Original Article
Mentally Retarded
Ghazal Sadat Pournasai; Masoume Maleki Pirbazari; Milad Sabze Arai Langrodi
Volume 1, Issue 2 , January 2025, Pages 1-13
Abstract
The purpose of this study was to compare the effectiveness of play therapy and story therapy in improving the behavioral problems of mentally disabled children. The research sample consisted of 45 elementary school students selected through purposive sampling from students studying in special schools ...
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The purpose of this study was to compare the effectiveness of play therapy and story therapy in improving the behavioral problems of mentally disabled children. The research sample consisted of 45 elementary school students selected through purposive sampling from students studying in special schools in Bandar Anzali city. Their parents answered the Achenbach Child Behavior Checklist (CBCL, Achenbach, and Rescorla, 2007), and the students were randomly assigned to three groups (two experimental groups and one control group). After the pre-test, experimental intervention (8 sessions 45-minute play therapy sessions and 10 sessions 45-minute narrative therapy), and post-test, the data were analyzed using the analysis of the covariance method and the Bonferroni post hoc test. The findings showed that play therapy and narrative therapy are effective in improving behavioral problems in children with intellectual disabilities(P<0.01), and there is no difference between the effectiveness of play therapy and narrative therapy in improving behavioral problems in children with intellectual disabilities (p>0.05). the two methods of play therapy and storytelling can be used to improve behavioral problems in children with intellectual disabilities in schools.
Original Article
Cognitive Behavioral Group Intervention
Nastaran Talashan; Niloofar Zahedi Bialvayi
Volume 1, Issue 2 , January 2025, Pages 14-25
Abstract
The present study was conducted to investigate the effectiveness of cognitive behavioral group intervention on self-efficacy in hearing-impaired students with anxiety symptoms. The research is a quasi-experimental study that was conducted as a pretest-posttest with a control group. The statistical population ...
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The present study was conducted to investigate the effectiveness of cognitive behavioral group intervention on self-efficacy in hearing-impaired students with anxiety symptoms. The research is a quasi-experimental study that was conducted as a pretest-posttest with a control group. The statistical population included all deaf students of Bojnourd and Shirvan cities in 2021. The research sample included 24 anxious deaf students (12 people in each group) who were identified as having anxiety symptoms based on the Beck Anxiety Inventory (cut-off score of 26). Beck’s Anxiety Inventory (BAI, 1988) and Self-Efficacy Questionnaire for Children(SEQ-C, Muris, 2001) were used to collect data. The experimental group received cognitive behavioral group intervention for 12 sessions of 45 minutes once a week. The data were analyzed using multivariate covariance analysis. The results showed that cognitive behavioral group intervention effectively increased students' self-efficacy with anxious hearing loss (p<0.001). This finding states that group cognitive behavioral therapy can effectively improve hearing-impaired students' quality of life. It is recommended as a useful therapeutic intervention for them in welfare and educational centers.
Original Article
Metacognitive Therapy
Reza Sadeghzadeh; Mohsen Razani; Omid Shokri; Hassan Piriaei
Volume 1, Issue 2 , January 2025, Pages 26-40
Abstract
The purpose of the present study was to compare the effectiveness of Cognitive-Behavioral Therapy and Metacognitive Therapy on aggression and emotional expression in patients with obsessive-compulsive disorder. The research method was quasi-experimental with a pre-test, post-test, and follow-up design ...
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The purpose of the present study was to compare the effectiveness of Cognitive-Behavioral Therapy and Metacognitive Therapy on aggression and emotional expression in patients with obsessive-compulsive disorder. The research method was quasi-experimental with a pre-test, post-test, and follow-up design with a control group. The research sample consisted of 45 patients with obsessive-compulsive disorder that were divided into three groups: cognitive behavioral therapy, metacognitive therapy, and a control group. For the first experimental group, Cognitive-Behavioral Therapy was implemented and for the second experimental group, Metacognitive Therapy was applied, and the control group did not receive any intervention during the research. The Aggression Questionnaire (AQ, Buus & Perry, 1992) and Emotional Expression Questionnaire (EEQ, King & Emmons, 1990) were used to collect data. The results of variance with repeated measures showed that Cognitive-Behavioral Therapy and Metacognitive Therapy were effective in reducing aggression and improving emotional expression in patients with obsessive-compulsive disorder. (p<0.05). Based on the findings, the use of Cognitive-Behavioral Therapy and Metacognitive Therapy is recommended to reduce aggression and improve emotional expression in patients with obsessive-compulsive disorder.
Original Article
Marital Harmony
Seyed Omid Sotoudeh Navroodi; Samira Ershad Tawana; Fatemeh Pooragha Roodbardeh; Noura Farokhi
Volume 1, Issue 2 , January 2025, Pages 41-52
Abstract
The research was conducted to investigate the effectiveness of emotion-focused couple therapy on marital harmony and communication patterns in incompatible couples referring to counseling centers in Rasht. The study was conducted as a quasi-experimental and pre-test-post-test design with a control group. ...
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The research was conducted to investigate the effectiveness of emotion-focused couple therapy on marital harmony and communication patterns in incompatible couples referring to counseling centers in Rasht. The study was conducted as a quasi-experimental and pre-test-post-test design with a control group. The statistical population included all dysfunctional couples referring to positive life centers and the mental health support group in 2023 and among them, 20 couples (10 couples in the experimental group and 10 couples in the control group) were selected through convenience sampling and randomly assigned to two groups (experimental and control). The experimental group underwent emotion-oriented couple therapy for nine 90-minute sessions, and the control group waited for treatment. Subjects were evaluated during two stages (pre-test and post-test) using the Marital Harmony Questionnaire Xu and Lai (MHQ, 2004) and the Communications Patterns Questionnaire Christensen and Sullaway (CPQ, 1984). The data were analyzed using descriptive statistics (mean and standard deviation) inferential statistics (covariance analysis) and SPSS software version 24. Findings: The findings showed that emotion-focused couple therapy was effective in increasing marital harmony and communication patterns of incompatible couples under treatment (P<0.001). it can be said that emotion-focused couple therapy is a suitable solution for solving the problems of incompatible couples.
Original Article
Positive Parenting Program
Maedeh Mansourpour Dahka; Mahnaz Khosrojavid
Volume 1, Issue 2 , January 2025, Pages 53-64
Abstract
Mothers of children with specific learning disabilities, due to greater involvement with their children, suffer more psychological stress than fathers and face numerous emotional problems that affect their parenting style and require appropriate interventions. The present study was conducted to determine ...
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Mothers of children with specific learning disabilities, due to greater involvement with their children, suffer more psychological stress than fathers and face numerous emotional problems that affect their parenting style and require appropriate interventions. The present study was conducted to determine the effect of rational positive parenting programs on the parent-child relationship of mothers with children with specific learning disabilities. This is a semi-experimental pre-test/post-test control group design. The study population includes all mothers of third to sixth-grade students who were referred to educational and rehabilitation centers for special learning disabilities in Rasht city from 1400 to 1401. A total of 30 subjects were selected through purposeful sampling and randomly divided into the control group (n=15) and the experimental group (n=15). Ten 90-minute sessions of intervention were conducted with the experimental group. The control group received no intervention. The data were collected using Pianta's Child- Parent Relationship Scale (CPRS, 2011) and analyzed by single-variable covariance analysis in SPSS-26. The analysis results showed that the logical positive parenting program had a significant effect on the parent-child relationship of the mothers under the intervention (P<0.001). Therefore, a logical positive parenting program can improve effective communication between parents and children by reducing conflicts and increasing intimacy.
Original Article
Positive Thinking Training
Volume 1, Issue 2 , January 2025, Pages 65-75
Abstract
The corona epidemic and the subsequent provision of virtual teaching created many problems in the field of motivation and self-efficacy of students، especially for entrance exam students. The present study was conducted with the aim of investigating the effectiveness of positive thinking training on ...
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The corona epidemic and the subsequent provision of virtual teaching created many problems in the field of motivation and self-efficacy of students، especially for entrance exam students. The present study was conducted with the aim of investigating the effectiveness of positive thinking training on the academic motivation and academic self-efficacy of 12th-grade high school students during the outbreak of Covid-19. The present research was a quasi-experiment of the pretest-posttest and follow-up with a control group. The statistical population of this research was all 12th-grade students of Khoy city (including 846 students) in the 2021-2022 academic year. The sample size was 80 people، so 40 people were selected for each group by available sampling method. Academic Motivation Scale (AMQ, Harter, 1980) and Academic Self-Efficacy Questionnaire (ASEQ, Jinks and Morgan, 1999) questionnaires were used to collect data. Positive thinking training was implemented in a group in 8 sessions only for the experimental group. Data analysis was done by MANCOVA with repeated measures، using. The results showed that positive thinking training had a significant effect on the academic motivation and academic self-efficacy of twelfth-grade students (P<0.05). Therefore, positive thinking training can be used to improve students' academic motivation and self-efficacy.
