نشریه پویایی روانشناختی در اختلال های خلقی
سال دوم شماره 3 (پیاپی 7، پاییز 1402)

The present study was conducted with the aim of comparing the effectiveness of cognitive-behavioral therapy and therapy based on acceptance and commitment on psychological problems and psychological well-being in students with behavioral disorders. This research was conducted in a semi-experimental way with a pre-test-post-test design with control and follow-up groups. The statistical population included all 12th grade male students of Rasht District 2 in the academic year of 2021-2022 in the number of 452 people, out of which 45 people were selected as a sample using the purposeful sampling method and randomly placed in three groups of 15 people (15 people in the cognitive behavioral therapy group, 15 people in the treatment group based on acceptance and commitment and 15 people in the control group). To collect the required data, anxiety, depression and stress questionnaires of Lavibond (1995) and psychological well-being of Keyes and Margiamo (2003) were used. The data were analyzed using statistical methods of analysis of covariance and Benferroni's post hoc test at a significance level of 0.05 and through Spss22 software. The results showed that cognitive behavioral therapy and therapy based on acceptance and commitment were effective in reducing psychological problems and increasing psychological well-being of students with behavioral disorders (P<0.001). These results were removed in the follow-up phase. Also, there was no difference between cognitive-behavioral therapy and therapy based on acceptance and commitment (P<0.001). According to the research findings, it is concluded that cognitive-behavioral interventions and its third generation can be used to reduce psychological problems and psychological well-being of students with behavioral disorders as evidence-based interventions.

Today, in the current era, which is called the era of technology, the cyberspace, the main of which is the Internet, has found a special place in every home and family, so that the use of this technology has become inevitable. The Internet and, as a result, the tendency towards the Internet and virtual space is one of the most common variables that can have many consequences for young people. And the parenting of the students of the second secondary level has been done. The research design is of the descriptive category of the correlation type and the statistical population of this research is all students of the second secondary level of Shiraz city who studied in the schools of this city in 1402. In order to carry out the research, a sample of 380 secondary school students of this city were selected by multi-stage cluster sampling from among the secondary schools of this city. This number was determined based on Morgan's table.. The research measurement tools include Yang et al.'s (1996) cyberspace and internet orientation questionnaire, Parker et al.'s family bond (PBI), Hepner's PSI problem solving questionnaire, and the family emotional atmosphere scale (AFC) would be The resulting data were analyzed using Pearson's correlation coefficient tests and simultaneous multiple regression method. The results of the research showed that the dimensions of the emotional atmosphere of the family explain nearly 36% of the variance of Internet addiction scores. Also, the dimensions of affection, caressing, encouragement and trust are able to predict participants' Internet addiction in a negative and meaningful way. Problem solving strategies explain nearly 19% of the variance of Internet addiction scores. Also, the confidence style to solve problems in a negative and meaningful way is able to predict participants' Internet addiction. However, the style of avoidance tendency is able to positively and significantly predict the participants' Internet addiction, and parental bonding explains nearly 16% of the variance of Internet addiction scores. Also, the dimension of care is able to predict participants' Internet addiction in a negative and significant way. But extreme support can positively and meaningfully predict participants' Internet addiction. The emotional atmosphere of the family, problem-solving strategies and students' parental bond play an important role in reducing students' Internet addiction. Therefore, addressing family factors such as the emotional atmosphere of the family and the parental bond is of particular importance in reducing socio-psychological disorders.

The purpose of this research was to compare the quality of life, positive thinking and psychological capital of girls from single-child families with those from multi-child families. The present study was in the category of causal-comparative descriptive researches in terms of practical purpose and in terms of method and nature. The statistical population of the study was girls aged 15 to 18 years in Semnan city, where 300 questionnaires (150 questionnaires among girls with one child and 150 questionnaires among girls with multiple children) were distributed by available sampling method. Ingram and Weissnicki (1988), Luthans psychological capital (2007) and World Health Organization (1996) quality of life questionnaires were used to collect information. Collected data were analyzed using Kolmogorov-Smirnov test, multivariate variance analysis and covariance analysis. The findings of the research showed that there is a difference between the psychological capital of girls from single-child families and from multi-child families. So that the components of hope, resilience, self-efficacy and optimism are higher among girls from families with several children (p<0.05). There is a difference between the quality of life of girls in single-child families and those in multi-child families. So that the components of mental health, physical health, health of the surrounding environment are higher among girls from single-child families (p<0.05). There is a difference between the positive thinking of girls from single-child families and from multi-child families. So that positive thinking is higher among girls from families with several children (p<0.05). The obtained results can be used by the guardians of the family system.

The present study was conducted with the aim of predicting test anxiety based on personality traits and intelligence beliefs with the mediation of academic self-efficacy in male students. This research was a type of correlation research and structural equation model. The statistical population included all the students of the second secondary level of Bojnord city who were studying in the academic year of 2015-2016. A multi-stage cluster sampling method was chosen. Test anxiety questionnaires (Abolqasmi et al., 2015) were designed to measure the variables. From the Intelligence Beliefs Questionnaire by Abdul Fattah and Yates (2006), Test Anxiety Questionnaire (TAI); NEO personality traits questionnaire (NEO-FFI), Morgan and Jinks (1999) academic self-efficacy scale were used. The results showed that all the factor loadings of the indicators on the related variables are significant. Also, all direct path coefficients of exogenous variables, including personality traits, intelligence beliefs to academic self-efficacy, and academic self-efficacy to exam anxiety, were significant at the alpha level of 0.05. In addition, the model was able to explain more than 58% of academic self-efficacy and 30% of changes in test anxiety. Also, the indirect effects of personality traits, metacognitive awareness and intelligence beliefs on test anxiety through academic self-efficacy were significant. Therefore, it can be said that personality traits, intelligence beliefs are related to exam anxiety and can be predicted in this way.

The aim of this study was to determine the effectiveness of metacognitive therapy and compassion-based therapy on reducing mental rumination, anxiety and worry of obsessive-compulsive patients. The method of the present study was a quasi-experimental experimental method in terms of data collection and its research design was a pre-test post-test design with a control group. The study population consisted of all patients referred to counseling and psychological clinics in District 5 of Tehran. Sampling method The present study was purposive stepwise cluster sampling. Based on previous research, 15 people were selected for each group, which was a total of 45 people. Two educational packages and two questionnaires were used to evaluate the dependent variables of the research. First, the subjects in this study were trained in metacognitive skills for 8 weeks and 16 sessions of 90 minutes, then for 8 weeks and 16 sessions of each session, 90 minutes were trained in Self- Compassion. The Yousefi Ruminant Questionnaire (2005), the Connor Anxiety Questionnaire (2000) and the Pennsylvania State Anxiety Inventory (PSWQ) were used to diagnose obsessive-compulsive disorder patients. The results of analysis of covariance showed that metacognitive therapy and compassion-based therapy reduced mental rumination, anxiety and worry of obsessive-compulsive patients. The results also showed that there was no significant difference between the mean mental rumination, anxiety and worry of the clients in the first experimental group (metacognitive) and the second experimental group (self-compassion) in the sense that metacognitive education and compassion are equal. They can reduce mental rumination, anxiety and worry. When obsessive-compulsive patients become aware of their skills, talents, feelings, beliefs, attitudes, and cognitive and social abilities, and thus overcome their mental rumination, anxiety, and worry, they perform well and by doing Assignments at the right time and with the right quality gain experience in treatment success.

This research was conducted with the aim of determining the effectiveness of teaching emotional intelligence skills on burnout and academic self-regulation of students with attention deficit disorder. The current research was a semi-experimental type with a pre-test-post-test design with a control group. The research population included the fifth-grade female students of district 1 of Tehran in the academic year 1400-1401, using available sampling method, 45 students with attention deficit disorder were selected from the study population and randomly divided into two groups. The experiment (15 people trained in emotional intelligence skills) and (15 people trained in emotional intelligence skills) and a control group were replaced. The experimental group received training in emotional intelligence skills in 9 sessions and no intervention was done for the control group. To collect data. Berso's academic burnout questionnaires and Bouffard, Vezio and La Rochelle questionnaires were used for academic self-regulation. The data were analyzed using the covariance analysis method. The findings showed that the burnout and academic self-regulation scores of students with disabilities The attention of the experimental group compared to the students with attention deficit disorder of the control group has significantly improved after the test. Therefore, the teaching of emotional intelligence skills is effective on the enthusiasm, burnout and academic self-regulation of students with attention deficit disorder. So, It can be concluded that emotional intelligence skills training can be used to increase academic self-regulation and reduce academic burnout of students with attention deficit disorder. Also, the application of emotional intelligence skills is effective in improving academic emotions and self-regulation processes of learning in students with attention deficit disorder.