نشریه ‪ آسیب شناسی، مشاوره و غنی سازی خانواده‬
سال هفتم شماره 1 (پیاپی 13، بهار و تابستان 1400)

Emotional capital is one of the decisive variables that can be effective in improving the condition of women with social anxiety.

The study aimed to determine the effect of emotion therapy on the emotional capital of women with social anxiety.

The research method was experimental, pretest-posttest with a control group, and a one-month follow-up period. The statistical population of this study was women with symptoms of social anxiety who were referred to counseling centers Nedaye Fetrat and Behesht in Isfahan in 2020. The 30 individuals sample determined by the available sampling based on the inclusion criteria who scored higher than 40 on the social anxiety scale of Connor et al. (2000, screening form) and were randomly assigned to an experimental group (n = 15). And the control group (15 people) was assigned. The emotional capital questionnaire (Golparvar, 2016) and social anxiety questionnaire (Connor, 2000) were used to collect information. The experimental group underwent emotion-focused treatment for 10 sessions. But the control group did not receive any psychological intervention. Data were analyzed by repeated-measures analysis of variance. The

The results showed that emotion group therapy had a significant effect on increasing emotional capital and its dimensions (positive emotion, feeling of energy, and happiness) in women with social anxiety with an effect size of 80% (P <0.01).

Based on the results of the present study, emotion-based therapy can be used as a method of increasing the emotional capital of women with social anxiety.

Enhancement of parenting skills can increase the level of mothers' quality of life by increasing their self-confidence and thus improve their children's coping with stress.

This study aimed to investigate the effect of the psycho-educational intervention of positive and safe parenting skills on mothers' quality of life and children's resilience.

Current applied research had an experimental method with a pre-test, post-test, and one-month follow-up design with a control group. The statistical population included mothers of preschool children who were referred to GOLHA Kindergarten in Tehran in 2021. From this statistical population, 30 mothers with preschool children were selected by a Purposeful sampling method and then randomly assigned to two experimental groups of 15 people and a control group of 15 people. Data were collected using the scale of the world health organization's quality of life (Nejat, Montazeri, Holakouie, Mohammad, Majdzadeh, 2007)  and the scale of the child and youth resilience measure (CYRM) – 28 (Liebenberg, Ungar, & Vijver, 2012). The experimental group participated in eight 45-minute sessions of the psycho-educational intervention of positive and safe parenting skills  (Alipour, Aliakbari Dehkordi & Barghi Irani, 2018) and the control group did not receive any intervention at that time. To test the hypotheses of this study, multiple analysis of covariance was used to evaluate the effect of the intervention and repeated measures analysis of variance was used to evaluate the stability of the effect of the intervention in the follow-up stage. The

The results showed that the psycho-educational intervention of positive and safe parenting skills significantly increased the positive quality of life of mothers and the resilience of children in the experimental group compared to the control group in post-test and follow-up tests.

Based on finding of this study, it can be concluded the psycho-educational intervention of positive and safe parenting skills can be used in educational spaces.

The workplace and family, as the mainstay of life in the current decade, have become Coveid 19 and have been affected by many factors such as conflict, adjustment, stress, and so on. This study aimed to predict work-family conflict based on job stress, self-compassion, and marital adjustment among female teachers in Coveid-19 conditions.

The study was descriptive with a correlational design. The statistical population of the study included all female teachers in Taft, from which 250 female teachers were selected as a sample by the available sampling method. The following questionnaires were adapted, Conflict Questionnaire - Carlson Family (2000), Self-Compassion, (2003), Spanier Marital Adjustment (1976), and OSIPOW (1987) Job Stress (1987). Data collected through these three questionnaires were analyzed using Pearson correlation coefficient, structural equations, and regression with SPSS software version 23. The

The result revealed that marital adjustment was a negative and significant predictor of work-family conflict, and job stress was a positive and significant predictor of work-family conflict (P <0.001). In addition, between job stress and work-family conflict, there was a positive and significant relationship. The relationship between marital adjustment and work-family conflict was negative and significant (P <0.001).

The result indicated that job stress had a significant positive relationship and self-compassion and marital adjustment had a significant negative relationship with work-family conflict. Therefore, it seems necessary to pay attention to such variables to recognize their effects on the family in counseling and psychological centers.

Adolescence is a vulnerable and critical period and high-risk behaviors are one of the most important threatening problems for the physical, psychological, and social health of individuals and society.

This study aimed to predict high-risk behaviors based on family cohesion and loneliness in high school adolescent girls.

This research is applied in terms of purpose and correlation design in terms of methodology. The statistical population included 762 adolescent girls in the second year of high school in Sepidan city in the academic year 2020-2021. For this purpose, a sample of 250 people based on Cochran's formula was selected by stratified random sampling. Data were collected by completing the High-Risk Behavior Questionnaires (Zadehmohammadi et al., 2011) the Organized Family Cohesion Scale (Fisher et al., 1992), and the Loneliness Questionnaire (Rasel et al., 1980). Pearson correlation and stepwise regression analysis were used to analyze the data.

The results showed that between family cohesion (total) (r=- 0.602, p<0.01) and all its components; cohesion (p<0.01, r=- 0.440), cooperation (r=- 0.454, p<0.01), clarity of rules (r=- 0.374, p<0.01), cooperation clarity (r=- 0.302, p<0.01) and high-risk behaviors in a negative and significant way and a positive and significant relationship is seen between feeling lonely (r=0.390, p<0.01) and high-risk behaviors. Regression analysis also showed that the variables of family cohesion and loneliness together explain 42.7% of the variance of high-risk behaviors in adolescent girls.

From all the findings, it can be concluded that family cohesion and loneliness are among the factors affecting high-risk behaviors in adolescent girls. The results of this study indicate the protective effect of family cohesion in reducing the tendency to high-risk behaviors and the feeling of loneliness in increasing the tendency to high-risk behaviors in female adolescents.

Attitude toward child-rearing is one of the factors that is very effective on the mental, emotional, and behavioral efforts of parents especially mothers in adapting strategies for children-rearing.

The goal of this research is to standardize the questionnaire for mothers’ attitudes toward child-rearing.

In this descriptive research the methodology is of standardizing type. The statistical population herein were mothers in Tehran in 2018-19. 599 mothers from Tehran were randomly selected using the multistage cluster sampling method and were placed in the sample group. In this research, data analysis was done in two descriptive and inferential levels, and abundance, percentage, percentage rating, Z & T score, exploratory factor analysis, confirmatory factor analysis, correlation coefficient, index of fit, Cronbach's alpha, and retest were used.

Fundamental factors of the questionnaire, three cognitive, behavioral, and emotional realms were determined and 27 questions have the necessary factor loading. Found data demonstrate that the questionnaire for mothers’ attitudes toward children rearing has structural validity, convergent validity, internal consistency, and content validity, and using Cronbach’s Alpha, questionnaire reliability is higher than 0.84. The content validity of this questionnaire was approved by experts. IFI, TLI, CFI, NFI, GFI, and RMSEA indexes approve the desirable and appropriate validity.

Results show that the questionnaire for mothers’ attitudes toward children rearing has appropriate validity, reliability, and norms. In addition, as education is increased, a more favorable attitude toward child rearing is seen in the sample group but employment and age did not make any difference.

Academic engagement is very important in achieving a learning experience that indirectly guarantees students' academic achievement.

The purpose of this study was to investigate the mediating role of difficulties in emotional regulation in the relationship between parent-child conflict and academic engagement.

This research is applied in terms of purpose and correlation of the type structural equation modeling in terms of methodology. The population of this study included all undergraduate students of Lorestan University to the number of 7500 undergraduate students in the academic year 2021-2022. The statistical sample size was determined based on Klein's thumb rule equal to 240 people which was done by available sampling method and online questionnaire. The instruments used in this study were parents–Child Relationship Scale (PCRS; Fine, Moreland & Schwebel, 1983), the Difficulties in Emotion Regulation Scale- Short Form (DERS-16; Bjureberg et al., 2016), and Academic Engagement Scale (AES; Reeve & Tseng, 2011). All analyzes were performed using SPSS-22 and AMOS-24.

The results of data analysis showed that the parent-child conflict had a direct and positive effect on difficulties in emotional regulation (β= 0/51; p<0/01); but it did not have a direct effect on academic engagement (p>0/05). Also, difficulties in emotional regulation harmed academic engagement (β= -0/25; p<0/01). Indirect results showed that difficulties in emotional regulation could mediate the relationship between parent-child conflict and academic engagement (β= -0/13; p<0/05).

Thus, the greater the parent-child conflict, the greater the emotional problems of young people, and the greater the difficulty in regulating emotion, the less academic engagement.

Increasing the ability of parents in problem-solving skills in the field of effective interaction with aggressive children will reduce the level of aggression in their children.

The present study was conducted to reveal the effect of problem-solving skill training intervention on the relational aggression of mothers with aggressive sons.

The method of the present study was experimental with a pre-test-post-test design with a control group and a one-month follow-up test. The statistical population included all mothers of male students of the public primary schools in the city of Kermanshah in 2020-2021. After screening and completing the questionnaire the students with the cooperation of mothers and teachers, among the mothers whose children were one standard deviation above the limit in terms of aggression, 60 people were randomly selected and divided into two groups, 30 experimental and 30 under control. A relational questionnaire was used for data collection (Shahim, 2007). The mothers of the experimental group were trained for 5 sessions of 60 minutes, and the control group was without intervention until the end of the sessions. was used to analyze the statistical data. Analysis of covariance (ANCOVA) by SPSS was used to analyze the statistical data.

The results of the research indicate the effect of the intervention on relational aggression components in the post-test (F=16.30 and p<0.01) and follow-up (F=11.24 and (p <01) and verbal-reactive aggression in the post-test (F = 19.25, p < 01) and follow-up (F = 9.95, p < 0.01). However, there was no impact on the physical aggression component; Post-test (F=1.20 and p>0.05) and follow-up (F=1.75 and p>0.05).

According to the findings of this research, problem-solving skill training can be used as a psychological intervention to control and reduce aggressive behavior in children.