Farzaneh Michaeli Manee,
Volume 3, Issue 4 (2-2010)
Abstract
The purpose of the present study was to investigate the relationship between social adjustment and irrational beliefs among university students. The other aim was to examine mediatory role of coping with stress styles. For those purpose, 280 subjects (141 female and 139 male) were selected randomly from Urmia University students. Joneُs irrational beliefs test (IBT) (Zolfaghari Motlag, 1377), Endler and Parker coping styles inventory (Rodger et.al, 1993) and Bell΄s adjustment scale ) Warbah et.al, 20007) were used. The data were analyzed by Pearson correlation and hierarchical regression. The findings revealed that irrational beliefs had negative relationship with student social adjustment and its components could predict adjustment (P<001). In addition, the analysis of regression showed that avoidance coping with stress style did play meditative role between irrational beliefs and social adjustment. According to the results, it may be concluded irrational beliefs change will help better social adjustment.
Javad Ejei, Vahid Manzari Tavakoli, Sayed Rahman Hosseini, Vajihesadat Hashemizadeh,
Volume 6, Issue 3 (9-2012)
Abstract
This study investigated the effectiveness of group cognitive behavioral therapy, group logo therapy and the combination of these methods in the increase of social adjustment in maladjustment students. The sample of the study included 60 maladjustment male students in the 2nd district of Rey city who were recognized maladjustment by adjustment inventory of high school students (AISS). Then, they were randomly divided into four groups. All the students completed the social adjustment scale, developed in the University of California, in the pre-test step. The first group underwent group cognitive behavioral therapy, the second group underwent group logo therapy, the third group underwent both group CBT and group logo therapy, and the fourth group (control group) received no intervention. Then, in the post-test step, California’s social adjustment scale was administered in four groups. Changes occurred in the four groups were compared through analysis of variance and post-hoc test. Results of the analysis of variance showed that social adjustment scores increased significantly in the post-test (P<0/001). Results of Tukey’s test indicated that the three treatment methods had an effect in increasing the students’ social adjustment, but the combination of group cognitive behavioral therapy and group logo therapy had better effect than the two separate treatment methods. As a whole, results of this study showed that the combination treatment could increase the social adjustment significantly.
