جستجوی مقالات مرتبط با کلیدواژه « مهارت های بین فردی » در نشریات گروه « پزشکی »

People with a secure attachment style and fewer schemas can use interpersonal and social skills to find their place in social interactions with their peers and adults. The aim of this study was to determine the correlation between early maladaptive schemas and attachment styles with interpersonal skills and social skills in students of Islamic Azad Universities of Tehran.

The research method was descriptive correlation. The statistical population of this study consisted of students of Islamic Azad Universities of Tehran (Science and Research, Central Tehran, South Tehran, North Tehran, East Tehran, West Tehran) in 1399, of which 300 students were sampled in Available were selected. To collect data from the demographic questionnaire, the "Early -Maladaptive Schema Questionnaire", the "Attachment Styles Questionnaire" and the "Interpersonal Communication Skills Questionnaire" Questionnaire) and the "Evaluation of Social Skills Questionnaire" were used. The validity of the instruments was measured using content validity by qualitative method and reliability by internal consistency method by calculating Cronbach's alpha coefficient. Data analysis was analyzed in SPSS . 26 and Smart PLS 3.

Interpersonal skills in 2 components of self-management and implementation and other orientation (Initial Maladaptive Schemas Questionnaire) are correlated with secure attachment style (P<0.05), but the correlation of avoidant attachment style and ambivalent attachment style and 3 components of cutting, impaired limitations and tinnitus (initial maladaptive schemas questionnaire) and interpersonal skills are rejected (P<0.05). The strongest correlation between interpersonal skills and secure attachment style is with a correlation coefficient of 0.620. Of the 3 attachment styles and 5 components of schemas, only the correlation of 2 secure and avoidant attachment styles with social skills was confirmed (P<0.05). But the correlation of all 5 components of schemas and the correlation of ambivalent attachment style and social skills were rejected (P<0.05).

The component of self-management and implementation and the component of other-directedness and secure and avoidant attachment styles are correlated with social and interpersonal skills. Considering the role of primary maladaptive schemas and attachment styles in interpersonal skills and social skills, it is suggested to use “Schema Therapy” and “Attachment Therapy” in order to improve the interpersonal and social skills of students.

The purpose of this study was to determine the cognitive-behavioral hypnotherapy, drug therapy on perceived stress, interpersonal relationships skills.  

The statistical population consisted of all persons referring to Ebnsina Specialty Hospital in Tehran in the year 2018-2019. Forty-five patients were selected by simple random sampling and were replaced in 3 groups of 15 persons (two experimental and one control group). Participants were assessed with Cohen's Perceived Stress Questionnaire (1983), Matson's Interpersonal Communication Skills (1983). Participants were then trained for five sessions, received drug therapy under the supervision of a drug specialist, and the control group received no training.

Data were analyzed using multivariate analysis of covariance. The results showed that there were significant differences in the variable of interpersonal skills post-test hypnotherapy with a post-test control group and drug treatment group. In the perceived stress variable, the hypnotherapy treatment group had a significant difference with the control group and the drug treatment group. The post-test showed that the level of interpersonal skills in the hypnotherapy group was significantly higher than the control and drug treatment groups.

Given the significant impact of cognitive-behavioral hypnotherapy on perceived stress, interpersonal relationships skills in panic disorder are suggested to be used to improve the mental health of these patients.

 The purpose of this study was to determine the cognitive-behavioral hypnotherapy, drug therapy on perceived stress, interpersonal relationships skills.

 The statistical population consisted of all persons referring to Ebnsina Specialty Hospital in Tehran in the year 2018-2019. Forty-five patients were selected by simple random sampling and were replaced in 3 groups of 15 persons (two experimental and one control group). Participants were assessed with Cohen's Perceived Stress Questionnaire (1983), Matson's Interpersonal Communication Skills (1983). Participants were then trained for five sessions, received drug therapy under the supervision of a drug specialist, and the control group received no training.

 Data were analyzed using multivariate analysis of covariance. The results showed that there were significant differences in the variable of interpersonal skills post-test hypnotherapy with a post-test control group and drug treatment group. In the perceived stress variable, the hypnotherapy treatment group had a significant difference with the control group and the drug treatment group. The post-test showed that the level of interpersonal skills in the hypnotherapy group was significantly higher than the control and drug treatment groups.

 Given the significant impact of cognitive-behavioral hypnotherapy on perceived stress, interpersonal relationships skills in panic disorder are suggested to be used to improve the mental health of these patients.

Depression is one of the most common psychiatric disorders that does not belong to a specific time and place. In this regard, studies have shown that the academic course is due to the presence of several factors of a period of pressures that is likely to occur in the case of an officer. Researchers reported a high prevalence of depression among students (ranged from 10 to 64%). Considering that depression as a disorder can cause personal, familial and social inappropriate complications among students. For examples depressed mood, lack of pleasure, severe loss of interest, weight loss and appetite, sleep disturbances, restlessness or slowness, mental retardation, fatigue, energy loss, guilty feelings, inefficiency, lack of concentration, doubtfulness, recurrence of thoughts about death or suicide, family conflicts, and occupational dysfunctions. It is necessary to intervene in reducing these symptoms. Therefore, the present study aimed to investigate the effectiveness of dialectical behavioral therapy in a group way on the mindfulness and interpersonal skills of female students with depression. 

The study was a semi–experimental study with pre–test and post–test with control group. The statistical population of the study consisted of all female students of Islamic Azad University of Najafabad city (Isfahan province, Iran) who studied in the academic year of 2017–18. The target group was selected through a Beck depression inventory in a targeted sampling method and was replaced in two experimental groups (n=15) and control (n=15). The experimental group was in dialectical behavioral therapy for 8 sessions of 90 minutes. The Beck depression scale (1961) with a reliability coefficient of 0.86, the five–factor mindfulness scale, Baer et al. (2006) with a reliability coefficient of 0.92, and interpersonal skills scale (2004) with a reliability coefficient of 0.71, were used to collect the data. For both groups, pre–test and post–test were used. Data were analyzed using covariance analysis at a significance level of p<0.05. In order to study the assumptions of covariance analysis, Levine test was used to examine the equality of error of variance in two groups. 

Results of homogeneity of variances showed that Levin's test was significantly more than 0.05 in mindfulness scores, and interpersonal skills. According to this assumption, the homogeneity of error variances in the studied groups realized. Regression line tilt homogeneity also supports non–significant interaction of conditions and pre–test. Results showed that dialectical behavioral therapy was effective in improving mindfulness (p=0.018) of female students with depression but did not affect their interpersonal skills improvement. In addition, dialectical behavioral therapy was applied to all subscales of mindfulness including observation (p=0.027), alertness (p=0.008), description (p=0.006), and non–reactivity (p=0.033) and Non–judgmental (p=0.04) and it was effective.

Based on findings of this study, dialectical behavioral therapy could be used to improve the mindfulness of female students with depression, but they have not been effective in improving their interpersonal skills. Therefore, this intervention could be used as an effective treatment for the improvement of depression symptoms and help improve the condition of people with depression.

Intelligence is one of the big standards in present arrangement with the society and important factors of difference between persons. This study aimed to investigate impact of emotional intelligent education on emotional intelligent improvement among medical students of Tehran Medical Branch.
This quasi- experimental study with pre-test and post – test design with was done on all medical students of Tehran Medical Branch in year 2014-2015. 40 students were selected by simple random sampling and assigned in two groups. Bar – on standard emotional intelligent questionnaire (2002) was used. The experimental group received eight training sessions.
There was significant relationship between reduced mean score of experimental group, before and after the training. T- test statistical test indicated changes in the performance of experimental group related to control group (P The results showed that emotional intelligence education had impact on personal skill, general mood and coping with stress; though this training did not have impact on interpersonal skills and adaptability among students.

One of the skills needed for social life is interpersonal communication skills. Assessing the Interpersonal communication skills due to the growth and development of social networks is very important. This study aimed to validate the Fetro's (2000) interpersonal communication skills questionnaire among students of Tabriz University and Tabriz University of Medical Sciences.
In this descriptivestudy, 750 students of Tabriz University and Tabriz University of Medical Sciences were selected by simple random sampling. Data collected by Fetro (2000) interpersonal communication skills questionnaire. This questionnaire has 65 items with five degrees based on Likert scale. Data were analyzed using Exploratory Factor Analysis through SPSS 23.
In total 750 Students filled questionnaires. 423 from University of Tabriz and 327 from of Tabriz University of Medical Sciences. Based on the results of exploratory factor analysis on original 65 items, 6 factors extracted and 54 items remained. Based on original questionnaire factors and literature extracted factors were labeled. So 45.26% of total variance were explained by these six factors (empathy and intimacy, communication skills, ability to maintain communication, assertiveness, listening and conflict resolution skills).
According to the result of factor analysis, new validated questionnaire has less items and more components than the original questionnaire. So it is a suitable instrument for measuring interpersonal communication skills by researchers.

Communication skills are behaviors that help the individual to properly express emotions and their needs and achieve the goals of interpersonal relations. The study was carried out to determine interpersonal communication skills and its associated factors among students of Kurdistan University of Medical Sciences.
The study was a cross-sectional. The study population were students of Kurdistan University of Medical Sciences that 720 of them were selected and studied. A two-part questionnaire including demographic characteristics and 34questions about interpersonal communication skills was used. The data were analyzed using SPSS 20.
The mean score of the student's communication skills was 102.49±9.74. There was no statistically significant difference between the mean communication skills of the students and academic semester (p=0.62).The lowest (99.33±9.5) and the highest (104.25±10.18) mean score of communication skills were related to operating room and radiotherapy students.
Capabilities of the Kurdistan University of Medical Sciences in the field of interpersonal communication skills is not good. Intervention studies to enhance communication skills are recommended.

Interpersonal skills are among the basic skills in social life and are essential for students due to the numerous challenges facing them. The aim of this study was to compare the dimensions of students’ interpersonal skills in Tabriz University and Tabriz University of Medical Sciences.
This descriptive study was performed on 770 students of Tabriz University and Tabriz University of Medical Sciences who were selected by simple random sampling. Data collection tool was Fetro’s interpersonal skills assessment questionnaire. It has 65 five-point Likert scale items and measures four domains of development and maintenance of communication, communication skills, conflict resolution and empathy. Data were analyzed using MANOVA.
A number of 750 questionnaires were completed and analyzed by 423 students of Tabriz University and 327 students of Tabriz University of Medical Sciences. The students of two universities had a significant difference in interpersonal skills (p0.05).
Results showed that the interpersonal skills of Tabriz University students are more favorable than students of Tabriz University of Medical Sciences. It is therefore recommended that interpersonal skills should be further enhanced in medical universities.

During the last three decades, care and rehabilitation of chronic mental patients have received increasing attention in mental health system. This study has been done to determine the effect of group art therapy on interpersonal communication skills of patients with chronic mental disorders. The current research is a quasi-experimental study that has been performed in the maintenance and rehabilitation of chronic mental patients Atef center in Mashhad on September 2010. The research community included female patients with chronic mental disorders in the center. Among them, 28 women who have inclusion criteria for research were selected by convenient sampling method and were assigned to two control and experiment groups by random assignment. Then the rate of their interpersonal communication skills was assessed by Bar-On emotional intelligence questionnaire. Then eight sessions of group art therapy were conducted for the experimental group. The control group received routine care plan. After intervention, the rates of interpersonal communication skills of patients were measured again and collected data were analyzed by covariance analysis. Findings showed that there was a significant difference in scores of interpersonal communication test (P=0.000). Also after adjusting pretest scores, difference between two groups was remained significant (P=0.000). The implementation of group art therapy increased the rate of interpersonal communication skills in hospitalized women with chronic mental disorders.