University of IsfahanResearch in Cognitive and Behavioral Sciences2251-76425220160220The Effectiveness of Impulse Control and Attention Training on Emotional Processing, Impulsiveness and Distractibility in Students with DyscalculiaThe Effectiveness of Impulse Control and Attention Training on Emotional Processing, Impulsiveness and Distractibility in Students with Dyscalculia12220740FAMuhammadNarimaniProfessor of Psychology, University of Mohaghegh Ardabili, Ardabil, IranMuslimAbassiAssistant Professor of Psychology, Salman Farsi University of Kazerun, Kazerun, IranMohammad JavadBagiyanPhd Student in General Psychology, University of Razi Kermanshah, Kermansha, IranAkbarRezaieLecturer of Psychology, University of Farhangiyan, Eqlid, Eqlid, IranJournal Article20161126The aim of this study was to investigate the effectiveness of impulse control and attention training on emotional processing, attention, impulsiveness and distractibility of students with dyscalculia. This research was an experimental study with pre-test - post-test design with control group. The population of the study was all secondary school students in the academic year 90-91 in Ardabil city. The samples of this study were 60 students with dyscalculia. Thes samples were randomly selected through key Math (n=20 for each group test) (1988) and the Structured Clinical Interview. The experimental (impulse control and attention) and control group were randomly assigned into two groups. To collect data Emotional Processing Scale, Barrett Impulsivity, Key Math Test and Distraction Toulouse - Peyronie's were used. Univariate analysis of covariance (ANCOVA) showed that training programs for impulse control and emotional processing, attention, impulsiveness and distractibility are usefull (P≥001) and lead to reduction of negative emotions, impulsiveness and distractibility in students with dyscalculia. Findings show that impuls control skills and attention training could lead to reduction of impulsivity and distractibility in student whith dyscalculia.<br /> <br /><strong> </strong><br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> The aim of this study was to investigate the effectiveness of impulse control and attention training on emotional processing, attention, impulsiveness and distractibility of students with dyscalculia. This research was an experimental study with pre-test - post-test design with control group. The population of the study was all secondary school students in the academic year 90-91 in Ardabil city. The samples of this study were 60 students with dyscalculia. Thes samples were randomly selected through key Math (n=20 for each group test) (1988) and the Structured Clinical Interview. The experimental (impulse control and attention) and control group were randomly assigned into two groups. To collect data Emotional Processing Scale, Barrett Impulsivity, Key Math Test and Distraction Toulouse - Peyronie's were used. Univariate analysis of covariance (ANCOVA) showed that training programs for impulse control and emotional processing, attention, impulsiveness and distractibility are usefull (P≥001) and lead to reduction of negative emotions, impulsiveness and distractibility in students with dyscalculia. Findings show that impuls control skills and attention training could lead to reduction of impulsivity and distractibility in student whith dyscalculia.<br /> <br /><strong> </strong><br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> https://cbs.ui.ac.ir/article_20740_0f43cc80dbd43119037d7c29f515058e.pdfUniversity of IsfahanResearch in Cognitive and Behavioral Sciences2251-76425220160220Psychometric Properties of the Five Facet Mindfulness Questionnaire in PeoplePsychometric Properties of the Five Facet Mindfulness Questionnaire in People234020741FAIlnazSajjadianAssistant Professor, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, IranJournal Article20161126The purpose of this research was to determine psychometric properties of the Five Facet Mindfulness Questionnaire (FFMQ), including internal consistency, reliability, convergent and divergent validity. Therefore a group of 500 people from Isfahan city (292 females and 179 males) were selected by multicluster randomize sampling. Participants were asked to complete the Five Facet Mindfulness Questionnaire (FFMQ), the center for epidemiologic studies- depression scale (CES-Q), the satisfaction with life scale (SWLS) and the trait meta-mood scale (TMMS). Data were analyzed using factor analysis through the confirmatory factor analysis. The result of confirmatory factor analysis showed five factors for FFMQ and the model’s goodness of fit indices proved model fitness with the Iranian data. Data were indicative of high level of cronbach's Alpha (0.81) reliability coefficient of FFMQ. The convergent and divergent validity of the questionnaire was examined by measurement tools for CES-Q, SWLS, TMMS and FFMQ and the relation results for the three criteria are sequentially as follow 0.424, 0.257 and 0.588 which are significant at (0.0001). Overall, the results showed FFMQ can be utilized in research and clinical and educational setting for measuring mindfulness. <br /> <br /><strong> </strong> <br /> <br /> The purpose of this research was to determine psychometric properties of the Five Facet Mindfulness Questionnaire (FFMQ), including internal consistency, reliability, convergent and divergent validity. Therefore a group of 500 people from Isfahan city (292 females and 179 males) were selected by multicluster randomize sampling. Participants were asked to complete the Five Facet Mindfulness Questionnaire (FFMQ), the center for epidemiologic studies- depression scale (CES-Q), the satisfaction with life scale (SWLS) and the trait meta-mood scale (TMMS). Data were analyzed using factor analysis through the confirmatory factor analysis. The result of confirmatory factor analysis showed five factors for FFMQ and the model’s goodness of fit indices proved model fitness with the Iranian data. Data were indicative of high level of cronbach's Alpha (0.81) reliability coefficient of FFMQ. The convergent and divergent validity of the questionnaire was examined by measurement tools for CES-Q, SWLS, TMMS and FFMQ and the relation results for the three criteria are sequentially as follow 0.424, 0.257 and 0.588 which are significant at (0.0001). Overall, the results showed FFMQ can be utilized in research and clinical and educational setting for measuring mindfulness. <br /> <br /><strong> </strong> <br /> <br /> https://cbs.ui.ac.ir/article_20741_80b68122a210e5180df7f45170cdfbe9.pdfUniversity of IsfahanResearch in Cognitive and Behavioral Sciences2251-76425220160220The Role of Course Experiences, Gender and Residential Status in Mental Health among Student of Human SciencesThe Role of Course Experiences, Gender and Residential Status in Mental Health among Student of Human Sciences415620742FAMasoudKianiAssistant Professor of Educational Psychology, University of Kashan, Kashan, IranJavadEjeiAssociate Professor of Experimental Psychology, University of Tehran, Tehran, IranAliYazdekhastiAssociate Professor of Educational Management, University of Kashan, Kashan, IranJournal Article20161126Students will go through various academic experiences during their college period. These experiences are caused by different individual, environmental and educational factors. The aim of this study was to determine the role of course experiences, gender and residential status on mental health among university students. Population of the study included students majoring in human science at university of Isfahan, among them, 160 senior students were selected by stratified sampling. Instruments in this study were two questionnaires, i.e., Symptom Checklist-90-R (SCL-90-R), which was used to measure the participants’ mental health, and Personal and Educational Development Inventory (PEDI), which measured the course experiences. Data were analyzed by t-test, anova, pearson coloration and regression analysis. The results indicated that the students, at all scales, had satisfying (acceptable) mental health. The main effect of gender variable on mental health was significant and the male students were at higher level of mental health in comparison to female students. However, the main effect of residential status variable was not significant (P<0/05). Also, the results showed significant negative relationship between all components of student’s course experiences and mental health (P<0/05); except Self- organizing skills and physical symptoms. The regression coefficients for predicting mental health based on the educational experience was significant in cognitive, social and self-organizing skills (P<0/05) but insignificant in computational skills. Accordingly, appropriate educational experiences of students can be a determining factor on their mental health and it can be effectively guaranteed by providing facilities and training mental health to a large extent.Students will go through various academic experiences during their college period. These experiences are caused by different individual, environmental and educational factors. The aim of this study was to determine the role of course experiences, gender and residential status on mental health among university students. Population of the study included students majoring in human science at university of Isfahan, among them, 160 senior students were selected by stratified sampling. Instruments in this study were two questionnaires, i.e., Symptom Checklist-90-R (SCL-90-R), which was used to measure the participants’ mental health, and Personal and Educational Development Inventory (PEDI), which measured the course experiences. Data were analyzed by t-test, anova, pearson coloration and regression analysis. The results indicated that the students, at all scales, had satisfying (acceptable) mental health. The main effect of gender variable on mental health was significant and the male students were at higher level of mental health in comparison to female students. However, the main effect of residential status variable was not significant (P<0/05). Also, the results showed significant negative relationship between all components of student’s course experiences and mental health (P<0/05); except Self- organizing skills and physical symptoms. The regression coefficients for predicting mental health based on the educational experience was significant in cognitive, social and self-organizing skills (P<0/05) but insignificant in computational skills. Accordingly, appropriate educational experiences of students can be a determining factor on their mental health and it can be effectively guaranteed by providing facilities and training mental health to a large extent.https://cbs.ui.ac.ir/article_20742_4b2d9750e1e48b3b00c06ec03a1ac598.pdfUniversity of IsfahanResearch in Cognitive and Behavioral Sciences2251-76425220160220Adult Attachment Dimensions as Predictors of Marital Conflict ResolutionAdult Attachment Dimensions as Predictors of Marital Conflict Resolution577220743FARohallahKarami BoldajiMaster of Family Counseling, Hormozgan University, IranSeed RezaFallahchaiAssistant Professor and Faculty of Psychology, Hormozgan University, IranEghbalZareiAssociate Professor and Faculty of Psychology, Hormozgan University, IranMajedehSabetzadehMaster of Family Counseling, Hormozgan, University, IranJournal Article20161126The aim of this study was to examine the adult attachment dimensions as predictors of marital conflict resolution in Bandar Abbas married teachers. The methodology of this paper was descriptive of correlation type. The sample this research were 285 female and male teachers that were selected by sampling ranking randomly. This research used two questionnaires: Experiences in Relationship-Revised (ECR-R) and Rahim Organizational Conflict Inventory-II (ROCI-II). ECR-R adopted a two-dimensional conceptualization for both adult attachment style (model of self, model of others) and conflict resolution behaviors (concern for self, concern for others). The results showed that the dimensions of anxiety and avoidance, were significantly predicted .The conflict resolution styles (p<./001). Avoidance dimension, negatively predicted the obligating style and Anxiety dimension, positively predicted the obligating style (p<./001). Later it was found that Anxiety dimension, positively and Avoidance dimension, negatively predicted dominating style. Also The dimensions of avoidance and anxiety positively predicted avoidance conflict resolution style and avoidance and anxiety dimensions negatively predicted compromise conflict resolution style(p<./001).
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The aim of this study was to examine the adult attachment dimensions as predictors of marital conflict resolution in Bandar Abbas married teachers. The methodology of this paper was descriptive of correlation type. The sample this research were 285 female and male teachers that were selected by sampling ranking randomly. This research used two questionnaires: Experiences in Relationship-Revised (ECR-R) and Rahim Organizational Conflict Inventory-II (ROCI-II). ECR-R adopted a two-dimensional conceptualization for both adult attachment style (model of self, model of others) and conflict resolution behaviors (concern for self, concern for others). The results showed that the dimensions of anxiety and avoidance, were significantly predicted .The conflict resolution styles (p<./001). Avoidance dimension, negatively predicted the obligating style and Anxiety dimension, positively predicted the obligating style (p<./001). Later it was found that Anxiety dimension, positively and Avoidance dimension, negatively predicted dominating style. Also The dimensions of avoidance and anxiety positively predicted avoidance conflict resolution style and avoidance and anxiety dimensions negatively predicted compromise conflict resolution style(p<./001).
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https://cbs.ui.ac.ir/article_20743_f3bbec0c2021f9abb47803828a2c6a84.pdfUniversity of IsfahanResearch in Cognitive and Behavioral Sciences2251-76425220160220Prediction of Newcomer Students’ Homesickness based on Hopefulness and Attachment StylePrediction of Newcomer Students’ Homesickness based on Hopefulness and Attachment Style738620744FAAhmadVvalikhaniPostgraduate of Clinical Psychology, Shiraz University, Shiraz, IranMohamad. AliGoudarziProfessor of Clinical Psychology, Shiraz University, Shiraz, IranMehranFarhadiAssistant Professor of Health Psychology, Bu-Ali Sina Universiryh, Hamedan, IranJournal Article20161126Current study aimed to predict the degree of newcomer students’ homesickness based on hopefulness and attachment styles. In order to conduct the study, 170 first-year students of Buali Sina University of Hamedan were selected using multi-stage cluster sampling. Then, the use was made of Adult Attachment Inventory, (Hazen and Shaver 1987), Sympson’s Adult Domain-Specific Hope Scale (1999) and Archers’ et al. Homesickness Questionnaire (1998). Data analysis was performed by hierarchical regression and analysis of covariance (ANCOVA). Results of hierarchical regression showed that secure attachment (p<.0001) and hopefulness (p<.002) significantly and negatively predicted homesickness feelings. Moreover, results of analysis of covariance showed that gender significantly affected on homesickness beyond the hopefulness and attachment styles variables; so that, compared to female students, males experience less homesickness feeling (p<.004). It can be concluded that secure attachment, hopefulness and gender (male) effectively decrease newcomer students’ degrees of homesickness.
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Current study aimed to predict the degree of newcomer students’ homesickness based on hopefulness and attachment styles. In order to conduct the study, 170 first-year students of Buali Sina University of Hamedan were selected using multi-stage cluster sampling. Then, the use was made of Adult Attachment Inventory, (Hazen and Shaver 1987), Sympson’s Adult Domain-Specific Hope Scale (1999) and Archers’ et al. Homesickness Questionnaire (1998). Data analysis was performed by hierarchical regression and analysis of covariance (ANCOVA). Results of hierarchical regression showed that secure attachment (p<.0001) and hopefulness (p<.002) significantly and negatively predicted homesickness feelings. Moreover, results of analysis of covariance showed that gender significantly affected on homesickness beyond the hopefulness and attachment styles variables; so that, compared to female students, males experience less homesickness feeling (p<.004). It can be concluded that secure attachment, hopefulness and gender (male) effectively decrease newcomer students’ degrees of homesickness.
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https://cbs.ui.ac.ir/article_20744_94fef908663ceec72e98ea0ad2dc8871.pdfUniversity of IsfahanResearch in Cognitive and Behavioral Sciences2251-76425220160220Comparison of Expressed Emotion and Coping Styles with Stress in 3 Groups of Patient with Obsessive Compulsive Disorder and Drug Abuse Disorder and Relative and Control GroupComparison of Expressed Emotion and Coping Styles with Stress in 3 Groups of Patient with Obsessive Compulsive Disorder and Drug Abuse Disorder and Relative and Control Group8710020745FAFahimehRahgozarMSc of Clinical Psychology, Islamic Azad University of Najafabad, Isfahan, IranNahidAkramiAssistant Professor of Psychology, University of Isfahan, Isfahan, IranHossen AliMehrabiAssistant Professor of Psychology, University of Isfahan, Isfahan, IranJournal Article20161126The purpose of this study was comparing the expressed emotion and coping styles with stress in family of patients with obsessive compulsive and substance dependency disorders compared to the control group. For this purpose, in terms of a causal-comparative study, 3 groups (40 patients in each) of the obsessive-compulsive disordered patients and their families, substance dependent patients and their families, and the control group and their families living in Tehran, were selected with a deliberate approach and assessed using Expressed Emotion Scale of Cole and Kazarian, and Coping Inventory for Stressful Situation of Parker and Andler, questioners. The results of the analysis of covariance showed that although patients with obsessive compulsive disorder and substance dependency in coping styles with stress are not significantly different with control group, in Subscales of emotional response of expressed emotion, the difference between groups are significant (P<0.05). Adjusted mean comparison Paired shows that emotional response in obsessive-compulsive disorder group are more than substance dependency and control groups (P<0.05).
As a result, most of the relatives of patients with obsessive-compulsive symptoms are more involved with patients’ signs and incur more damage.
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The purpose of this study was comparing the expressed emotion and coping styles with stress in family of patients with obsessive compulsive and substance dependency disorders compared to the control group. For this purpose, in terms of a causal-comparative study, 3 groups (40 patients in each) of the obsessive-compulsive disordered patients and their families, substance dependent patients and their families, and the control group and their families living in Tehran, were selected with a deliberate approach and assessed using Expressed Emotion Scale of Cole and Kazarian, and Coping Inventory for Stressful Situation of Parker and Andler, questioners. The results of the analysis of covariance showed that although patients with obsessive compulsive disorder and substance dependency in coping styles with stress are not significantly different with control group, in Subscales of emotional response of expressed emotion, the difference between groups are significant (P<0.05). Adjusted mean comparison Paired shows that emotional response in obsessive-compulsive disorder group are more than substance dependency and control groups (P<0.05).
As a result, most of the relatives of patients with obsessive-compulsive symptoms are more involved with patients’ signs and incur more damage.
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https://cbs.ui.ac.ir/article_20745_6aa06de8f7332e0075c3a11f2eacf379.pdfUniversity of IsfahanResearch in Cognitive and Behavioral Sciences2251-76425220160220Predicting Student’s Academic Performance from Meta - Cognition and Emotional Intelligence ComponentsPredicting Student’s Academic Performance from Meta - Cognition and Emotional Intelligence Components10111020746FAYasaminAbediniAssociate Professor of Educational Science and Psychology, University of Isfahan, Isfahan, IranNaghinBarat DastjerdiAssistant Professor of Educational Science and Psychology, University of Isfahan, Isfahan, IranJournal Article20161126The purpose of the present study was to predict academic performance of E- students in Isfahan city universities from their Meta cognition skills and emotional intelligence. 250 E- students from Payame Noor, Isfahan, Medical science and industrial universities were selected by randomized sampling method. The research Instruments included emotional intelligence and Meta cognitive state questionnaires. Data were analyzed by using multiple regression analyses. The Results indicated that two components of emotional intelligence and three components of Meta cognition were the best predictors of the E-students’ academic performance (emotional awareness and self-management: P≤0/01, β =0/228 , T=3/514; P≤0/05, T=2/253, β =0/145 and meta cognitive awareness, self-investigation, and cognitive strategies: P≤0/0, T=5/725, β= /0298; P≤0/05 , T=2/147 , β=0/110; P≤0/01 , T=4/890, β= 0/257)). The results indicate the importance of emotional intelligence and Meta cognitive skills to educational systems, particularly in higher education system.
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The purpose of the present study was to predict academic performance of E- students in Isfahan city universities from their Meta cognition skills and emotional intelligence. 250 E- students from Payame Noor, Isfahan, Medical science and industrial universities were selected by randomized sampling method. The research Instruments included emotional intelligence and Meta cognitive state questionnaires. Data were analyzed by using multiple regression analyses. The Results indicated that two components of emotional intelligence and three components of Meta cognition were the best predictors of the E-students’ academic performance (emotional awareness and self-management: P≤0/01, β =0/228 , T=3/514; P≤0/05, T=2/253, β =0/145 and meta cognitive awareness, self-investigation, and cognitive strategies: P≤0/0, T=5/725, β= /0298; P≤0/05 , T=2/147 , β=0/110; P≤0/01 , T=4/890, β= 0/257)). The results indicate the importance of emotional intelligence and Meta cognitive skills to educational systems, particularly in higher education system.
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https://cbs.ui.ac.ir/article_20746_d10a9ea385af975c20cb94301caeab68.pdfUniversity of IsfahanResearch in Cognitive and Behavioral Sciences2251-76425220160220Cognitive Fatigue Role on Perfectionism, Psychological Flexibility and Stress Coping StrategiesCognitive Fatigue Role on Perfectionism, Psychological Flexibility and Stress Coping Strategies11112620747FAMahgoolTavakoliAssistant Professor of Psychology, University of Isfahan, Isfahan, IranMoughanIranmaneshMSc of Clinical Psychology, University of Isfahan, Isfahan, IranJournal Article20161126The purpose of this study was to examine the impact of cognitive fatigue on perfectionism, psychological flexibility and stress coping strategies in problem solving condition with regard to subject's gender. The statistical population of this study was all male and female students of all grades and fields in 2014 – 2015 academic year. Of both male and female students, a sample of 80 individuals was randomly chosen, who were then divided into two experiment and control groups. Using a Coping Inventory for Stressful Situation, Acceptance and Action Questionnaire, discriminative and cognitive tasks and Perfectionism Scale were tested. In the first phase of the experiment, subjects in both groups were given cognitive assignments and then the groups were placed in a test situation; finally, they completed perfectionism, psychological flexibility and stress coping questionnaires. The obtained data were analyzed by two-way analysis of variance. The results showed that avoidance factors and Psychological flexibility as well as emotion- and avoidance-oriented strategies are influenced by group and gender interactive effects (p<0.005). The highest average scores of avoidance, Psychological flexibility and emotion-oriented strategies was related to female students in control group (respectively, p<0.018, p<0.027, p<0.016) and for avoidance-oriented strategies was in male students in control group (p<0.024(. There was no significant difference in perfectionism variable (p>0.05). In general, as both genders have (different levels of) flexibility and use emotion and avoidance-oriented strategies, they have different performance in problem solving situations. Individuals performance in different situations of Problem-solving was different based on gender, personality (level of perfectionism and psychological flexibility.
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The purpose of this study was to examine the impact of cognitive fatigue on perfectionism, psychological flexibility and stress coping strategies in problem solving condition with regard to subject's gender. The statistical population of this study was all male and female students of all grades and fields in 2014 – 2015 academic year. Of both male and female students, a sample of 80 individuals was randomly chosen, who were then divided into two experiment and control groups. Using a Coping Inventory for Stressful Situation, Acceptance and Action Questionnaire, discriminative and cognitive tasks and Perfectionism Scale were tested. In the first phase of the experiment, subjects in both groups were given cognitive assignments and then the groups were placed in a test situation; finally, they completed perfectionism, psychological flexibility and stress coping questionnaires. The obtained data were analyzed by two-way analysis of variance. The results showed that avoidance factors and Psychological flexibility as well as emotion- and avoidance-oriented strategies are influenced by group and gender interactive effects (p<0.005). The highest average scores of avoidance, Psychological flexibility and emotion-oriented strategies was related to female students in control group (respectively, p<0.018, p<0.027, p<0.016) and for avoidance-oriented strategies was in male students in control group (p<0.024(. There was no significant difference in perfectionism variable (p>0.05). In general, as both genders have (different levels of) flexibility and use emotion and avoidance-oriented strategies, they have different performance in problem solving situations. Individuals performance in different situations of Problem-solving was different based on gender, personality (level of perfectionism and psychological flexibility.
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https://cbs.ui.ac.ir/article_20747_8c0a7c7bf023e3197bdd74baf1c834f4.pdfUniversity of IsfahanResearch in Cognitive and Behavioral Sciences2251-76425220160220A comparison of the Efficacy of Trauma - Focused Intervention (TFI) and Social Skills Group Training on Strengths and Difficulties in Girls of Veterans and Martyrs FamiliesA comparison of the Efficacy of Trauma - Focused Intervention (TFI) and Social Skills Group Training on Strengths and Difficulties in Girls of Veterans and Martyrs Families12714220748FAMaryamEsmaeiliAssistant Professor of Psychology, University of Isfahan, Isfahan, IranJournal Article20161126The purpose of the present research was to compare the effectiveness of Trauma - Focused Intervention (TFI) and social skills group training on strengths and Difficulties in adolescents of veterans and martyrs families. In order to perform this study, 39 veterans' children were randomly selected from 13-16 years high school children population of Isfahan city through random cluster sampling method and were randomly assigned into two experimental and one control group (each group consisted of 13 adolescents). The design of the study was comparative experimental with control group in pretest, posttest and after 4 months follow up. The interventions consisted of Trauma- Focused Intervention (TFI) and social skills group training. Strengths and Difficulties Questionnaire (SDQ), and demographical information questionnaires were used to gather the data. Data were analyzed using Multivariate analysis of Covariance. The results showed that Trauma- Focused Cognitive behavioral therapy (TF- CBT) and social skills group training had a significant effect on strengths and Difficulties in girls of veterans and martyrs families (F=4.29,P≤0.001). Trauma - Focused Intervention (TFI) was effectively in the subscale of ADHD (M=3.15) and conduct disorder (M=3.23). In the follow up stage, social skills group training was more effective (M=9.53) to increase strengths than the Trauma- Focused Cognitive behavioral therapy (TF - CBT) in adolescent’s girls of veterans and Martyrs (F=6.98, P≤0.01), (M=9.38). This study suggested that Trauma- Focused Intervention (TFI) and Social Skills group training for increase of strengths and decrease of behavioral difficulties.
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<strong> </strong>The purpose of the present research was to compare the effectiveness of Trauma - Focused Intervention (TFI) and social skills group training on strengths and Difficulties in adolescents of veterans and martyrs families. In order to perform this study, 39 veterans' children were randomly selected from 13-16 years high school children population of Isfahan city through random cluster sampling method and were randomly assigned into two experimental and one control group (each group consisted of 13 adolescents). The design of the study was comparative experimental with control group in pretest, posttest and after 4 months follow up. The interventions consisted of Trauma- Focused Intervention (TFI) and social skills group training. Strengths and Difficulties Questionnaire (SDQ), and demographical information questionnaires were used to gather the data. Data were analyzed using Multivariate analysis of Covariance. The results showed that Trauma- Focused Cognitive behavioral therapy (TF- CBT) and social skills group training had a significant effect on strengths and Difficulties in girls of veterans and martyrs families (F=4.29,P≤0.001). Trauma - Focused Intervention (TFI) was effectively in the subscale of ADHD (M=3.15) and conduct disorder (M=3.23). In the follow up stage, social skills group training was more effective (M=9.53) to increase strengths than the Trauma- Focused Cognitive behavioral therapy (TF - CBT) in adolescent’s girls of veterans and Martyrs (F=6.98, P≤0.01), (M=9.38). This study suggested that Trauma- Focused Intervention (TFI) and Social Skills group training for increase of strengths and decrease of behavioral difficulties.
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<strong> </strong>https://cbs.ui.ac.ir/article_20748_e83f75417543f10314290a1b1b79eeb1.pdfUniversity of IsfahanResearch in Cognitive and Behavioral Sciences2251-76425220160220Investigation of Structural Relationship between Communication Skills and Marital IntimacyInvestigation of Structural Relationship between Communication Skills and Marital Intimacy14315220749FASomayehJaberiPh. D. Student of Counseling, University of Isfahan, Isfahan, IranOzaraEtemadiAssociate Professor of Family Counseling, University of Isfahan, Isfahan, IranSeedAhmadAhmadiProfessor of Family Counseling, University of Isfahan, Isfahan, IranJournal Article20161126The goal of this research was to study structural relationship between communication skills and marital intimacy in Isfahanian couples. This research was multiple correlation and the sample includes 400 men and women which were selected by cluster random sampling among Isfahanian couples on the first half of 2013. In order to collect data, questionnaire of marital intimacy (2006) and Queendom communication skills (2001) was used. Data was analyzed by pearson correlation and stepwise regression. Obtained results of correlation showed that there is positive significant relationship between communication skills scores and marital intimacy. The results of stepwise regression indicated that communication skills described 46% of marital intimacy. Also the structural equation model of communication skills with marital intimacy showed that communication skills described 96% of marital intimacy. The index of goodness of fit IFI, NFI, CFI and TLI were upper 0.9 and acceptable, but RFI was less than 0.9 and unacceptable. RMSEA was 0.7 and acceptable and it indicated goodness of fit. Finally, the presented model had appropriate fitness by the collected data at this research.
<strong> </strong>The goal of this research was to study structural relationship between communication skills and marital intimacy in Isfahanian couples. This research was multiple correlation and the sample includes 400 men and women which were selected by cluster random sampling among Isfahanian couples on the first half of 2013. In order to collect data, questionnaire of marital intimacy (2006) and Queendom communication skills (2001) was used. Data was analyzed by pearson correlation and stepwise regression. Obtained results of correlation showed that there is positive significant relationship between communication skills scores and marital intimacy. The results of stepwise regression indicated that communication skills described 46% of marital intimacy. Also the structural equation model of communication skills with marital intimacy showed that communication skills described 96% of marital intimacy. The index of goodness of fit IFI, NFI, CFI and TLI were upper 0.9 and acceptable, but RFI was less than 0.9 and unacceptable. RMSEA was 0.7 and acceptable and it indicated goodness of fit. Finally, the presented model had appropriate fitness by the collected data at this research.
<strong> </strong>https://cbs.ui.ac.ir/article_20749_892e2c05168b866f75f0aee04e6052cd.pdf