Showing 10 results for Education
Somayeh Kazemian, Masoomeh Esmaeeli,
Volume 6, Issue 4 (12-2013)
Abstract
This study was conducted to assess the influence of the self-differentiation training on the reduction of the degree of anxiety in girl students of divorced parents. Population of the study incorporated high school girl students of divorces parents in 6th district of Tehran city. Considering this, of the high schools of the 6th district of Tehran city, a school was selected randomly and a list of its students with divorced parents was provided. Then, 16 students were selected randomly and were put into two groups of eight and completed Cattle anxiety inventory and self-differentiation questionnaire. Then, 45-minutes sessions (two sessions in one week) was performed in the experimental group .In this study, pretest, posttest with control group design was used and the data was analyzed through multivariable analysis of variance. Results of the study showed that self-differentiation training was effective in the reduction of the anxiety of students with divorce parents with 95 percent of assurance. Based on the results of the study, it is suggested to the counselors and psychologists to use the group self-differentiation training as a useful method for the treatment of students’ anxiety.
Jahangir Kashefi Neyshaburi, Narges Zamani, Mohammad Darvishi,
Volume 8, Issue 4 (3-2014)
Abstract
The aim of this study is to investigate the effectiveness of Impulse Control Training on Impulsiveness and Anxiety and Depressions sisters of children with childhood onset fluency disorders: by using a single case design.
Three consecutive chronic outpatients fulfilling DSM-5 and criteria for Impulsiveness were treated according to Core treatment manual of Impulse. Patients were assessed with a battery of measures,
Including the Barrat impulsivity scale (BIS), Beck Depression Inventory-II (BDI-II), Beck Anxiety Inventory (BAI).
The treatment was associated with large reductions in the specific measures of Impuls (BIS), reductions in general measures of anxiety (BAI), depression (BDI-II).
The results of Effect of Impulse Control Training on Impulsiveness and Anxiety and Depressions sisters of children with childhood onset fluency disorders. Although this study is limited by the absence of a control group, these results clearly imply strong and generalized results for Impulse therapy. The treatment appears therefore promising, although a controlled evaluation of its effectiveness is necessary to draw a definitive conclusion.
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Volume 9, Issue 1 (11-2015)
Abstract
The aim of the present study was to evaluate the effectiveness of psychosocial skills training package on stress and burnout among drivers. This study was a semi-experimental research with a pre-test and post-test design. The sample group was selected utilizing available sampling procedure and included 196 drivers of the Tehran city bus company. The participants were randomly divided into five groups. These drivers participated in psychosocial training for nine sessions twice a week. All the participants completed both the Job Stress Questionnaire and the Maslach Burnout Inventory (MBI) as the pre-test and post-test. Data were analyzed multivariate analysis of variance with repeated measure.The Results showed that participating in psychosocial skills training increased the mean of the sample group in most job stress’ subscales (p<0.001) and decreased the mean of burnout (p<0.003).
Stress and anger management, as well as healthy relationships are all effective components in creating well-being and reducing the destructive effects of tension and job burnout. Hence, due to the importance of some jobs such as driving which requires accuracy and concentration, applying the results of this study and other similar studies in order to reduce the effects of drivers’ tiredness and tension and increasing their accuracy, concentration and ability is needed.
Farhad Khormaei, Fateme Azadi Dehbidi, Shiva Haghjoo,
Volume 10, Issue 1 (6-2016)
Abstract
The present study was aimed at investigating the role of patience to predict the difficulty of emotional regulation in students. Research participants were 400(155 males and 245 females) bachelor students of Shiraz University that were chosen using the multi-stage cluster sampling method from various colleges of the University, and they have responded to Difficulties in Emotion Regulation scale( (DERS) and patience scale. The reliability of the research instruments was determined by Cronbach's alpha coefficient and their validity was determined by factorial analysis. Results of path analysis using the structural equation in AMOS software showed that the patience is a negative and significant predictor of difficulties in emotion regulation, and by increasing the patience score(grade) and its components, the score of difficulites in emotion regulation is reduced. Accordingly, it is proposed that patience education and its components are used as the major center of emotional control. These educations, in addition to reinforce the moral virtues of students, will be effective help in facilitate the emotions regulation.
Dr Sanaz Dehghan Marvasti, Rezvaneh Ghorbani Ranjbar, Navid Khalesi, Ali Asghar Ranjbar Totoni ,
Volume 15, Issue 2 (9-2021)
Abstract
The aim of this study was to investigate the effect of art therapy-based education on the symptoms of overt and covert anxiety, depression, and chronic fatigue in patients with multiple sclerosis (MS). The study was a quasi-experimental clinical trial with pre-test and post-test research with a control group. Univariate analysis of covariance was used for the statistical analysis of data. The study population was all patients (319 people) referred to the clinic of the special disease of Ali Ibn Abi Taleb Hospital in Rafsanjan in the age range of 18 to 55 years. At the screening stage, a sample of 40 subjects was considered who were randomly divided into experimental and control groups. Art therapy-based training classes for the experimental group were held in 14 sessions on Mondays and Wednesdays, and the control group classes were held in 14 sessions (45-minute) with different content on Sundays and Mondays. The results showed that art-based education reduced the symptoms of anxiety, depression and fatigue In other words, 14 sessions of Art therapy-based training explained 30%, 11%, 22% and 11% of the variance of Explicit anxiety, hidden anxiety, depression, and fatigue.
Samira Atar, Dr Hasan Zareii Mahmoodabadi, Dr Najme Sedrpooshan,
Volume 17, Issue 4 (3-2024)
Abstract
The purpose of this research was to determine the effectiveness of the mindful parenting training package on improving the parent-child relationship, parenting stress, and feelings of loneliness. The research method was practical in terms of purpose and quasi-experimental in terms of data collection method. The statistical population included all parents referring to psychology and counseling clinics in Shiraz, as well as psychologists and specialists in the field of working with children. Among them, 30 people who visited Aram counseling clinic were selected by available sampling method, then they were randomly replaced in two control and experimental groups (15 people each). The data collection tools were Gerard's Parent-Child Relationship Tension Questionnaire, the Abdin Parenting Stress Questionnaire, and Russell et al.'s Loneliness Scale. In order to analyze the data in the quantitative part of the descriptive statistical indicators such as frequency, mean and standard deviation and in order to generalize the findings from inferential statistics, the analysis of covariance test was used. Finally, the conclusion has been reached that the mindful parenting training package has an effect on improving the parent-child relationship, the mindful parenting training package has an effect on reducing parenting stress in mothers, and the mindful parenting training package has an effect on Reducing the feeling of loneliness in mothers has an effect.
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Zeynab Maleki, Phd Javad Kavousian, Phd Parvin Kadivar, Phd Mehdi Arabzadeh,
Volume 19, Issue 1 (6-2025)
Abstract
The present study aimed to present a structural model of academic identity, family communication patterns, and parents'perceived educational expectations with the mediating role of basic psychological needs. The research method was descriptive-correlational and structural equation modeling. The statistical population included all tenth and eleventh grade students in Yazd in the academic year 2021-2022. The statistical sample included 400 tenth and eleventh grade students who were randomly selected as clusters. To collect data, the Basic Psychological Needs Questionnaire, the Academic Identity Status Questionnaire, Family Communication Patterns Questionnaire, and the Parents' Perceived Educational Expectations Questionnaire were used. In order to examine the paths of the research model, structural equation modeling was used using PLS3 software. The results showed that parents' educational expectations, conformity pattern, and conversation pattern have a direct, positive, and significant effect on basic psychological needs. The results also showed that basic psychological needs have a direct, negative, and significant effect on the follower identity and the confused identity and a direct, positive, and significant effect on the latecomer identity and the successful identity. Finally, the results showed that basic psychological needs play a mediating role in the relationship between academic identity and family communication patterns and parents'perceived educational expectations.
Kumars Moradi, Houshang Jadidi, Ali Taghvaeinia,
Volume 19, Issue 1 (6-2025)
Abstract
The aim of this study was to develop and determine the effectiveness of an educational package for enhancing mental health quality on loneliness and death anxiety in the elderly. This research employed a mixed-methods approach with a sequential exploratory design, utilizing the meta-synthesis method in the qualitative phase and a quasi-experimental pretest-posttest design with a control group in the quantitative phase. The statistical population of the quantitative phase consisted of all elderly residents of the Kermanshah Social Security Nursing Home, from whom 30 participants were selected through simple random sampling and assigned to experimental and control groups (15 participants each). Data collection instruments included the PRISMA checklist in the qualitative phase and the Russell Loneliness Scale (1996) and Templer Death Anxiety Scale (1970) in the quantitative phase. Data analysis was performed using analysis of covariance (ANCOVA). Findings revealed that the developed educational package had a significant effect on reducing loneliness and death anxiety in the elderly. Based on the findings, the application of this educational package in elderly care and rehabilitation centers is recommended as a non-pharmacological, cost-effective, and efficient intervention to promote mental health, improve quality of life, and enhance social adaptation among the elderly facing the challenges of this developmental stage.
Dr Sheida Nasseri Akbar, Dr Ezatallah Kordmirza Nikoozadeh, Dr Mahnaz Moghanloo, Dr Seyedeh Zahra Alibakhshi, Dr Amin Rafiepoor,
Volume 19, Issue 2 (9-2025)
Abstract
The purpose of this study was to compare the effectiveness of therapeutic interventions of acceptance and commitment and mindfulness on the biological, psychological and social indicators of women with human papillomavirus.This study was a semi-experimental method with a pre-test-post-test design and a two-month follow-up period. The statistical population included all female patients with human papilloma virus who lived in Dubai and visited Al-Shafa Behavioral Diseases Clinic .Through purposive sampling, 45 subjects were selected and randomly allocated to either the ACT, mindfulness or the control group (n = 15 per group). Then the subjects of the two experimental groups were subjected to training based on acceptance and commitment therapy and training based on mindfulness for 8 sessions of 90 minutes. The data collection tool was DASS-21 (1993), Marlowe and Crown's (1996) Social Desirability Scale. the results, a tangible difference was spotted between the groups in the pre-and post-test stage and considering time impact on the mean virous (η2=0.888, F=222.695, p<0.001), depression (η2=0.953, F=562.146, P<0.001), anxiety (η2=0.760, F=88.843, P<0.001), stress (η2=0.953, F=405.704, P<0.001), and social desirability (η2=0.26, F=9.820, P<0.001). In general, the results showed that both methods of educational intervention were effective in women.
Mohammad Garavandnia, Esmail Saidpour,
Volume 19, Issue 4 (3-2025)
Abstract
The present study aimed to design, validate, and determine the effectiveness of a responsibility training package based on Glasser's Choice Theory on two key components of the quality of learning experiences, namely academic guidance quality and learning flexibility, in students. In this mixed-methods study, the qualitative phase was dedicated to developing the components of the package based on the theoretical foundations of Choice Theory and previous research literature, and its content validity was confirmed using the Content Validity Ratio, the Content Validity Index, and the opinions of experts in educational psychology and reality therapy. The quantitative phase of the study was conducted using a quasi-experimental pretest-posttest design with a control group. The statistical population consisted of female second-grade high school students in the experimental sciences field in District 2 of Karaj, from which a sample was selected and randomly assigned to experimental and control groups. The experimental group underwent ten 90-minute sessions of training with the designed package, and the data were analyzed using multivariate analysis of covariance. The findings revealed that after controlling for pretest scores, there was a significant difference between the two groups on both dependent variables; specifically, the educational package significantly increased academic guidance quality and enhanced learning flexibility in the experimental group compared to the control group. These findings provide considerable empirical support for the efficacy of the Choice Theory-based responsibility training package in improving indicators of learning quality. Therefore, the designed package can be used as a standardized and structured tool in academic counseling programs and school-based interventions to foster responsibility and improve students' learning experiences.
