فصلنامه روانشناسی تحولی: روانشناسان ایرانی
پیاپی 3 (بهار 1384)

he goal of this study was to determine the pre-valence of Reactive Attachment Disorder (RAD) or Residual Reactive Attachment Disorder in adolescents. The Adult Attachment Questionnaire (AAQ), Revised Attachment Scale (RAAS), diagnostic systematic inter-view of Attachment Disorder, and clinical interview about Residual Reactive Attachment Disorder in adolescence were administered to 280 randomly selected public high school students, half male and half female. Results indicated symptoms of either type of the Residual Reactive Attachment Disorder in 10.5% of participants: inhibited (3.5%) and disinhibited (6.8%). Aside from indicating the prevalence of RAD amongst Iranian adolescents, this study also provides new patterns and instruments for clinicians to detect this disorder.

ecause sports and physical activities provide many interaction opportunities, they can accelerate socializa-tion, enhance coping abilities, and promote a healthy life style. The psychosocial development of 172 female and male athletes in individual and team sports and of nonathletic students was assessed in this study, using Hawley’s Measure of Psychosocial Development (MPD) with 27 subscales of positive, negative, result and total. Manova results indicated: Sports effect psychosocial development (p<0.004, f=1.866); gender has no effect on psychosocial development; the psychosocial development of the athletes in individual and team sports were the same. According to these findings, it seems the study of participation, cooperation, reciprocity and cohesion, especially task cohesion, is necessary in order to understand more fully the effects of team and individual sports on psychosocial development.

his research examined the role of emotional arousal in attentional and memory biases among Obsessive Compulsive Disorder (OCD) patients. Using a quasi-experimental design, 20 OCD patients were compared to 20, randomly-seleced Isfahan university students. The Stroop Test was first administered to each participant, then he/she was shown 50 objects, some of which were dirty and some clean, and were told to remember them. The findings indicated that the OCD patients paid more attention to the arousal stimuli than to the neutral stimuli (p<0.000) and remembered the dirty objects more than the clean ones (p<0.000). The results show the relationship between attentional biases and memory and its perpetuation in OCD patients, and highlight the need to devote special attention to the different aspects of these biases to end a vicious circle in the treatment of these patients.

n order to survey the relationship between emo-tional dependence and job satisfaction, 97 male and 115 female employees from Islamic Azad University’s South Tehran branch were randomly selected to complete the Socha Emotional Dependence Scale (SEDS) and the Job Satisfaction Index (JSI). A multivariate analysis of variance and multiple regression indicated that neurotic dependencies, one of the SEDS subscales, could predict employee satisfaction with management, one of the JSI subscales. The relationship between SEDSD and JSI sub-scales differed significantly between males and females, but not among employees of various ages.

he advent of modern psychometric theory, Item Response Theory (IRT), has enabled performance to be compared over time, across academic year levels where different tests (different items assessing the same construct) have been used for different student groups on different occasions. In order for this to occur, the tests have to be equated. Once they are equated, the students’ performances can be represented along the same scale. Once they are on the same scale they can be directly compared e.g. comparison of Year 3, 5 and 7 in a subject and their performances can be compared to predetermined cut-scores. Test equating of this type is currently used widely in Australia to identify the percentage of students to be ‘at risk’ (below benchmark). The results from two equating procedures (relative anchoring and concurrent equating) used with Rasch (1960) measurement models are compared, as fit to the model gets progressively worse. The research question is what happens to students’ marks as fit to the model varies? Data in this study were generated from the one-parameter logistic model using the Simulation Program for Rasch Data (RUMMSims). The findings of the present study indicate that when data fit the Rasch model there is no significant difference between results produced from the different equating procedures. However, as data fit to the model gets progressively worse, the equating results that emerge from applying different equating procedures generate significant variations.

he present study evaluated the effectiveness of a new therapeutic model for aggressive children in Iran. The intervention was based on a social/cognitive model. 119 boys and 38 girls, ages 8-15 (M=10.77, S.D. = 1.33) participated in the study. Children were referred by the teachers of the selected schools, based on having one of the six aggressiveness criteria, and diagnosed with a symptom checklist based on the DSM-IV diagnostic criteria. 31 children were diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), 19 with Oppo-sitional Defiant Disorder/Conduct Disorder (ODD/CD), 47 with ADHD/ODD, 22 with ADHD/CD, and 38 with other types of diagnoses not mentioned above. All child-ren were administered the Children Depression Inventory (CDI), the Piers Harris Self-Concept Scale (PHSCS), and The Youth Self-Report (YSR) as a pre and post-test measure of their conduct. The Bauermeister School Behaviour Inventory (BSBI) was completed by teachers as an additional measure. Children then were divided in five groups: 1- somatic complaints, 2- Anxiety depress-sion, 3- social problems, 4- Attention problems, and 5- Aggressive conduct, and they all received eight sessions of social/cognitive therapy. The results suggest that the social/cognitive treatment was effective with all groups of children, regardless of diagnostic classification, in reduc-ing somatic complaints, anxiety/ depression, social prob-lems, attention problems, and aggressive conduct.