Showing 3 results for Schema
Dr. Elham Parvizi, Dr. Zahra Alsadat Ardestani, Dr. Farhad Balash,
Volume 11, Issue 45 (12-2022)
Abstract
One of the most important challenges facing education is to develop students' health and create a sense of attachment to the educational environment in them, which will lead to an increase in the quality of education and training. Architecture as a container of human behavior has a great impact on this matter. The organs of the building and the relationships that govern them are effective in the process of understanding, recognizing and then the way people respond to the environment. According to studies of mental health and environmental psychology, students quickly feel emotionally uncomfortable when dealing with certain educational spaces and feel homesick. People enter the attachment process faster with places in harmony with subconscious schemas. In this article, emphasizing the need for attachment to place in school design, this question is raised, recognizing cultural schemas in the collective subconscious of students and orienting them to design school architecture can increase students' mental health and promote a sense of attachment to educational places? The research method in this research is qualitative and analytical-descriptive. At first, the materials were collected in the form of library study, collect documents in the field of psychology and unconscious cognition and the stages of perception and cognition by it in the human mind, and then analyzed analytically. As a result, examining how students perceive space is effective in creating qualities such as "familiarity" and "identity." In this article, by looking at the category of the unconscious in the field of mental health and architecture and analyzing the collective unconscious schemas, it emphasizes the mechanism of its effect on how students recognize and interpret semantics. Collective help can help the cognition stage lead to the promotion of attachment to the place properly.
Dr Samad Eslamimehr, Dr Keyanoosh Zahrakar, Farshad Mohsenzadeh,
Volume 18, Issue 52 (3-2026)
Abstract
The present study is an applied and semi-experimental study conducted to compare the effectiveness of group training based on schema therapy and imago therapy on improving attachment styles and emotional styles of couples. The statistical population includes couples who had referred to Razi Counseling Center in Karaj in the winter of 2018. The sampling was available and purposeful and included 45 women and men who met the necessary conditions to enter the sessions. Then, 15 people were randomly assigned to experimental group 1 (schema therapy), 15 people to experimental group 2 (imago therapy), and another 15 people to the control group. Hazen and Shaver (1978), Hoffman and Kashdan (2010) questionnaires were used to collect information. The results showed that there is a difference between the effectiveness of group training based on schema therapy and imago therapy on attachment styles of couples, so schema therapy has a greater effect on attachment styles. There is also a difference between the effectiveness of group training based on schema therapy and imago therapy on couples' attachment styles, so imago therapy has a greater effect on emotional styles.
Dr Zahra Kermani Mamazandi, Mrs Maryam Abbasi Eskandari,
Volume 18, Issue 52 (3-2026)
Abstract
The present study aimed to predict resilience based on early maladaptive schemas and emotional self-regulation with the mediating role of family emotional climate in female students. The research method was descriptive-correlational based on structural equation modeling. The statistical population of the study included all female high school students in Chenaran city, Mashhad in the academic year 1403-1404, numbering 2100 people, of whom 325 were selected based on Morgan's table and using a random cluster sampling method. They answered the questionnaires of Young's early maladaptive schemas, Connor and Davidson's resilience, Hoffman and Kashden's emotional self-regulation, and Hillburn's emotional climate. Pearson correlation and structural equation modeling (path analysis) methods were used to analyze the data. The results of the Pearson correlation test showed that there is a significant negative relationship between early maladaptive schemas, resilience, and family emotional climate. There is also a significant positive relationship between emotional self-regulation, resilience, and family emotional climate. The results of structural equation modeling showed that early maladaptive schemas and emotional self-regulation have an indirect negative effect on resilience through the mediating role of the family emotional climate. The results also indicated that the family emotional climate mediates the relationship between early maladaptive schemas and resilience, as well as the relationship between emotional self-regulation and resilience. Based on the findings, psychologists and counselors can, by teaching self-regulation and enhancing resilience in students, take a step toward promoting students' adaptive functioning in challenging situations.
