Zahra EffatDoost Sani; M.R Zarbakhsh Bahri; Alireza Homayouni
Abstract
The present article was done with the aim to investigate the effectiveness of self- compassion treatment on the tolerance of failure and emotions control among poor parenting Adolescents of Tehran family analogous centers. The method of present research was quasi-experimental by the design of pre- posttest ...
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The present article was done with the aim to investigate the effectiveness of self- compassion treatment on the tolerance of failure and emotions control among poor parenting Adolescents of Tehran family analogous centers. The method of present research was quasi-experimental by the design of pre- posttest in separated groups. The statistical population consisted of all adolescents between the ages of 13 to 19 who were under supervision of Tehran welfare organization in 2023. The sample case was consisted of 40 adolescents who were voluntarily participating in the study and were selected and categorized into two experimental and control groups. The Harrington’s (2005) questionnaire was applied to measure adolescents’ tolerance of failure, also their emotions control was evaluated through Williams et al (1997) questionnaire. Both groups took part in the pretests of tolerance of failure and emotions control prior to the treatment. Self- compassion treatment was presented within 8 sessions through an educational protocol for the experimental group, however the control group had no educational treatment session. Then, after these treatment sessions, both groups re-answered to the same questionnaires of pre- test level, the process was repeatedly done after 45 days. The obtained data was analyzed through Mixed Variance Analysis. The Results demonstrated that self-compassion treatment was effective on the tolerance of failure and the emotions control increase, meanwhile the effectiveness of tolerance of failure was stable up to 45 days later(p<0.05). According to the effectiveness of self-compassion treatment on the increase of adolescents’ tolerance of failure and emotions control, it was suggested to apply this method in the family analogous supportive centers, in order to improve adolescents’ emotional status and tolerance of failure.
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.
Maryam Safara; Mahbobe Moazemabadi
Abstract
Bullying is an antisocial phenomenon to be addressed. Although there are several anti-bullying interventions that are effective in reducing bullying, more sophisticated interventions are more effective than educational changes. The purpose of this study was to determine the effectiveness of positive ...
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Bullying is an antisocial phenomenon to be addressed. Although there are several anti-bullying interventions that are effective in reducing bullying, more sophisticated interventions are more effective than educational changes. The purpose of this study was to determine the effectiveness of positive thinking training on reducing bullying and increasing emotional independence in adolescents in Tabas. The present study is a semi-experimental two-group pretest-posttest design. The statistical society of all first grade high school students in Tabas was in academic year 1396-1395. To collect data, a sample of 30 people was selected by random sampling method. The tools used to achieve the research goals were Illinois Zurge Scale (1999) and Stanberge and Silverberg (1986) for the Independence of Stanberger and Silverberg (1986) for data analysis, descriptive statistics such as mean, standard deviation, and single variable and multivariate covariance analysis used. The mean of bullying in the control group before education was 56.66, but the post-training was 54.80 and the mean bullying in the experimental group before the training was 13.52 and the education level was 86.42. Also, the mean of emotional independence of the control group before training was 26.28 and after training 30.20, while the mean of the experimental group before training was 26.27, but after training, it was 60.34. The results showed that the mean of the experimental group decreased in the components of bullying and the emotional independence increased compared to the control group. Therefore, it can be said that positive thinking has been effective in decreasing bullying and increasing emotional independence in adolescents.
Parvaneh Alaie; Mansour Bayrami
Abstract
Anger and its experience in the environment of school is one of the common emotions of adolescence that has been always attended by psychologists based on Tangney theory, shame appearances before anger. So, the goal of this research was the examination of the effectiveness of shame management training ...
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Anger and its experience in the environment of school is one of the common emotions of adolescence that has been always attended by psychologists based on Tangney theory, shame appearances before anger. So, the goal of this research was the examination of the effectiveness of shame management training in reducing female adolescents’ anger in the environment of school; so non-equivalent pretest-posttest control group design was used for achieving this goal. Hence, students of two female public middle schools in Tabriz were chosen by multistage-cluster random sampling method and screened. Finally, 30 students from every school were selected by purposeful random sampling and results of Multidimensional School Anger Inventory. Every school consisted of two groups. The schools were randomly designed for experimental and control groups, and correspondingly received educational package and placebo. Results of One-way analysis of covariance, after examination of its presumptions, indicated that intervention was effective (F=11.04, P