires: smartphone addiction scale, Multidimensional Scale of Perceived Social Support, Alexithymia Questionnaire, academic procrastination Scale, and subjective vitality questionnaire. Data were analyzed by structural equation modeling

The results showed that in both groups of addicted students to mobile and non-mobile addicted, the direct path of social support and alexithymia was not significant with subjective vitality, but the direct path of academic procrastination to subjective vitality was negative and significant and social support had a negative and significant relationship with academic procrastination and alexithymia had a positive and significant relationship with academic procrastination. Academic procrastination also mediated the relationship between social support and alexithymia with subjective vitality. Dependence on mobile phones moderated this mediation model.

By increasing social support and treating alexithymia, it is possible to reduce academic procrastination in adolescents and thereby improve subjective vitality. And by teaching the correct use of mobile phones, the intensity of the impact of factors on reducing subjective vitality decreased.

The purpose of the present study was to investigate The Effectiveness of Cognitive-behavioral training in anger control on Sympathy and Mental Health in Bullying Male Adolescents with Attention Deficit / Hyperactivity Disorder. This research was a quasi-experimental research with pre-test and post-test design with control group. The statistical population consisted of all bullying Male Adolescents of Yazd in the academic year of 1399-1999. 30 participants were selected Withpurposive sampling method and randomly assigned into experimental and control groups (15 participants in the experimental and 15 in the control group). The research tool was the) empathy questionnaire (Davies, 1983) and General Health questionnaire (Goldberg,1972) that the experimental and control groups responded to in the pre-test and post-test stages. Covariance analysis was used to analyze the data. Results showed that the effect of cognitive-behavioral training on anger control on empathy and mental health of bullying boys students with ADHD (P <0.001). It is recommended that educational centers and schools as well as schools use this treatment to reduce the problems of overactive and bullying students.