nahid hosseinabad; mahmoud najafi; alimohammad rezaee
Abstract
Aim: the aim of research was study of positive youth development program effect on psychological wellbeing factors (Self-acceptance, Personal growth, Purpose in life, Environmental mastery, Autonomy, Positive relations with others). Materials and method: method of research was experimental design of ...
Read More
Aim: the aim of research was study of positive youth development program effect on psychological wellbeing factors (Self-acceptance, Personal growth, Purpose in life, Environmental mastery, Autonomy, Positive relations with others). Materials and method: method of research was experimental design of pre-test, post-test and follow-up with control group. Research society was girl students in ninth grade in governmental high schools of Arak city in 2017- 2018 academic year that 60 students were selected through random multi stage sampling were random in all stages and set in experimental group (30 student) and control group (30 student) in random method. Finally expelled 7 students from experimental group and 5 students from control group as for research inclusion and exclusion criteria. Research instrument was Ryff Scales of Psychological Well-Being (18 questions version). Experimental group participated in positive youth development program in 24 one- hour sessions. Then was performed post- test and after 2 months follow- up for both group. Multivariate analysis of covariance was used for data analysis. Results: Findings of research indicated positive youth program increase psychological wellbeing factors (Self-acceptance, Personal growth, Purpose in life, Environmental mastery, Autonomy, Positive relations with others). These findings were stable after 2 months. Conclusion: positive youth development program can appropriate practical plan for enhance of psychological wellbeing factors and concluded to their positive mental health. Keywords: positive youth development program, positive psychology, psychological wellbeing, psychological wellbeing factors, adolescents.
Koorosh Eskandari; Imanollah Bigdeli; Ali Mohammad Rezaei; Atefeh Fadaei
Abstract
The aim of this study was the comparison of cognitive processes (working memory and response inhibition) in methamphetamine-dependent individuals. The design of the present study is causal-comparative. The study population was all methamphetamine-dependent individuals and normal participants at Ilam. ...
Read More
The aim of this study was the comparison of cognitive processes (working memory and response inhibition) in methamphetamine-dependent individuals. The design of the present study is causal-comparative. The study population was all methamphetamine-dependent individuals and normal participants at Ilam. The sampling method of current research was available sampling. Participants consist of 30 methamphetamine-dependend and 30 normal participants. The color-word Stroop test (type PC) was performed for assessing response inhibition and for assessing working memory and evaluating subtest Wechsler memory span data(computer type) was used. The data were analyzed by multivariate analyses of variance. Results showed that theperformance of methamphetamine-dependent individuals in components digits span was significantly different from the normal group. Also, methamphetamine-dependent individuals in the performance of response inhibition was significantly different from normal, but the components of congruent reaction time and incongruent reaction time and components without incongruent response no significant difference was observed between the two groups. Results showed that the methamphetamine-dependence has significant influence on working memory and inhibitory responses.
Nasrin Goodarzy; Shahroukh Makvand hosseini; Ali Rezaei; Afzal Akbari balootbangan
Volume 5, Issue 17 , May 2015, , Pages 121-136
Abstract
The purpose of the present study was to investigate the effectiveness of life skills training applying storytelling on the shyness of 5th grade elementary school children. An experimental pretest, posttest with control group paradigm was administered. The study sample consisted 39 children (experimental= ...
Read More
The purpose of the present study was to investigate the effectiveness of life skills training applying storytelling on the shyness of 5th grade elementary school children. An experimental pretest, posttest with control group paradigm was administered. The study sample consisted 39 children (experimental= 20, control= 19) who were chosen in one school in Tehran city in a volunteer basis and randomly assigned to experimental and control groups. A measure of shyness was collected using Stanford Shyness Scale in pretest stage of the study. Consequently, subjects in the experimental group received 13 sessions of life skills training by storytelling method, whereas no intervention was made in control group. After two weeks all subjects again were filled Stanford Shyness Scale and data were extracted from scales. The dataset was then analyzed by analysis of covariance (ANCOVA). Result reveled a significant difference between 2 groups. The life skills training decreased mean of shyness (p
Zahra Rajabi; Mahmoud Najafi; Alimuhammad Reza’i
Volume 3, Issue 10 , February 2013, , Pages 55-71
Abstract
The aim of this research is to study the effectiveness of cognitive–behavioral group therapy in reducing aggression symptoms in elementary school children. The research design was experimental pre-test, post-test, and follow-up with experimental group. The population consisted of all 7-12 year-old ...
Read More
The aim of this research is to study the effectiveness of cognitive–behavioral group therapy in reducing aggression symptoms in elementary school children. The research design was experimental pre-test, post-test, and follow-up with experimental group. The population consisted of all 7-12 year-old elementary school children (both male and female) of Shahroud in school year 2011-2012. Participants were randomly divided into two groups of 20. The treatment group received intervention for ten sessions a week. Data were collected by relational and overt aggression questionnaire. They were analyzed by multivariate analysis of variance. Results showed that cognitive-behavioral group therapy reduced both verbal reactive and relational aggression in children but had no effect on physical aggression. While all components of aggression were not affected by the cognitive-behavioral group therapy, it could improve children's behaviors.
