Rooyesh-e- Ravanshenasi Journal(RRJ)

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Aim:The purpose of this research was the efficacy of group problem solving training on resiliency, life satisfaction, stress coping strategy, in families of substance abuse disorder. Method:The research method was semi experimental with Pre and Post – Test method with control group. The consisted 32 person selected from refer to Baharan Methadone Maintenance Therapy Center in Esfahan on Autumn 2014 and randomly divided two groups, Experimental (16 person) and Control(16 person) group. Pre-test stage was conducted from two group with resiliency, life satisfaction, stress coping strategy questionnaires. The experimental group received seven 90 minute Group Problem Solving Training. Then Post-Test filled out from two group again .

Findings: The Results showed Group Problem Solving training is effective to decrease avoidance coping skill and emotional coping skills and increase problem-oriented coping strategies and life satisfaction (p <. /05) and had was no significant difference in the level of resiliency.

Conclusion:The results of the present study indicate that long-term programs designed to teach problem-solving skills to individuals with substance abuse can be recover psychological parameter.

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The purpose of this study investigate the  training impact  cognitive – behavioral on perceived social support and self-efficacy were mothers of children with specific learning difficulties. Statistical population in this research were all mothers of children with specific learning difficulties. Studied sample in this research consisted of 30 mothers of children with specific learning difficulties were. That self-efficacy and perceived social support questionnaire were received low grades. These people were divided randomly into two groups of 15 patients (experimental group and control group). Then for people experimental group, training sessions were held cognitive behavioral therapy. The control group members did not receive any intervention. Tools used in consisted of the following: self- efficacy  questionnaire  of  sherer  et  al.  (1982)and perceived social support scale multifaceted zymt et al. (1988). For analyzing data obtained from the analysis covariance was used. The results showed in scale of self-efficacy, self-efficacy mean scores, with significant difference between experimental and control groups. also in scale perceived social support, social support subscale mean scores in both experimental and control groups had significant difference. Conclusion: Based on these findings can be said in general, cognitive-behavioral therapy cause  improve self-efficacy and perceived social support in mothers of children with specific learning difficulties in the group have been tested.

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Abstract

Objectives: training immunization against stress, reducing stress most people with chronic diseases, have a positive impact, but this intervention so far not been done in MS patients. The purpose of this study was to investigate impact training immunization against stress, to reduce rate depression in pat. Tools and Methods: Statistical population  this study, patients Multiple Sclerosis Multiple Sclerosis Society city of  tehran  in year 2015, the disease of Multiple Sclerosis relapsing - remitting been diagnosed. 30 patients randomly into two groups of 15 persons  experiment and control. The tool used in this study is Depression Inventory and Beck Anxiety Inventory. Order to data analysis  using multivariate analysis of covariance, using SPSS software version 20, results were extracted. Results: results showed that immunization training to stress significant effect on reducing anxiety and depression in patients with Multiple Sclerosis compared to the control group. (F = 5.24 and p <0.05 for depression. The mean pretest and posttest depression in control group, 20/16 and 20/17 respectively in the test group are respectively 22 and 33/15.Conclusion: Education immunization against stress, reduce depression in patients with Multiple Sclerosis is.

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This study aims to evaluate the effect of spiritual well-being, self-esteem and happiness the students of teacher-training university of Gorgan s to fulfill this important research methods "descriptive" of the correlation is used.
Happiness and self-esteem are always one of the most important issues of the University of Cultural Sciences. Therefore, the purpose of this study was to investigate the effect of spiritual well-being written on self-esteem and happiness in students of Farhangian University in Gorgan.
Input students of teacher population of 92 years with a sample of 201 university teachers Gorgan city; The  Ways of data collection  are Spiritual well-being scale, SHS happiness scale and Rosenberg's self- esteem scale. In this study, to analyze the data Descriptive statistics and inferential statistics, coefficient correlation Pearson , t- test and Regression To generalize the results of the sample to the community and SPSS software was used for data analysis.
The results showed that each of these variables of spiritual well- being and self -esteem and happiness have a significant relationship with each other. It was also found that gender, is effective on spiritual well- being, self -esteem and happiness. In addition, native students are happier than non- native students.
 
 

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Background: Marriage is one of the supreme social customs that satisfies emotional needs such as the establishment of intimate relationships. Regarding the role of quality, a close and sincere relationship in the overall quality of happiness and general satisfaction of spouses, the purpose of this study was to examine the effectiveness of training encouragement skills on eight special needs of women referring to counseling centers in Isfahan.
Method: In this semi-experimental study with pre-test post-test design, 30 women selected through the available sampling method. Also, they were referred to the Farabi hospital in Isfahan and, divided into experimental and control groups. Then, they have completed the questionnaire of the Bagarozy's intimacy needs (2001). The experimental group trained encouragement skills in 10 sessions. Data analysis utilized descriptive and inferential statistical methods in SPSS-18. 
Results: Results of Covariance analysis indicated that educational sessions had a significant effect on the eight intimacy needs of women in the experimental group (p˂0.05). The education of encouragement skills was active on the total score on intimacy and dimensions of emotional closeness, psychological intimacy, intellectual intimacy and aesthetic intimacy (P <0.05).
Conclusion: According to the results of this study, design and development of such programs by enhancing the intimacy and satisfaction of their spouses can help them to improve relationships with others.

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To have a healthy community requires a healthy family; and one of the key to having a healthy family is transcendental education with the program. As education is one of the main pillars of a progressive society, attention to its basic pillars and structures has a special place. In recent years, Critical Thinking has been supposed as one of the essential components of education. Despite the importance of critical thinking in the educational structure, unfortunately, education has not paid much attention to this pillar. The purpose of this study is to survey and review the texts of critical thinking, components of critical thinking, training and practical approach to promoting critical thinking as well as critical thinking place in education.

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The present research was conducted to investigate the effectivity of brain-centered training on academic procrastination and test anxiety. This research was a kind of semi-experimental (semi-pilot) one together with pre-test and post-test with the control group. The statistical population of the research contained all male students in 9th grade in high school in Khaf city in the education year of 1396-97. The researcher selected 30 male high school students in Khaf as sample group and then they were divided into two control and test groups via non-random sampling method. The learning atmosphere was changed according to the effective factors on the brain (light, nutrition, oxygen, color, music, and water). Therefore, the teacher trained the test group based on brain-centered learning principles. The test anxiety inventory by Speilberger (1980) and the academic procrastination questionnaire of Solomon and Rothblum (1984) were used to measure the variables. The results of the research showed that brain-centered training is active on the reduction of test anxiety (P<0/05), but it has not affected procrastination; thus, it can be concluded that brain-centered training influences over a decline of test anxiety. Therefore, the brain-centered learning train can be used as an intervention method in decreasing the students’ test anxiety.

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The present study aimed to investigate the effectiveness of self-compassion training program on psychological well-being and rumination of the mothers of children with special learning disabilities. Thirty Mothers of children with special learning disabilities were selected and divided into two groups. Psychological well-being questionnaire and rumination questionnaire were conducted as the pre-test. Then, the mothers of the experimental group attended in the self-compassion training program for eight sessions. The same survey was used as post-test on both groups. These values were compared through covariance analysis. The results showed a significant increase in psychological well-being and reduction in rumination of the mothers of the experimental group compared with the control group. Thus, the effectiveness of self-compassion training program on mental well-being and rumination of the mothers of children with special learning disabilities was confirmed.

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Psychological problems, particularly depression and mental well-being, are important issues in the psychology of people with particular problems, especially people with disabilities. This study aimed to investigate the effectiveness of positivism training based on positive psychology on depression and mental well-being in people with physical-motor disability. This study had a semi-experimental method, including pre-­test and post-­test, with the control group. The study population consisted of all persons with physical-motor disability in Shiraz. Sixty patients were selected based on the Beck Depression Inventory and Clinical Interview and randomly divided into experimental and control groups. The experimental group received eight sessions with 90 minutes of the positivism training based on positive psychology, and the control group did not receive any intervention. Both groups completed the Depression Inventory and Diner’s subjective ‎well-being at pre-test and post-test. Data were analyzed using covariance analysis. The results showed that positivism training significantly ‎decreased depression and negative affect and increased subjective well-being in people with disabilities. This study's findings can provide a practical plan to be used by counselors and psychologists to improve the mental health of people with special disabilities, especially those with physical-motor disabilities

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The purpose of this study was to determine the effectiveness of impulse control training on aggressive behaviors of students with specific learning disorder. The research method was semi-experimental with pre-test and post-test design with control group. The statistical population of the study consisted of all students with specific learning disorder in the elementary schools of Ahwaz in the 2018-2019. The research sample included 30 students with specific learning disorder which were Multi-stage cluster selected from students with specific learning disorder from elementary schools in Ahwaz. They were randomly assigned to either experimental (15 students) or control (15 students) groups. The impulse control training was provided for the experimental group in 8 sessions of 45 minutes for one month. To assess aggressive behaviors, Bass and Perry's (1992) questionnaire on aggression was used. The results of  Multivariable Analyze of Variance indicated that impulse control training significantly reduces the aggressive behaviors of students with specific learning disorder. This finding suggests that impulse control training can be effective as a learning method for improving the psychological and educational processes and behavioral problems of children with specific learning disorder.

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The purpose of this study was to investigate the effect of emotional intelligence training on students' addiction to virtual networks. The research was a semi-experimental one with a pretest-posttest design and control group. The research population included all the female high school students of Mashhad in the second semester of the 2018-2019 academic year. Among them, 30 students who scored higher on the addiction to mobile questionnaires were selected by targeted sampling and randomly assigned to experimental and control groups each of which included 15 people. The subjects of the experimental group received the assertiveness emotional intelligence training program during eight 90-min sessions 2 sessions a week. The control group was put on the waiting list. Addiction to mobile questionnaires based on social networks (Khajeh Ahmadi & et al.2016), were used for collecting data. Univariable analysis of covariance was used for data analysis. The results of the analysis of the data showed that there was a significant difference between the mean scores of the experimental and control groups in the addiction variables to the virtual networks. The results show that emotional intelligence training can reduce students' addiction to virtual networks.

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The purpose of the present study was to investigate The Effectiveness of Cognitive-behavioral training in anger control on Sympathy and Mental Health in Bullying Male Adolescents with Attention Deficit / Hyperactivity Disorder. This research was a quasi-experimental research with pre-test and post-test design with control group. The statistical population consisted of all bullying Male Adolescents of Yazd in the academic year of 1399-1999. 30 participants were selected Withpurposive sampling method and randomly assigned into experimental and control groups (15 participants in the experimental and 15 in the control group). The research tool was the) empathy questionnaire (Davies, 1983) and General Health questionnaire (Goldberg,1972) that the experimental and control groups responded to in the pre-test and post-test stages. Covariance analysis was used to analyze the data. Results showed that the effect of cognitive-behavioral training on anger control on empathy and mental health of bullying boys students with ADHD (P <0.001). It is recommended that educational centers and schools as well as schools use this treatment to reduce the problems of overactive and bullying students.

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The present study was aimed to determine the effectiveness of Parent Management Training (PMT) on frustration tolerance and adjustment of adolescent girls in Kerman. The research method was semi-experimental with a pretest-posttest and control group. A sample of 32 First year high school girls in Kerman was chosen by a multistage cluster random sampling method in the 2018_2019 academic year and randomly assigned to the experimental and control group. The parents of the experimental group were included in Parent Management Training (PMT) program for 9 sessions but parents of the control group did not receive any training. The research tools were Harrington's frustration Tolerance questionnaire (2005) and Sinha and Sing's Adjustment students questionnaire (1993). The data were analyzed by descriptive indicators and multivariate analysis of covariance using SPSS software version 24. The results showed in the experimental group compared to the control group, the mean scores of frustration intolerance significantly reduced and  the mean scores of adjustment significantly increased in the posttest. Therefore, the results showed that Parental Management Training can be a useful intervention for reducing frustration intolerance and increasing adjustment of adolescent girls.

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This study aimed to evaluate the effectiveness of short-term self-compassion training programs on positive and negative affect and life satisfaction. The research design was a quasi-experimental pretest and posttest with a control group. The study's statistical population consisted of all students of the University of Tabriz, from which 40 people were selected by convenience sampling method and randomly assigned into two experimental and control groups (20 subjects in each group). The instruments of the study were the Positive and Negative Affect Schedule (Watson, Clark, & Tellegen, 1988), Satisfaction With Life Scale (Diner et al, 1985), and the Self-Compassion Questionnaire(Neff, 2003). The intervention group received the compassion training course in 5 sessions of 90-minute weekly sessions and the control group did not receive any intervention. The results of multiple analyses of covariance showed that there was a significant difference between the scores of self-compassion, positive affect, and negative affect of the experimental and control groups in the post-test stage (P≤0.001). The experimental group received higher self-compassion and positive affect scores and lower scores in negative affect compared to the control group in the post-test phase. Based on the findings of this study, self-compassion training can be a good option to increase self-compassion and positive affect and reduce negative affect.

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The aim of this study was to evaluate the effectiveness of a self-compassion training program on Control Depressed Mood, Anger, and Anxiety in Obese Girls. The research method was quasi-experimental with a pretest-posttest design with a control group. The statistical sample of the study was 40 obese Girls students in the tenth and eleventh grades who were selected from among the students of Ahar city in 2018 by convenience sampling and in two groups self-compassion training 20 and control group 20,) Were replaced randomly. The experimental group received 8 sessions of 70 minutes of compassion training. An Emotion control scale was used to collect data (Williams et al, 1997). Data were analyzed by multivariate analysis of covariance. Findings showed that self-compassion training program had a significant effect on improving depressed mood (P<0.014), anger (P<0.009), and stress (P<0.001) Had in obese girls. These results indicate that this training has good practicality for improving emotion control and can be used as a therapeutic/educational option by psychologists.

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The aim of this study was to investigate the effectiveness of self-compassion training on reducing self-critical levels and improving Self-concept clarity in students with physical disabilities. The method of this research was quasi-experimental with a pre-test-post-test design with the control group. The statistical population of the study included all first-grade high school students in Ardabil city in the academic year 2019-2020. The number of research samples was 40 people who were selected by the targeted sampling method and were randomly divided into two groups of self-compassion training (20 people) and a control group (20 people). In order to collect the data, the Self-concept clarity Scale (Campbell et al, 1996) and the levels of self-criticism scale (Thampson & Zuroff, 2004) were used. Eight 70-minute compassion training sessions were performed for the experimental group. Multivariate analysis of covariance (MANCOVA) test was used to analyze the data. Findings showed that self-compassion training had a significant effect on improving self-concept clarity (F=8.76, P<0/01) and reducing comparison self-criticism (F=8.14, P<0/01) and internal self-criticism (F=6.83, P<0/01) was present in students with physical disabilities. Based on these results, it can be stated that this educational /therapeutic method can be used by school psychologists to improve the reduction of self-critical levels and improving Self-concept clarity in students with physical disabilities.

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This study was conducted to evaluate the effectiveness of affect regulation training on self-regulation and feeling of shame and guilt in mothers of students with special learning disabilities. The method of this research was quasi-experimental with a pretest-posttest design with the control group. The statistical population of this study included all mothers of students with special learning disabilities who were referred to the centers of special learning problems in Ardabil city in the academic year 2020-2021. The study sample was 30 people who entered the study by the convenience sample method and was randomly replaced in two groups of affect regulation training (15 people) and control group (15 people). Data were collected in the pretest and posttest stages using the guilt and shame proneness scale (Cohen et al., 2011) and the boufard’s self-regulation questionnaire (Boufard et al., 1995). Nine session’s 75-minute affect regulation training sessions were performed for the experimental group. Data were analyzed by multivariate analysis of covariance. Based on the findings of the study, affect regulation training had a significant effect on reducing guilt and shame and increasing self-regulation (p<0.01). According to the results of the present study, emotion regulation training can be used in educational programs and counseling for mothers of students with special learning disabilities.

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This study was conducted to evaluate the effectiveness of behavioral self-regulation training on improving impulsivity symptoms, attention, and concentration of students with hyperactivity-impulsivity. The research method was quasi-experimental with a pre-test-post-test design with the control group. The statistical population of the study included all children with ADHD in the age range of 9-12 years who were referred to medical centers and students of special schools in Ardabil in the second half of 2020. The number of samples included 30 children in the community who were selected by the available sampling method and randomly assigned to experimental (n=15) and control (n =15) groups. The experimental group received 9 sessions of 45-60 minutes of behavioral self-regulation training. In order to collect data, the Self-restraint scale (SRS) (Weinberger and Schwartz, 1990), Toulouse piéron test (TPT) (1986), and Test of Attention (TAD2) (1970) were used. Data were analyzed by multivariate analysis of variance (MANCOVA) with SPSS22 software. Results showed that behavioral self-regulation training had a significant effect on a decrease in impulsivity symptoms (F= 157.862; P<0.01) and improved attention (F= 38.57; P<0.01) and concentration (F =123/203; P<0.01). The results showed the appropriate scientific capability of self-regulatory educational intervention on improving impulsivity symptoms, attention, and concentration of students with impulsivity-impulsivity.

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The aim of the present study was to compare the effectiveness of compassionate mind group training and mindfulness-based cognitive therapy group training on anger management in female adolescents. In terms of purpose, the present study is a part of applied research and in terms of method, it is a quasi-experimental study with a pre-test-post-test design and control group. The research population consisted of all 10th and 11th-grade female high school students in Karaj from 1300-to 1400, from which 45 people were selected as a sample. The tools of the present study included the Novaco Anger Control Questionnaire (AI) (1994). The compassionate mind group training intervention was performed during 8 sessions of 1.5 hours and the cognitive therapy group training intervention based on mindfulness was performed during 10 sessions of 1.5 hours, But the control group did not receive any intervention. The research data were analyzed by mixed analysis of variance (repeated measures). Findings showed that group training of compassionate mind and mindfulness-based cognitive therapy is effective in controlling adolescent anger (P <0.05). The results also showed that there was no difference between the effectiveness of two interventions of compassionate mind group training and mindfulness-based cognitive therapy group training in anger control (p <0.05). It can be concluded that group training in compassionate mind and group training in mindfulness-based cognitive therapy is effective in controlling the anger of female adolescents.

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The aim of this study was to determine the effectiveness of online emotion regulation training on communication skills, social adjustment, and emotional wellbeing among adolescent girls of Gachsaran city. The research method was a quasi-experimental pretest-posttest with a control group. The statistical population included all Secondary school students in Gachsaran in the academic year 2020-2021. Using the purposive sampling method, 50 students were selected according to the inclusion and exclusion criteria and were randomly assigned to the experimental and control groups. Data collection tools included MonjemiZadeh Interpersonal Communication Skills Questionnaire (2012), Bell Social Adjustment Questionnaire (1961), and Keyes & Magyar-Moe’s subjective well-being (2002). Repeated measures analysis of variance were used to analyze the data. The results showed that online emotion regulation training has a significant effect on improving communication skills, social adjustment, and emotional well-being of adolescent girls, and its effects in the follow-up phase are also stable (P<0.01). Therefore, using this intervention to improve communication skills, social adjustment, and emotional well-being seems to be practical.