Afzal Akbari Balootbangan; Siavash Talepasand; Ali Mohammad Rezaei; Isaac Rahimian Boogar
Abstract
Objective: The aim of the present study was the effectiveness of the assertiveness training program on the health-promoting behaviors of bullied adolescents.Research Methodology: The research method was semi-experimental with a pre-test-post-test design and a one-month follow-up with experimental and ...
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Objective: The aim of the present study was the effectiveness of the assertiveness training program on the health-promoting behaviors of bullied adolescents.Research Methodology: The research method was semi-experimental with a pre-test-post-test design and a one-month follow-up with experimental and control groups. The statistical population included adolescents aged 14 to 17 years old in district 17 of public schools in Tehran. A number of 40 teenagers who met the criteria for entering the research and obtained a high score in Harter's victim questionnaire were randomly selected and assigned to two experimental and control groups. The research tools included Walker et al.'s (1987) health-promoting behaviors questionnaire, which was completed by both groups in three phases: pre-test-post-test and one-month follow-up. The assertiveness training program for victimized teenagers was implemented in 8 sessions of 90 minutes for the experimental group. Data were analyzed using repeated measures multivariate analysis of variance.Findings: The results showed that the assertiveness training program to victimized teenagers in the variables of happiness and spiritual growth (F=6.44 and P=0.003), responsibility for health (F=327 and P=0.002), interpersonal relationships (4.47=4) F and P=0.019), stress management (F=5.10 and P=0.009) and nutrition (F=4.52 and P=0.022) have an effect. While this amount was not effective for the variable of physical activity (F=0.01 and P=0.988).Conclusion: Finally, based on the results of this research, it can be said that the assertiveness training program is effective on the health-promoting behaviors of 14-17-year-old teenagers, and this training can be used to improve their health, and the awareness of parents, teachers, managers, and other professionals about these trainings can be helpful.
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 ...
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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. ...
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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 , December 2014, , 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= ...
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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 4, Issue 10 , March 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 ...
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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.