Rooyesh-e- Ravanshenasi Journal(RRJ)

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Autism, a pervasive developmental disorder that is also known as one of the most serious childhood disorders, arises. conditions and specific needs of autistic children, not only children but also to impress the family, mothers are the main contribution in the face with it. this study aimed to evaluate the effectiveness of teaching life skills (empathy, problem solving, emotional control) on increase the welfare of mothers with autistic children in Sanandaj city. semi-experimental research design pretest - posttest control group. 24 person of the mothers of autistic children in Sanandaj city in the second half of 94 randomly were assigned to two experimental and control groups. the experimental group received 8 sessions of life skills. Assessment were Oxford welfare. data were analyzed using ANCOVA. the results showed that mothers life skills training to increase Atstyk child contributes to their happiness. and the results, it can be concluded that empathy skills training, problem solving, emotional control can help autistic children mothers to solve and problems of children.

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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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Objective: The purpose of this research was to compare the effectiveness of teaching problem solving through stories and teaching according to Dzurilla and Nezu (2007) method on the adolescent boys‘s MEPS scores. .Methods: this research includes 36 students. They randomly assigned in to three groups: control group, teaching problem solving through stories and teaching problem solving according to Dzurilla and Nezu (2007) method. The intervention program for experimental groups included 10 group and 60-minute sessions.  We used Means- Ends test (1981) for measuring problem solving skill and covariance and Tukey tests for analyzing data. Results: The results showed that both 2 Methods of teaching problem solving were effective on the increasing of problem solving skill in comparison to control group, but the adolescents who participate in teaching problem solving through stories classes and the ones who participate in teaching problem solving according Dzurilla and Nezu (2007) method, both report the same level of problem solving skill according to MEPS. So teaching problem solving through stories was the same effective as teaching it according to Dzurilla and Nezu (2007) method on  aggressive boys ‘s MEPS scores.

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Social development is a balanced collection of social skills and adaptive behaviors that enable a person to interact with others with desirable interactions, to react positively, and to avoid behaviors that have negative consequences. The purpose of this study was to investigate the effect of problem-solving skills training on social development of pre-native students. The research method was quasi-experimental with a preliminary and final test design with control group. The statistical population of this study was all children aged 6- 5 years old in Rasht, in the academic year of 1995-96. The sample consisted of 2300 people, 82 of them were selected by multistage cluster random sampling method. The instrument of this study was the Social Inclusion Scheme of Wien (1953). The results of independent t-test showed that there is a significant difference between the pretest and post-test scores of the experimental group in the rate of social development of children. In other words, problem-solving education causes their social development. Also, the results indicate that there is no significant difference between the social development scores, girls and boys, and the problem-solving method has had a significant effect on both sexes in the experimental group.

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The purpose of this study was to investigate the relationship between family cohesion and problem-solving ability with the attitude towards delinquent behaviors in girl adolescents. The present study was a descriptive correlational study. Of the 2,500 statistical community a sample of 250 female students in the other secondary school in 17 districts of Tehran according to Krejcie and Morgan tables were selected by multistage cluster random sampling method in the academic year of 2017-18. The Questionnaire on Attitude to Delinquent Behaviors, Family Organized Cohesiveness Scale and Problem Solving Inventory were used to collect the data. Data were analyzed by Pearson correlation and stepwise regression methods. The results showed that there is a negative and significant correlation between attitude toward delinquent behaviors with family cohesion (r=-0/327), problem-solving ability (r= -0/372), problem-solving confidence (r=-0/263), the desire to solve the problem (r=-0/366) and personal control (r=-0/145). The results of the regression analysis also showed that predictor variables predict 0/21 of the variance of attitudes toward delinquent behaviors. According to the findings, it can be concluded that family cohesion and problem-solving abilities are among the factors affecting the reduction of the attitude towards delinquent behaviors in adolescent girls.

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The purpose of this study was to predict obsessive-compulsive symptoms based on anxiety sensitivity and social problem solving. This study is descriptive and correlational. The statistical population of this study was all women referring to medical centers of Rasht in 2018 from which 167 patients were selected through convenience sampling. Data were collected using the Maudsley Obsessive-Compulsive Inventory (MOCI), Anxiety Sensitivity (ASR-R) and Social Problem-Solving Questionnaire (SPSI). Data were analyzed using Pearson correlation coefficient and multiple regression analysis. The results showed that anxiety sensitivity and social problem solving had a significant relationship with obsessive-compulsive symptoms (P<0.01). Anxiety sensitivity (ß=0.47), positive orientation (ß=-0.25), negative orientation (ß=0.33), avoidance problem solving (ß=0.36), impulsive problem solving (ß=0.69), and logical problem solving (ß=-0.47) significantly predicted obsessive-compulsive symptom (P<0.01). The results indicate that the more anxiety levels decrease and social problem-solving increases, the greater the degree of obsessive-compulsive symptoms in patients. Therefore, therapists need to pay more attention to the social and anxiety dimensions of patients with obsessive-compulsive disorder.

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The purpose of the present study was to the role of cognitive learning methods, problem solving methods and self-directed learning with critical thinking students. The research method was descriptive correlational. The statistical population of this study was male secondary school students in Tabriz, in the academic year of 2018-2019. According to the Education Office, there are 3224 people in this study, 130 of them were randomly selected by multistage sampling method were selected. In this way, firstly, two educational districts were randomly selected and two schools were selected from each of the four schools and each school was selected. Data were gathered using Rickets Critical Thinking Questionnaire (2003), Kolb Learning Cognitive Questionnaire (1984), Cassidy and Long Learning Problems (1996), and Self-directed Fischer and Collaborative Learning (2001). Pearson correlation coefficient and regression analysis were used to analyze the data. The results of this study showed that there is a positive and significant relationship between critical thinking and reflection observation, abstract conceptualization and active experimentation, and there is a negative and significant relationship between objective experience and critical thinking. On the other hand, critical thinking has a positive and significant relationship with helplessness in problem solving, inhibition in problem solving, and avoidance style. There is a negative and significant relationship with the style of creativity, trust in problem solving and tendency style. Therefore, attention to self-directed learning and methods of solving the problem of creativity and trust play an important role in critical thinking of students.

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The purpose of this study was to compare the cognitive processing speed, problem solving / planning, and behavioral/emotional organization in students with reading disorder with normal students. The method of this study was causal-comparative research. The statistical population of the study included all primary school pupils in Tabriz. The research sample consisted of 30 male students with reading disorders and 30 normal students from the third grade who were selected by the purposive sampling method. For data gathering, Conner's neuropsychological test was used. Data were analyzed using MANOVA. The results showed that there was a significant difference between students with the reading disorder and normal students in problem-solving and cognitive processing (p<0/01), and there was no significant difference for the behavioral/emotional organization variable (p>0/01). Based on this, it can be concluded that students with the reading disorder in problem-solving / planning and cognitive processing are poorer than normal students, and intervention in these variables helps to improve reading disorders.

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The aim of this study was to compare the executive functions of problem-solving, response inhibition, and cognitive flexibility in unfaithful and normal women. The research method was causal-comparative. The sample consisted of 40 women with experience of infidelity from among those who referred to counseling centers in Sari and Ghaemshahr and 40 women without experience of infidelity who entered the study in a purposeful manner. The research instruments were Wisconsin, Go-NoGo, and Stroop tests. Data were analyzed using multivariate analysis of variance. Findings showed that women with experience of infidelity compared to normal women had significantly lower scores in problem-solving, response inhibition, and cognitive flexibility (P <0.05). Given the importance of executive functions in female infidelity, it is suggested that these factors be considered in marital infidelity prevention programs.

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The aim of this study was to determine the mediating role of competence perception and social problem-solving in the relationship between attachment styles and aggression in adolescents. The statistical population of the present study consisted of all adolescent students in Shahriar city in the academic year 1399-1398, of which 200 people entered the study by convenience sampling method. Research instruments included the Aggression Questionnaire (Bass and Perry, 1992), Revised Adult Attachment Scale (Collins and Reed, 1990), Self-Perception Profile for Children (Harter, 1985), and Revised Form of Social Problem Solving (D’Zurilla et al., 2002). Data were analyzed using structural equation modeling. The results of the present study showed that competence perception (P = 0.001, β = -0.104) and adaptive problem solving (P = 0.001, β = 0.096) mediate the relationship between secure attachment style and aggression in adolescents. They cry. Adolescents with a secure attachment style will feel more competent in interactions with the environment and in the face of environmental failures will use less negative emotion regulation strategies and as a result, will exhibit less aggressive behaviors.

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The aim of this study was to investigate the mediating role of problem-solving strategies in the relationship between metacognitive beliefs and cognitive emotion regulation strategies with resilience in the Covid-19 era. The present study is basic research in terms of purpose and a correlational study in terms of method. The study population consisted of all male and female undergraduate and graduate students of Allameh Tabataba’i and Kharazmi universities in 2021-2022, from which 220 people were selected as a sample online and available. Research questionnaires included: The resilience Questionnaire (CD-RISC, Connor and Davidson, 2003), the Problem Solving Strategies Questionnaire (PSSQ, Cassidy & Long, 1996), the Metacognitive Beliefs Questionnaire (MCQ, Wells & Cartwright-Hatton, 2004) and the Cognitive Emotion Regulation Strategies Questionnaire (CERQ, Garnefski & Kraaij, 2006). Path analysis was used to analyze the data. The results of the path analysis indicated that the model fit in well. Findings showed that metacognitive beliefs could indirectly predict resilience through constructive problem-solving strategies (p<0.001). Also, the adaptive cognitive emotion regulation strategy was able to predict resilience both directly and indirectly through the constructive problem-solving strategy (p<0.001). It can be concluded that the constructive problem-solving strategy has a key role in students' resilience and it is necessary to pay attention to these factors in interacting with each other in resilience promotion programs.

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The purpose of this study was to determine the mediating role of stress in relation to problem-solving skills and academic burnout. The present research method was based on correlation. For this purpose, 330 students of the social and behavioral sciences faculties of Tehran University were selected in the academic year 2020-2021 using available sampling. Data were collected using academic burnout questionnaires (ABQ-2002), problem-solving questionnaires (PSQ-1982), and Sale Stress Perceived (SSP-1983). In order to analyze the data, correlation and structural equation modeling were done. The results of the research show that the direct effect of problem-solving skills on stress and academic burnout is significant at the level of (P<0.001). Also, the direct effect of stress on academic burnout is significant, which shows that with increasing stress, the amount of academic burnout also increases. Therefore, the model has a favorable fit, according to which it can be said that problem-solving skills can reduce academic burnout by mediating stress (reducing stress through problem-solving skills). Based on this, it can be said that with increasing stress in students, their problem-solving skills decrease, and academic burnout increases.

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The present study aimed to determine the effectiveness of cognitive rehabilitation on executive functions, working memory, and problem-solving in people with math disorders. The research design was semi-experimental with a pre-test-post-test design and a control group. The statistical population of this research was all the male students with math disorders in the fifth grade of elementary school in the two city districts of Tabriz in the academic year 2021-2022. From this statistical population, 30 students were randomly selected in two experimental and control groups (15 people for each group) using the purposeful sampling method. To collect data from Tower of London Tests (TLT) (Challise, 1982), Central Nervous System Vital Signs (CNSVS), (Galtry and Johnson, 2006), Behavioral Rating Inventory of Executive Functions Elementary School Edition (BRIEF) ) (Givia et al., 2015) and the KMT Mathematical Test (KMT) (Kennedy, 1988) were used. Data analysis was done with the statistical method of Multivariate analysis of variance. The results showed that by controlling the effect of the pre-test, there is a significant difference between the mean of problem-solving, working memory, and post-test executive functions of the experimental and control groups at the P<0.01 level. Cognitive rehabilitation improves executive functions, working memory, and problem-solving in people with math disorders.

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This research aimed to investigate the effectiveness of the integrated model of acceptance and commitment and schema therapy on the feeling of loneliness and social problem-solving of people with Prolong Grief Disorder. This research was a semi-experimental type with a pre-test-post-test design and a control group. The statistical population of the research included all the people with Prolong Grief Disorder according to DSM 5-TR criteria and referred to the Acceptance and Commitment Psychological Clinic in Tehran in 2022. From the mentioned population, 20 people who met the criteria for entering the research were selected by purposeful sampling and randomly assigned to two groups of 10 people. The subjects of the experimental group were subjected to the integrated model of acceptance and commitment and schema therapy for 10 sessions of 120 minutes once a week. The control group did not receive any intervention. The research tools included the loneliness questionnaire of Russell & Cutrona (1980) and the social problem-solving questionnaire of D'zurilla & Nezu (1990). To analyze the data, multivariate covariance analysis was used. The findings showed that in the experimental group, the average scores of the post-test compared to the pre-test had changed (P<0.05). From these findings, we can conclude that this method can be an efficient way to work with people with Prolong Grief Disorder.

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This study aimed to determine the effectiveness of skill training based on dialectical behavior therapy on social problem solving and attitudes towards delinquency of juvenile delinquents in Sari Correctional Center. The research method was a quasi-experimental design with a pre-test-post-test design and a control group. The statistical population included all juvenile delinquent boys residing in Sari Correctional Center in 2023, from which 30 were selected by purposive sampling and then randomly assigned to experimental and control groups of 15 people. The experimental group underwent twelve 60-minute sessions of skill training based on dialectical behavior therapy. The research instruments were the Social Problem Solving Questionnaire (SPSI, D'zurilla et al., 2002) and the Attitudes Towards Delinquent Behaviors Questionnaire (ADB, Fazli, 2010). The research data were analyzed using a multivariate analysis of the covariance test. The findings showed that by controlling for the pretest effect, there was a significant difference at the 0.01 level between the mean posttest scores of social problem-solving and attitudes toward delinquency in the experimental and control groups. The results of the study indicated that skill training based on dialectical behavior therapy is an appropriate approach for increasing social problem-solving and improving attitudes toward delinquency in juvenile delinquents in correctional facilities.

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This research aimed to determine the mediating role of academic self-efficacy in the relationship between self-directed learning and constructive problem-solving ability among students. The method of this study was descriptive-correlational using the structural equation modeling method. The research population consisted of all the students at the University of Guilan in 2023. A sample of 220 students was selected from this population using a convenient sampling method. The research instruments included the Self-Directed Learning Readiness Questionnaire (SDLRQ) by Fisher and Colleagues (2001), the College Academic Self-Efficacy Questionnaire (CASEQ) by Owen and Framan (1988), and the Problem-Solving Strategies Questionnaire (PSSQ) by Cassidy and Long (1996). Structural equation analysis was used to analyze the data. The results showed that the proposed model has a good fit and explained 63% of the variance of constructive problem-solving. The results showed that self-directed learning on constructive problem solving (β=0.65) and academic self-efficacy (0.61 β) had a direct and significant effect (P<0.05); Also, academic self-efficacy had a significant direct effect on constructive problem solving (β=0.21) (P<0.05). The results of the bootstrap test showed that academic self-efficacy played a mediating role between self-directed learning and constructive problem-solving (β=0.13) (P<0.05). All in all, it can be concluded that self-directed learning has a direct effect on students' constructive problem-solving through the mediation of academic self-efficacy.