مجله پژوهش های علوم شناختی و رفتاری
سال یازدهم شماره 2 (پیاپی 21، پاییز و زمستان 1400)

Adolescents' evaluation from their physical appearance is the most important variable in predicting their perception about themselves, because the first dimension of identity formation in humans is body perception and body identity. The purpose of the current study was to examine the structural model of attitudes toward body image according to attachment styles with the mediating role of socio-cultural attitudes toward the self-image and self-acceptance among adolescent girls. The type of the current descriptive research was correlation in the realm of structural equations. The statistical population of the study included all adolescent girls in Isfahan, 567 of whom participated in the study through cluster random sampling. In order to collect data the Multidimensional Body–Self Relations Questionnaire (1997), Collins' Attachment Style Questionnaire (1990), Sociocultural attitudes towards appearance (1995) and Self-Acceptance Questionnaire (2001) were used. To analyze the data, the structural equation method was applied through AMOS software. The results demonstrated that attachment styles, self-acceptance and socio-cultural attitudes toward appearance have a direct effect on body image (p <0.05) and attachment styles mediated by self-acceptance and socio-cultural attitudes toward appearance have indirect effect on attitudes toward body image (p <0.05). The results indicated that the presented model has a good fit and the role of the of mediating variables in attitudes to body image was confirmed. Thus, in the domain of attitude toward body image, the attachment style and socio-cultural attitude toward appearance and self-acceptance should be marked by schools, counseling centers and beauty centers.

Behavioral problems affect one's adaptive functioning in the practical, social, and conceptual domains. One of the most important family factors in the development of behavioral problems is parenting styles. The purpose of this study was to compare the effectiveness of emotion socialization and parenting metaphors training on Feeling of Shame in children with internalized behavioral problems. The research method was experimental with a pre-test post-test design with a control group. First, the subjects screened according to the inclusion criteria, then 45 mothers with children with internalized behavioral problems were selected and randomly assigned to three groups of 15 (two experimental and one control group). Mothers were trained in the Emotional Socialization Group for eight sessions, and in the parenting metaphors group for seven sessions. The control group received no intervention. The research tools included Achenbach Behavioral Problems Questionnaire (Parent Form) and TOSCA_C Shame and Guilt Questionnaire. Data analysis using covariance analysis showed that both trainings significantly reduced Feeling of Shame, but emotion socialization training was better than parenting metaphor training in reducing the signs and symptoms of shame in Children with internalized behavioral problems. This difference might indicate the stronger impact of emotion-centered parenting styles on Feeling of Shame compare to the cognitive methods because techniques such as identifying the causes and consequences of emotions and emotion-centered dialogue is closely related to the internalized behavioral problems.

The aim of this study was to investigate the relationship between ethnic-cultural empathy with cyber bullying with the moderating role of personality traits among high school girls in Isfahan. The method is correlation and the statistical population of this study were all female high school students in Isfahan, of which 380 was estimated through Cochran's sampling formula and selected by available sampling. Data collection tools was three questionnaires of ethnic and cultural empathy of Wang et al. (2003), the standard questionnaire of cyber bullying Minnie Sini, Nosentini and Kalousi (2011) and the short form questionnaire of five personality traits (NEO) McCray and Costa (1985). Inferential level analysis was performed using structural equation modeling using AMOS software. Findings The results of modulating personality traits along with the components of ethnic and cultural empathy showed empathetic awareness with a coefficient of(-0.20), empathetic perspective with a coefficient of (-0.37), acceptance of differences with a coefficient of (-0.44) ), expressing empathy with a coefficient of (-0.26) has an effect on cyber bullying. The results of the research also show that in the personality dimension, neuroticism has the highest degree of moderation among the dimensions of ethnic and cultural empathy sub-components with an increasing impact on cyber bullying behavior. It seems that although strengthening the areas of cultural ethnic empathy can control cyber bullying behaviors, but the role of personality traits, especially neuroticism, among girls is more than cultural ethnic empathy.

The purpose of this study was to investigate the effectiveness of mindfulness-based cognitive therapy on self-compassion, Alexithymia, and cognitive distortion of students with Love Trauma Syndrome. The statistical population of this research includes women students with love trauma syndrome in Azad University Qazvin who were studying in 1399-1400. The sample of the present study was selected through a call and voluntarily from female students who experienced love failure in their lives and People who got a score above 20. People selected the final sample and then these people were randomly assigned to the experimental and control groups. In this study, to collect data, self-compassion Neff (2003) questionnaire, cognitive distortion Elis (1998) questionnaire, and Alexithymia Toronto (1994) questionnaire were used. Also in this study, multivariate analysis of covariance was used to analyze the data. The results of data analysis showed that mindfulness-based cognitive therapy training had a significant effect on self-compassion, Alexithymia, and cognitive distortions of women students with Love Trauma Syndrome (p <0.001). The results of the study showed that counselors and psychologists can use mindfulness-based cognitive therapy to increase their compassion, reduce emotional distress, and cognitive distortion in students with Love Trauma Syndrome.

The purpose of this study was to answer the question of what were the experiences of counselors and patients with obsessive-compulsive disorder in tele-counseling and to analyze the experiences related to establishing and maintaining therapeutic alliance in tele-counseling. Thematic analysis was used to answer the research questions. The main data collection method was a semi-structured interview and the interview guide was designed using literature as well as expert opinions. From the analysis of interviews with 12 clients with obsessive-compulsive disorder and 7 obsessive-compulsive therapists with experience in tele-counseling, three main themes have been obtained including the formation of the therapeutic alliance, barriers to the therapeutic alliance and factors involved in the enhancement of therapeutic alliance. The results showed that creating and maintaining a therapeutic alliance in tele-counseling is possible. Although there may be obstacles, if the counselor can identify the existing barriers and adapt the counseling techniques and skills to the conditions of cyberspace, creating and marinating a therapeutic alliance will be possible. Due to the increasing opportunities to have tele-counseling, increasing client demands, as well as the possibility of recurrence of conditions such as the COVID-19 pandemic that forced the use of tele-counseling, it seems that more attention should be paid to identifying barriers and sources of therapeutic alliance in tele-counseling, and more studies are needed in this area.

Psychological well-being refers to the experienced quality of life and reflects the desired psychological performance and experience. The purpose of this study was to investigate the role of the prosocial behavior on improving the psychological well-being of university students by mediating role of positive emotions and moderating role of emotion regulation. The statistical population of the study included all students of Shahid Chamran University of Ahvaz studying in 2021-2022, 200 of whom were selected using the multi-stage cluster sampling. The data was analyzed based on the structural equation modeling method in SPSS24 and PLS3. The results revealed that the prosocial behavior has a positive and meaningful effect on the psychological well-being (β= 0.176 and P= 0.016) and on the positive emotions (β = 0.304 and P <0.001). The positive emotions mediated the relationship between the prosocial behavior and the psychological well-being (β = 0.110 and P <0.001). Moreover, the interactive effect of cognitive reappraisal (one of the emotion regulation subscales) and prosocial behavior on the psychological well-being was positive and meaningful (β = 0.203 and P <0.001). Prosocial behavior, along with adaptive emotion regulation strategies, facilitates students' psychological well-being by creating positive emotions. Therefore, the positive consequences of prosocial behavior, in addition to affecting others, affect the actors, even though they do not expect it.

This study aimed to investigate the structural relationship between school climate perception and externalizing behaviors with the mediating role of social-emotional competence. The research design was descriptive-correlational. The Statistical population included all the Junior high school students in Urmia city in 2020-2021. The sample included 380 students that were selected through random cluster sampling method. The participants completed the Delaware School Climate Survey (Bear et al. 2011), Youth Self-report Scale (Achenbach & Rescorla, 1991), and social-emotional competence Scale (Zhou and Ee, 2012). After deleting the outliers, 374 questionnaires were analyzed by structural equation modeling using AMOS software version 24. The results indicated that Perception of school climate and social-emotional competence directly predicted externalized behaviors. School climate also had an indirect effect on externalizing behaviors through Social-emotional competence. This research includes implications for those in charge of education to take necessary and optimal measures to modify and reduce externalized behaviors of students.

The aim of this study was to determine the effect of a positive psychotherapy program on forgiveness and happiness orientations in mothers of adolescents with hearing loss. The research method was quasi-experimental with a pre-test, post-test design and a control group. The statistical population included all mothers of adolescents with hearing loss in Kashan city in 2021. Thirty of them were selected from Baghchehban Deaf School by convenience sampling method and 15 of them were randomly assigned in the experimental group and 15 in the control group. Data was collected using a Heartland forgiveness scale (HFS) (2005) and Peterson Orientations to Happiness Questionnaire (2006). Positive psychotherapy program sessions were conducted in 10 sessions of 90 minutes, 2 sessions per week for the experimental group. Data was analyzed using univariate covariance analysis. The results showed that the intervention lead to a significant increase in forgiveness and happiness orientations in the experimental group (P<0.0001). Based on the findings of this study, the positive psychotherapy program has been effective in increasing forgiveness and happiness orientation of mothers of adolescents with hearing loss. Therefore, this treatment program can be used to promote their mental health.

The aim of the current study was to standardize and validate the Interpersonal Hopelessness scale in Iranian society, which examines the degree of Interpersonal Hopelessness in adolescents' lives. The present study was a descriptive correlational study. The study population was high school students in Karaj in the academic year 2019-2020, from which 504 students were selected as the study group by cluster sampling. In order to collect data, the Interpersonal Hopelessness Scale along with Suicide Behaviors Questionnaire and Beck Hopelessness Scale for Convergent, and Psychological Hardiness and Interpersonal Needs Questionnaire for divergent validity were used. To analyze the data, two classical approaches and Item Response theory through statistical software SPSS and R software were used. The results of the tool structure validation using heuristic and confirmatory factor analysis (classical theory) and one-dimensional models (Item Response theory) confirmed the single-factor model of the Interpersonal Hopelessness Scale, as well as convergent and divergent validity of the instrument. The validity of the scale was confirmed by Cronbach's alpha method and the retest method in the classical approach. The validity of the data was assessed using the knowledge function and measurement error showed that all three factors had the highest awareness and the least measurement error in the range of the trait level between -2 to 3 Interpersonal Hopelessness Scale has a good validity and reliability in the Iranian society and can be used as a valid scientific tool to assess Interpersonal Hopelessness among adolescents.

The Behavior Rating Inventory of Executive Functions (BRIEF) had been used to examine executive functions in everyday behaviors. Despite the interference of visual impairment on executive functions, this scale has not been specifically studied and adapted for individuals with visual impairment. The aim of this study was to adapt and evaluate its reliability and validity on children with visual impairment in Isfahan. The present study is a descriptive study that was performed on 50 children (6-16-year-old) with visual impairment. The instrument used was BRIEF-parent form and items related to visual sense were removed. Through Smart PLS software, structural, convergent and divergent methods were used to check validity, and Cronbach's alpha coefficient and composite reliability were used for reliability. Confirmatory factor analysis for construct validity of 8 subscales of executive functions including inhibition, shifting, emotional control, initiation, working memory, planning/rganizing, organization of materials and monitoring was approved with appropriate factor loads (<0.4). Convergent (<0.4) and divergent validity was obtained to the appropriate extent. The results of Cronbach's alpha coefficients (< 0.7) and composite reliability (< 0.7) were also obtained. According to the findings, it is suggested that BRIEF in people with visual impairment has good reliability and validity and therefore it can be used to measure executive functions in children with visual impairment.