فصلنامه علوم روانشناختی
پیاپی 147 (خرداد 1404)

Schemas have an impact on the communication beliefs and conflict resolution patterns of couples and are formed from the contrast of mood and socio-cultural and educational stimuli. As a result, to understand them, it is necessary to pay attention to the cultural context and people's lived experience.

The purpose of this research is to identify dysfunctional and schema-oriented interactional patterns of couples based on the context of Iranian society and to present a conceptual model that was conducted using a qualitative method based on grounded theory.

The research population was couple therapists with a schema-oriented approach in Tehran, who were selected through targeted sampling of the accessible type. The data were collected through semi-structured interviews with 8 pairs of therapists and were analyzed in three stages of open, central and selective coding. To evaluate the validity of the findings of the interviews, the participants' reflection method and the review of non-participant experts were used.

The results of the research indicated two main categories and 14 main categories, which in the form of a paradigm model include2 main categories (insecurity and undifferentiatedness), causal conditions (family system, parents' parenting style, role models from parents, ineffective traditions and teachings, recommendation to mistrust, experiencing rejection and humiliation), contextual conditions (culture), mediating conditions (intra-individual factors, environmental factors), strategies (avoidance, submission, extreme compensation) and consequences (ineffective interactions) were organized.

The results of this research showed that it is necessary to pay attention to the cultural context and people's lived experience in order to better understand and resolve marital relationship conflicts. Identifying and understanding these ineffective and schema-oriented interactive patterns can help in designing more effective treatment and counseling programs for couples in Iranian society.

Within the framework of the housewife role, society often expects housewives to exhibit passive, emotional, obedient, and self-sacrificing behaviors. These expectations become internalized over time and adversely impact the social health, communication skills, and self-esteem of housewives in social relationships. However, no study has yet conducted a comparative examination of emotional safety training and its enrichment with self-compassion on self-esteem, attachment, and social-emotional competence in housewives.

The present study aimed to comparing the effectiveness of emotional safety training and its enrichment with self-compassion on self-esteem, attachment, and social-emotional competence in housewives.

This research method was a was a semi-experimental type of pre-test-post-test with a control group and a two-month follow-up. The statistical population included all housewives in Mashhad city in 2023, of which 45 women were selected based on inclusion and exclusion criteria using the available sampling method and were randomly divided into three groups of 15 including two experimental groups and a control group. The first and second experimental groups were subjected to training based on emotional safety training (Catherall, 2006) and emotional safety enrichment with self-compassion (salehi, 2023) during twelve 90-minute sessions, and the control group did not receive any training. Questionnaires for self-esteem (Rosenberg, 1965), attachment (Collins and Read, 1990) and social-emotional competence (Zhou and Ee, 2012) were completed in three phases: pre-test, post-test, and follow-up. The data were analyzed using the analysis of variance test with repeated measurements and SPSS version 22 software.

The findings showed that both emotional safety trainings and emotional safety enriched with self-compassion significantly enhanced self-esteem, attachment, and social-emotional competence in housewives (p< 0.05). Also, emotional safety enriched with self-compassion was significantly more effective compared to emotional safety training (p< 0.05), These results were maintained during the follow-up period

With emotional safety training enriched with self-compassion in addition to emotional regulation in housewives, secure attachment is strengthened, self-esteem and social-emotional competence are enhanced, leading to self-compassion. which could be a reason for the differential effectiveness of this training.

Just as different forms of dynamic psychotherapy can be considered as an effective tool for the treatment of mental disorders, it can also have negative effects. However, despite various studies, there have been few qualitative studies on the negative effects of dynamic psychotherapies.

The purpose of this qualitative research was to present a conceptual model of the negative effects of dynamic psychotherapies based on the characteristics of the therapist, the client, and the theraputice approach.

This research was conducted with a qualitative approach and Grounded Theory method. The study population of the research included all dynamic psychotherapists in Tehran and those clients 2023 and 2024 who had used dynamic psychotherapy. The research sample consisted of 18 dynamic psychotherapists and 8 clients who were selected by purposeful sampling method. The data collection tool in this research was semi-structured interviews. The data from the interviews were analyzed using the Strauss & Corbin method.

17 axial codes including, primitive defense mechanisms of the client, quality of the parent-child relationship, client's personality traits, resistance to therapy, family structure disturbances, therapist's personality traits, therapist's professional errors, boundary violations, lack of professional competence, therapist's current life problems, non-objectivity of evaluation criteria in dynamic approaches, unstructured nature of dynamic therapies, exacerbation of symptoms, exacerbation of psychosomatic problems, intensification of self-destructive tendencies, and impairment of functioning, were identified as the components of the negative effects of dynamic psychotherapies, and finally, "interactive context of the therapist and client" was chosen as the central theme.

it is suggested to evaluate the personality characteristics of therapists. It is also suggested that studies be conducted in order to investigate the interactive role of non-psychological treatments and dynamic therapies on the negative effects caused by psychotherapy

Schemas mean patterns, templates and basic examples that form in our minds and influence our way of thinking, feeling and behaving. This schema, which is formed in the educational environment and is influenced by student communication, is called academic schema, identifying and measuring academic schemas is essential to prevent students' academic and psychological problems.

This research was conducted with the aim of constructing and validating the academic schema scale in s in high school girl students

The method of the study was a combination of exploratory type and instrument  development model. For this purpose, the foundation was first established through a qualitative study  based on data theorizing, using a semi structured interview technique that was  selected and interviewed with a sample of17 students.The text of the interviews was coded using three methods of open, central and selective coding. In the next stage  based on the codes obtained from the  qualitative part of the research, it became a tool for measuring the schema academic  of high school girl students and validating them. They were studying in 2021-2022. They were selected using  Purposive sampling and responded to the scale of academic schema.

In the results of confirmatory factor analysis, the academic schema scale containing 37 items and including 7 factors was confirmed, student status (6 items),  Academic Value (4 items), career future (6 items), school regulations (7 items). , teacher's attitude and behavior (5 items), measurement and evaluation (6 items) and Student–Student relationship (4 items) and model fit indices in confirmatory factor analysis confirmed the validity of this scale.

 the results of the study provided evidence for the validity and reliability of  the researcher-made questionnairescale of academic schema  as a tool for measuring  defective and inhibiting schemas in the path of academic success of students.

Individuals with obsessive-compulsive disorder and general anxiety suffer from attention bias. However, the lack of similar studies investigating attention bias in these groups necessiates a copmarison of attention bias between individuals with these disorders and those without.

The aim of this study was to compare attention bias among individuals exhibiting  symptoms of obsessive-compulsive disorder ( washers and checkers),  those with generalized anxiety disorder, and individuals without any diagnosed psychological conditions.

The methododology employed in this research is a causal-comparative (post-event) design. The statistical population of this study comprised all students enrolled at Tabriz University during the academic year 1401-1402.  To identify students with symptoms of obsessive-compulsive disorder (based on Maudsley, 1997) and anxiety (following Beck, 1990) questionnaires were distributed using available methods. Subsequently, a purposive sampling technique was used to select 15 participants for each of the four groups: washers, checkers, anxious and  normal. Following the selection process, participants underwent the emotional Stroop test (Stroop, 1935), which included four categories of words: disgust, anxiety, checking and neutral words to assess attention bias. The collected data were analyzed using multivariate analysis of variance (MANOVA) with SPSS-20 software.

The findings revealed that participants in the washing group exhibited significantly longer reaction time to disgust words (P≤0.001) compared to the other three groups. Similarly, individuals in the checking group demonstrated prolonged reaction time to checking words compared to the other three groups (P≤0.001). Moreover, participants in the anxiety group displayed extended reaction times to the anxiety words compared to the other groups (P≤0.001).

Based on the findings indicating heightened attention bias among individuals with obsessive-compulsive disorder (washers and checkers) and generalized anxiety disorder compared to the normal group, it is recommended to implement therapeutic interventions and cognitive rehabilitation strategies  aimed at reducing attention bias in these two groups.

Depression is a problem that causes many problems in students, and these problems prevent the development of their talents, and depressed students are usually not interested in studying and this affects their academic performance.

The present study was conducted with the aim of comparing the effectiveness of the educational package based on the acceptance and commitment approach with meaning therapy on the academic vitality of depressed second-year high school students.

The research method was semi-experimental with a pre-test-post-test design and a control group with a three-month follow-up period. The statistical population included the depressed students of girls' high schools in the second year of high school in Khomein city, who had referred to the counseling and psychological center of education management in Khomein city in the academic year of 2022-2023. 45 people, as a sample, were randomly selected in 3 groups of 15 people (two experimental and control groups) using the purposeful sampling method. The academic vitality questionnaire (Dehghanizadeh and Hosseinchari, 2013) was used to collect data. Also, the educational package based on the approach of acceptance and commitment was developed by the researcher and the meaning therapy protocol of Hotzel (2002) was used for the intervention. The data were analyzed using repeated measure analysis of variance with Spss26 software.

The results showed that the educational package based on acceptance and commitment and meaning therapy could increase the scores of depressed students in academic life (p<0.01) and the effectiveness of therapy based on acceptance and commitment was more than meaning therapy.

It can be concluded that the educational package based on acceptance and commitment is a more effective approach in promoting academic vitality in depressed students and it is important to pay attention to this point in the treatment of depression in students.

Suicide is a growing social problem. Attempting suicide, even if it is not successful, has many psychological consequences, which shows the necessity of conducting the present study.

The purpose of this study was to investigate the effectiveness of acceptance and commitment-based therapy on alexithymia and mental health ndicators in suicide attempter.

This research is a semi-experimental method with a pre-test-post-test design with a control group. The statistical population of the study includes all women with a history of suicide attempts who were referred to comprehensive health service centers and Shahin Rathi Shahin Dezh Hospital in the first 4 months of 2019, who had a history of suicide attempts in the past year. A total of 30 people (15 people in the experimental group and 15 people in the control group) were selected by simple random sampling and answered the Toronto alexithymia Questionnaire Bagby et al (2004) and the SCL-90 mental health of Derogatis et al (1973) in the pre-test and post-test. The experimental group underwent acceptace and commitment-based therapy in 8 sessions (90 minutes each session and once a week). The data was statistically analyzed through SPSS 19 software and with univariate and multivariate analysis of covariance test.

The results showed that the acceptance and commitment-based therapy reduced alexithymia (p< 0.01) and mental health indicators including somatization, anxiety and interpersonal sensitivity (p< 0.01), depression, psychoticism, phobia and hostility (p> 0.05).

According to the obtained results, it can be concluded that the acceptance and commitment-based therapy led to the reduction of alexithymia and improvement of mental health, it is suggested to perform psychological interventions such acceptance and commitment-based therapy to improve the mental state and Attention should be paid to the emotions of people attempting suicide.

Cooperative learning means increasing the ability to guide and explore science, which can be linked to students' social skills, anxiety and mental readiness. However, since it affects these variables, it may be facilitating or moderating by some of the personality traits of teacher and students.  Therefore, investigating the relationships of these variables to determine the role of each is an inevitable necessity.

This study aimed to investigate the relationship between cooperative learning on social skills, mental skills development and reduction of social anxiety in students by mediating emotional intelligence in students.

The research method is descriptive-correlational. The statistical population of this study was all students of Meysan city. The sample consisted of 171 students in Meysan city who were selected by stratified random sampling. Data were collected using Karimi participatory teaching method questionnaire (2012), emotional intelligence from Goleman (2001), social skills from Gresham and Eliot (1990), mental skills from the Association of American Colleges and Universities (2007), and social anxiety from Lajerka (1999). Data were analyzed using Pearson correlation coefficient and path analysis in SPSS and Lisrel statistical software.

The findings indicate that the proposed model is fitted with the data. The results of path analysis showed that direct path coefficient of participatory learning and emotional intelligence to mental skill, social skill and social anxiety were significant(P≤0.05). Also, indirect path coefficient of participatory learning to mental skill, social skill and social anxiety through emotional intelligence is also significant (P≤0.05).

Based on these results, it can be said that by teaching cooperative learning to students, social and mental skills can be improved and reduce the level of social anxiety by doing participatory activities.

Academic adaptation is one of the most influential factors in academic performance and the determination of the impact of multiple interventions on students’ academic adjustment has been the subject of various studies with different results reported; in some instances, improvement in academic adjustment is reported with instruction based on schema and in others with Myers-Briggs personality typology instruction; however, no study has addressed a comparative exploration of these two approaches and their result on academic adjustment.

The aim of this research was to compare the effectiveness of Myers-Briggs type indicator personality training and schema-based instruction on the academic adaptation of students.

The present research method was a quasi-experimental pre-test and post-test with a control group, along with a two-month follow-up. The statistical population included all students of the Imam Javad University in Yazd in 2023, out of which 60 were selected using a convenience sampling method. Out of these, 20 were placed in a control group and 20 in each experimental group. The Academic Adjustment Questionnaire (Baker & Siriyak, 1984) was used for data collection. For the experimental groups’ intervention, the educational packages of Katharine Myers and Linda Kirby’s personality typology translated by Arsam Hordad (2021) and the schema-based teaching package (Young et al., 1950) were used. However, no intervention was received by the members of the control group.

The findings indicate that both schema-based training and Myers/Briggs personality typology training lead to an increase in academic adaptation among students (p< 0.05). Furthermore, the results demonstrate a significant difference in the effectiveness of schema-based training and Myers/Briggs personality typology training on academic adaptation. The schema-based training was found to be more effective in enhancing academic adaptation compared to Myers/Briggs personality typology training. This suggests that the approach based on schema may have a greater impact on improving students' adaptability within the educational context. These findings contribute to the understanding of the comparative effectiveness of different training methodologies in fostering academic adaptation among students.

The most important application based on the findings obtained from this study is the development and optimization of education and training programs based on Myers/Briggs personality to improve the academic adjustment of students. Also, the findings of this research can be a guide for educational managers on how to design appropriate and effective strategies to improve the academic adaptation of their students and learners.

Social support is known to be the most powerful coping force for successful and easy coping when dealing with stressful situations and makes it easier for patients to bear problems.

The purpose of this research was to investigate the effect of emotional and spiritual intelligence and social support on creativity and motivation with the mediating role of self-improvement.

The method of the current research was descriptive correlation type with path analysis approach. The statistical population consisted of 336 students in the fourth grade art course of Al Muthani province. Using Cochran's formula, 148 of them were selected by random cluster sampling. To collect research data, from six standard questionnaires of Goleman emotional intelligence (2001), King spiritual intelligence (2008), Zimet et al.'s social support (1988), Cooper self-improvement (1997), Torrance creativity and Harter academic motivation. (1981) was used. The validity of the questionnaire was confirmed and the reliability of the tool was confirmed using Cronbach's alpha coefficient in a preliminary study for emotional intelligence questionnaire 0.89, spiritual intelligence 0.84, social support 0.89, creativity 0.87, academic motivation 0.91 and self-improvement. 0.79 was approved. Data analysis was done using Pearson's correlation coefficient analysis and path analysis in SPSS and Lisrel statistical software.

The results showed that emotional intelligence, spiritual, social support and self-improvement have a positive and significant effect on students' creativity and motivation, also the results showed that the mediating role of self-improvement in influencing emotional intelligence, spiritual and social support on students' creativity and motivation is positive and it is meaningful.

Social support, by acting as a mediator between life stressors and the occurrence of physical and mental problems, as well as strengthening students' knowledge, reduces stress and increases motivation in students.

Aggression and violence are the final result of a defective and illegal mental state, the occurrence of which in sports can have negative consequences and endanger the safety of athletes and spectators. Therefore, investigating the psychological constructs affecting athletes' aggression in managing negative emotions in sports environments is a practical necessity.

This study investigated the structural pattern of alexithymia with competitive aggression in soccer athletes: The mediating role of frustration tolerance.

The descriptive and correlational research method was done by structural equation modeling.  The statistical population included all professional footballers working in the Mazandaran Province League in 2023. The sample consisted of 280 soccer players from Mazandaran province who were selected by convenience sampling method and answered the Emotional Failure Questionnaire (Toronto, 1994), Frustration Tolerance (Harrington, 2005), and Competitive Aggression Questionnaire (Maxwell, & Moores, 2007).

The results of structural equation modeling showed that alexithymia and frustration tolerance have a positive and direct effect on the competitive aggression of soccer players. Also, alexithymia has a significant indirect effect on the mediating role of frustration tolerance on competitive aggression. Finally, 40% of the variance of competitive aggression could be explained by the variables of alexithymia and frustration tolerance.

The experience of failure beyond one's tolerance causes unpleasant emotions such as anger, which in turn has psychological, social, and moral consequences for athletes. Therefore, it is better to identify athletes who are prone to angry and aggressive emotions in order to improve sports performance and prevent psychological injuries in athletes

Concept mapping can be taken as a tool that identifies the learner's understanding of the subject. Therefore, attention to the importance and application of concept maps for the development of creative thinking and information preservation in the educational system is an inevitable necessity.

The aim of the current research was to the effectiveness of teaching with conceptual maps in developing creative thinking skills and retaining information in the physical geography of fifth-grade literature students.

The present study was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population of the study was 801 fifth-grade students of literature in Urmia. Sixty students were selected by cluster random sampling method and randomly assigned to two groups of 30 (control group 30 and experimental group 30 students). Data collection was based on a creative thinking questionnaire by Welch & Mc Dowall (2002) and information retention by Mohammadi Bahmani (2014). The face and content validity of the questionnaire was approved by professors and experts in management and educational sciences and was confirmed through factor analysis. The reliability of the questionnaire was 0.89 for creative thinking and 0.84 for information retention based on Cronbach's alpha coefficient. The analysis of the information obtained from the tests was done through SPSS. 22 software in two descriptive sections including (Mean and standard deviation) and inferential (analysis of covariance).

The research results showed the effect of concept map training on the development of creative thinking skills (expansion, innovation, fluidity, and flexibility) and the retention of positive and meaningful information, it was also found that the effect of mind map training on creative thinking is greater than retention It was information.

The results showed that the use of concept mapping training is effective in the development of creative thinking skills and

Separation anxiety disorder (SAD) is among the most prevalent mental health conditions in children and, if untreated, may lead to significant psychological difficulties in adulthood.

This study aimed to evaluate the effectiveness of attachment-based interventions for mothers in reducing multiple dimensions of anxiety in children diagnosed with separation anxiety disorder.

A quasi-experimental design with a pre-test, post-test, and a three-month follow-up was employed. Participants were mothers of primary school-aged children with separation anxiety disorder in District 1 of Sari city during the 2022-2023 academic year. A total of 30 children were purposively sampled and randomly assigned to experimental and control groups. The experimental group received an attachment-based intervention, while the control group did not. Data was collected using the Multidimensional Anxiety Scale for Children (MASC) and analyzed using mixed repeated-measures ANOVA in SPSS version 26.

The findings of the present study showed that training mothers based on attachment-based interventions resulted in a significant reduction in the multiple dimensions of anxiety in children with separation anxiety disorder (p< 0.05).

Based on the findings of the study, it can be concluded that attachment-based intervention has been effective on the multiple dimensions of anxiety and its components in children with separation anxiety disorder in the experimental group. This intervention can be recommended for children with separation anxiety disorder, as well as for child psychologists and counselors.

Various studies have shown that psychological capital is one of the key factors influencing the improvement of mental health and coping with stress, particularly in reducing suicidal ideation. Different intervention approaches have been examined to enhance psychological capital and reduce suicidal ideation. However, there is a research gap in comparing the effects of cognitive-behavioral interventions, self-compassion, and positive thinking based on religious teachings on the psychological capital of female students with suicidal thoughts.

This study aimed to compare the effectiveness of cognitive-behavioral therapy, self-compassion, and positive thinking based on religious teachings on psychological capital among female students with suicidal thoughts.

The current study employed a semi-experimental pretest-posttest design with a control group. The population consisted of all female high school students in Khorramabad during the academic year 2023-2024, totaling 10,385 individuals. A multi-stage cluster random sampling method was used. Initially, four high schools were randomly selected from the education district of Khorramabad, and suicidal ideation questionnaires were distributed to all students. Those scoring above 18 on the Beck Suicide Ideation Scale (1979) were selected as the initial sample. From this group, 60 individuals scoring below the mean on the psychological capital questionnaire (McGhee, 2011) were randomly assigned to four groups of 15: three experimental groups and one control group. The experimental groups received respectively: cognitive-behavioral therapy (Brian & Rad, 2018) for 10 sessions of 90 minutes each, self-compassion training (Paul Gilbert, 2000) for 8 sessions of 90 minutes each, and positive thinking based on religious teachings (Farnam & Hamidi, 2016) for 8 sessions of 90 minutes each, while the control group received no intervention. Data were analyzed using one-way and multi-way analysis of covariance (ANCOVA) in SPSS-25.

The results showed that all three trainings had a significant effect on psychological capital components (self-efficacy, hope, resilience and optimism) (p< 0.01). The results of multivariate covariance analysis showed that there is a significant difference between the control group and the three training methods in the components of the "psychological capital" variable (p< 0.01). The results of the follow-up test showed that "cognitive-behavioral group training" is more on the "self-efficacy" component, "positivity training based on religious teachings" is more on the "hope" and "optimism" component, and "self-compassion training" It has been more effective on the "Resilience" component (p< 0.01).

Based on the findings of the research, it seems that the training used can be used as an effective intervention to improve the psychological capital of female students to reduce suicidal thoughts.

Studies have shown that gastroesophageal reflux is one of the most common disorders of the gastrointestinal system, which can have a negative effect on the mental health of patients. The effectiveness of treatment based on acceptance and commitment has been investigated for many psychological disorders in various strata, but in internal studies, the effectiveness of this approach in patients with gastroesophageal reflux has not been investigated.

The present study was conducted with the aim of investigating the effectiveness of treatment based on acceptance and commitment on anxiety, alexithymia and adherence to treatment in adolescent girls with gastrointestinal reflux.

The present research method was semi-experimental with a pre test-post test design with a control group. The statistical population of the study included all adolescent girls suffering from gastroesophageal reflux who referred to Thar-Allah Karaj Hospital in 2023, Among them, 30 people were selected by the purposeful sampling method and randomly assigned to two experimental and control groups. The experimental group was trained in 8 sessions of therapy based on acceptance and commitment, but the control group did not receive any intervention. In order to collect data, Beck Anxiety Questionnaire (Beck & Steer, 1990), Toronto Alexithymia Scale (Bagby et al., 1994) and the eight-item Morisky Medication Adherence Scale (Morisky et al., 2008) were used. One-way analysis of covariance and SPSS-22 software were also used for data analysis.

The results of the present study showed that after adjusting the pre-test scores between the groups, the post-test scores had a significant difference between the test and control groups (P< 0.05). Also, the results showed that the treatment based on acceptance and commitment significantly reduced the level of anxiety and alexithymia in the participants (P< 0.05). Also, the results showed that the treatment used led to an increase in adherence to the treatment in the members of the experimental group (P< 0.05).

According to the findings of the present study, it is suggested that specialists (doctors, psychiatrists, and psychologists) use this method of treatment along with drug therapy in order to reduce psychological pressure on people with psychosomatic disorders, especially Gastroesophageal reflux.

Public interests and concerns often create dilemmas for school principals. As such moral dilemmas are the case for schools as places marked by social, economic, cultural, and political diversity. Therefore, it is necessary to investigate the relationship between management styles and moral literacy with organizational hypocrisy to understand these multiple variations.

The purpose of this study was to predict psychological hypocrisy in the organization based on moral literacy and leadership styles.

The research method was descriptive and correlational. The statistical population of this study consists of all school principals in Salmas City in the academic year 2022. The research sample consisted of 35 principals of different educational levels in Salmas City who were selected by census method due to the limited population size. To collect the research data, the Leadership Styles Questionnaire (Salzman Anderkulek, 1982), the Organizational Hypocrisy Scale (Kılıçoğlu, & Yılmaz Kılıçoğlu, 2019), and the Moral Literacy Questionnaire (Stefkovich, & Begley, 2017) were used. To analyze the research data, SPSS.26 software was used using Pearson correlation coefficient and multivariate regression using simultaneous method.

The Pearson correlation coefficient results showed a negative and significant relationship between leadership styles moral literacy and organizational hypocrisy (P<0.05). This study was thought to contribute to the educational administration, organizational behavior, and leadership literature by emphasizing which variables are negatively related to organizational hypocrisy and what kind of behaviors it can engender in schools. The results of multivariate regression showed that free-thinking leadership styles (13%), moral sensitivity (3%), and ethical reasoning (7%) explain the variance of organizational hypocrisy in managers, respectively.

The study contributes to educational administration, organizational behavior, and leadership literature by emphasizing which variables are associated with organizational hypocrisy and what kind of behaviors it can generate in schools.