ORIGINAL_ARTICLE
اثربخشی نوروفیدبک آلفا/تتا بر پنج عامل بزرگ شخصیتی افراد وابسته به مورفین
با توجه به ارتباط بین ریتم آلفا (13-8 هرتز) و تتا (8-4 هرتز) باحالت هیپنوگوگیک، در این مطالعه امکان آموزش افراد معتاد برای بهبود ویژگیهای شخصیتی و درمان آنها در مقایسه با گروه کنترل بررسی شد. نمونه این مطالعه 34 نفر بیمار مرد (با میانگین سن 25/32 و انحراف معیار 12/4 سال) وابسته به مورفین بودند که به شیوه تصادفی در دو گروه آزمایش (16 نفر) و کنترل (18 نفر) جایگزین شدند. روش استفادهشده طرح پیشآزمون ـ پسآزمون با گروه کنترل بود. بیماران قبل از درمان و بعد از درمان با استفاده از پرسشنامه نئو (فرم تجدیدنظرشده کوتاه) (NEO-FFI-R) و تست مورفین ارزیابی شدند. نتایج حاصل از آنووای دوعاملی با اندازهگیری مکرر، بهبودی معناداری را در بعد شخصیتی روان رنجورخویی (N) و انعطافپذیری (O) بعد از 20 جلسه درمانی نوروفیدبک نشان داد؛ اما در ابعاد شخصیتی دلپذیر بودن (A)، باوجدان بودن (C) و برونگرایی (E) تفاوت معناداری به دست نیامد. همچنین نتایج منفی آزمایش ادرار در گروه آزمایش بهطور معناداری بالاتر از گروه کنترل بود (2/56 درصد در برابر 2/22 درصد). این مطالعه نشان داد که افراد معتاد میتوانند یاد بگیرند ویژگیهای شخصیتی خود را بهبود ببخشند و میزان عود کمتری داشته باشند.
https://tpccp.um.ac.ir/article_31200_d40b9cd2b2de105bba81c009face5d97.pdf
2014-03-21
5
20
10.22067/ijap.v4i1.10380
نوروفیدبک
بیوفیدبک EEG
اعتیاد
پنج عامل بزرگ شخصیت
سوران
رجبی
soranrajabi@gmail.com
1
دانشگاه خلیج فارس
LEAD_AUTHOR
محمد
نریمانی
narimani@uma.ac.ir
2
دانشگاه محقق اردبیلی
AUTHOR
Bakhshipour, A., Bagheryan Khosrvshahi, S. (2006). Psychometric characteristics of revised questionnaire Nzrshdh Yznk- character short form (EPQ-RS). Contemporary Psychology, 1(2), 3-12.
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6
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7
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Dehghani-Arani, F., Rostami, R., Rahimi Nejad, A., & Akbari Zardkhaneh, S. (2008). Neural feedback on the effectiveness of mental health patients dependent on opiates. Journal of Research on Psychological Health, 1(4), 77-85.
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Fuchs, T., Birbaumer, N., Lutzenberger, W., Gruzelier, J.H., & Kaiser, J. (2003). Neurofeedback treatment for attention-deficit/hyperactivity disordering children: A comparison with methylphenidate. Applied Psychophysiology and Biofeedback, 28 (1), 1-12.
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Gharabaghi, H. (2002). The relationships between traits (factors) of personality and job satisfaction Iran Tractor Factory. General Psychology Master's thesis, Faculty of Education, University of Tabriz.
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Kaiser, D.A., & Othmer, S. (2000). Effect of neurofeedbackon variables of attention in a large multicentertrial. Journal of Neurotherapy, 4 (1), 5-28.
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Lawrence, J.T. (2002). Neurofeedback and your brain: A beginners manual. Faculty, NYU medical center & brain research lab, New York.
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Loo, S.K., & Barkley, R.A. (2005). Clinical utilityof EEG in attention deficit hyperactivity disorder.Applied Neuropsychology. 12 (2), 64-76.
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Marinus, H.M; Breteler, M. A; Sylvia, P; Ine, G; Ludo, V (2009). Improvements in Spelling after QEEG-based Neurofeedback in Dyslexia: A Randomized Controlled Treatment Study. Applied Psychophysiology and Biofeedback, 35, 5–11.
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Sokhadze, T., Stewart, C. M., & Hollifield, M. (2007). Integrating cognitive neuroscience research and cognitive behavioral treatment with neurofeedback therapy in drug addiction comorbid with Posttraumatic Stress Disorder: A conceptual review. Journal of Neurotherapy, 11(2), 13–44.
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43
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44
ORIGINAL_ARTICLE
ساخت و اعتباریابی پرسشنامه مقدماتی رجحانهای شوهر گزینی در دانشجویان دختر
این پژوهش باهدف ساخت و اعتباریابی پرسشنامه مقدماتی برای ملاکهای شوهر گزینی در دانشجویان دختر دانشگاه شهید چمران انجامشده است. 100 دانشجو از بین کلیه دانشجویان دختر ساکن در خوابگاه دانشجویی دانشگاه شهید چمران بهصورت تصادفی ساده انتخاب شدند و پرسشنامه ملاکهای شوهر گزینی را تکمیل نمودند. نتایج بهدستآمده از روش آماری تحلیل عاملی (تحلیل مؤلفههای اصلی) و چرخش واریماکس هشت عامل (ویژگیهای رفتاری، مهارتهای اجتماعی، ویژگیهای ظاهری، سازگاری با شرایط، موقعیت اقتصادی ـ اجتماعی، مهارتهای خانهداری، خواستار بچه و هوش و خلاقیت) که رویهم 32/67 درصد واریانس را تبین نمود، نشان داد. ضرایب پایایی (همسانی درونی) برای کل پرسشنامه و عاملهای استخراجشده رضایتبخش بودند. نتایج بهدستآمده از تحلیل عاملی با تحقیقات پیشین هماهنگ است و با توجه به پایایی مناسب پرسشنامه میتوان از آن بهعنوان یک ابزار پایا و معتبر در محیطهای آموزشی و پژوهشی بهویژه در زمینه بررسی ملاکهای شوهر گزینی به کاربرد.
https://tpccp.um.ac.ir/article_31235_699c47a94cc83ae1a1e2b8da3062fe93.pdf
2014-03-21
21
36
10.22067/ijap.v4i1.13955
ملاکهای شوهر گزینی
تحلیل عاملی
اعتباریابی
غلامرضا
رجبی
r_rajabi@yahoo.com
1
دانشگاه شهید چمران اهواز، گروه مشاوره
LEAD_AUTHOR
مریم
ابراهیمی
mebrahimi@yahoo.com
2
دانشگاه شهید چمران اهواز
AUTHOR
رضا
خجسته مهر
khojasteh_r@scu.ac.ir
3
دانشگاه شهید چمران اهواز
AUTHOR
Brumbaugh, C. Ch. (2007). Divergences in mate preferences and mate selection. Doctoral Dissertation, University of Illinois at Urbana-Champaign, Graduate College.
1
Buss, D. M. (1989). Sex differences in human mate preferences: Evolution hypothesis tested in 37 cultures. Behavioral and Brain Sciences, 12, 1-49.
2
Buss, D. M., Shackeford, T. K., Kirikpatrick, L. A., & Larsen, R. J. (2001). A half century of mate selections: The cultural Evolution of Values. Journal of Marriage and Family, 63, 491-503.
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Buss,D. M., & Barnes, M. (1986). Preferences in human mate selection. Journal of Personality and Social Psychology, 50, 559-57.
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Eagly, A. H., & Wood, W. (1999). The origins of sex differences in human behavior: Evolved disposition versus social roles. American Psychologist, 54, 408-423.
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Todosijevic, B., Ljubinkovic, S., & Arancic, A. (2003). Mate selection criteria: A trait desirability assessment study of sex differences in Serbia. Human & Nature, 1, 116-126.
15
Unis, S. K. (2008). Effect of religiosity on the selection of life long mate in Pentecostal adult church attendees. A project for the degree of Master of social work. Smith college school for social work Northampton,
16
ORIGINAL_ARTICLE
تأثیر معنا درمانی گروهی بر ارتقای سلامت روان پسران سال اول متوسطه مدارس شبانهروزی
مشکلات و مسائل روانی بر کیفیت زندگی افراد تأثیر دارد ازاینرو شناخت عوامل مؤثر بر آن از اهمیت فراوانی برخوردار است. پژوهش حاضر بهمنظور بررسی اثربخشی معنا درمانی گروهی بر ارتقای سلامت روان دانشآموزان خوابگاهی صورت گرفت. در این پژوهش جامعهی آماری، دانشآموزان پسر سال اول متوسطه که در مدارس شبانهروزی شهرستان دیواندره در سال تحصیلی 91-90 مشغول به تحصیل بودند، میباشد. تعداد اعضای نمونه 20 نفر بودند که بهصورت نمونه گیری تصادفی و بر اساس نمرات آن ها در پرسش نامهی سلامت عمومی (GHQ28)، انتخاب شدند، سپس بهصورت تصادفی در دو گروه آزمایش و کنترل (هر گروه 10 نفر) قرار گرفتند. این پرسش نامه دارای روایی و پایایی مناسب است. روش تحقیق بهصورت نیمه آزمایشی بود. از آزمون تحلیل چند متغیره برای آزمون تأیید یا رد فرضیههای پژوهش استفاده شد. این پژوهش دارای 5 فرضیه درزمینهی تأثیر معنادرمانیگروهی در کاهش علائم جسمانی، اضطراب و بیخوابی، افسردگی و افزایش عملکرد اجتماعی و سلامت عمومی بود. در فرضیههای کاهش علائم جسمانی و اضطراب و افزایش عملکرد اجتماعی و سلامت عمومی فرض صفر رد شد، اما معنا درمانی گروهی بر کاهش افسردگی تأثیر معناداری نداشت. در پایان میتوان نتیجه گرفت معنادرمانیگروهی بر ارتقای سلامت روان دانشآموزان خوابگاهی مؤثر است.
https://tpccp.um.ac.ir/article_31259_a659bf89f6b30679a9094485a88524ce.pdf
2014-03-21
37
54
10.22067/ijap.v4i1.14404
سلامت روان
معنادرمانی گروهی
نوجوانان
ادریس
رنجبر
edris.ranjbar2010@gmail.com
1
دانشگاه خوارزمی تهران
LEAD_AUTHOR
محسن
رسولی
mrasouli54@gmail.com
2
دانشگاه خوارزمی تهران
AUTHOR
باقر
ثنایی ذاکر
bsanai@yahoo.com
3
دانشگاه خوارزمی تهران
AUTHOR
Afkhamrezai, Z. (2008). Group logotherapy on mental health promotion effectiveness. Journal of Iranian Journal of Psychiatry and Clinical Psychology 3(9), 69-78.
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Garfami, H. (2009). Effectiveness of group logotherapy on reduces symptoms of mental health problem in women with breast concern. Iranian Journal of Psychiatry and Clinical Psychology, 4(13), 35-42.
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Milanifar, B. (1999). Mental health. 3. Tehran: Ghomes.
15
Hedaiaty. N. (2006). Effectiveness of group counseling by the Frankel logotherapy method on decreasing disappointment in teenager on the ages between 13-18 in Saqez Azadegan School. Master thesis, Allame Tabatabay University.
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Yusefi. N. Etemadi, O. Bahrami, F. Fatehizadeh, M. Ahmadi, A. Mavarani, A. Isanejad, O. Botlani, S. (2009). Effectiveness of logotherapy and gestalt therapy in treating anxiety, depression and aggression. Journal of Iranian psychology. 5(19). 251-259.
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Alfried, L. Britt, M. Syke. S. (2006) Victor frankl advocate for humanity: on his 100 birthday. The Journal of humanistic Psychology. 46, 36- 47.
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Blair, r. g. (2004) Helping older adolescents search for meaning in depression. Journal of mental health counseling. 26(4), 333- 347.
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Dzurillas, T. Nezu, A. (1999) Problem Solving therapy: A Social Competence approach to Clinical intervention. New York. Springer.153-167.
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Fisher, S. Hood, B. (1988) Vulnerability factors in the transition to university: self report mobility history and differences factors of Psychological disturbance. British Journal of Psychology. 79, 309- 320.
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Hutzell, R. R. Mary, E. J. (1990) The use of Logotherapy technique in the treatment of multiple personality disorder. dissociation. 3 (2), 88-93.
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Nagata, K. (2003) A Study of Logotherapy for clinic low back pain patent. Psychiatry. 105, 88-100.
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Pavel, G. Somov, R. (2007) Meaning of life group. Group application of Logotherapy for substance use treatment. Journal for specialist in group work. 32, 316- 331.
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Robert, Cifford, Adram, (1998) Prevalence of Psychopatology among children and adolescents. AMJ Psychiatry. 715- 725.
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Saunders, T. (1996) the effect of stress inoculation training on anxiety and reformance. Journal of occupational health Psychology. 1, 190- 207.
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Schulenberg, S. E. (2002) Logotherapy and conduct disorder. The international Journal for Logotherapy. 25, 52- 67.
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Simsek, Z. Erol, N. Oztop. Muner, K. (2007) prevalence and predictor of emotional and behavioral problems reported by teachers among institutionally reared children and adolescents in Turkish orphanages compared with community control. Chidren and youth services Review. article in press. 251-272.
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29
ORIGINAL_ARTICLE
بررسی ارتباط ساختار انگیزشی و اهمالکاری تحصیلی در دانشجویان کارشناسی شاهد دانشگاه فردوسی مشهد
اهمالکاری تحصیلی از پیشرفت دانشجو جلوگیری میکند و ممکن است پیامدهای نامطلوب و جبرانناپذیری به دنبال داشته باشد. تحقیقات پیشین نشان دادند که ساختار انگیزشی غیر انطباقی، نقش اساسی در رفتارهای نامناسب مانند به تأخیر انداختن انجام تکالیف، ایفا میکند. پژوهش حاضر باهدف بررسی ساختار انگیزشی و اهمالکاری تحصیلی در دانشجویان کارشناسی شاهد دانشگاه فردوسی مشهد انجام شد. 97 (47% مرد،3/1 SD=،21 M=) نفر از دانشجویان کارشناسی شاهد دانشگاه فردوسی بهصورت نمونهگیری در دسترس و داوطلبانه در پژوهش شرکت و پرسشنامههای فرم دموگراتیک دانشجویان، پرسشنامه اهداف شخصی (PCI)، پرسشنامه احساس کنترل (SCI)، پرسشنامه اهمالکاری تحصیلی (PASS) را تکمیل نمودند. نتایج نشان داد که الف) افزایش میزان متغیرهای پیشبین سن و احساس کنترل منفی اهمالکاری تحصیلی را افزایش میدهد و افزایش میزان متغیرهای پیشبین احساس کنترل مثبت و انگیزش انطباقی اهمالکاری تحصیلی را کاهش میدهد. ب) بین ساختار انگیزشی انطباقی و پیشرفت تحصیلی دانشجویان شاهد رابطه معنادار و مستقیم (مثبت) وجود دارد یعنی ساختار انگیزشی انطباقی بر پیشرفت تحصیلی دانشجویان شاهد مؤثر است. ج) بین احساس کنترل مثبت و ساختار انگیزشی انطباقی دانشجویان رابطه معنادار و مستقیم (مثبت) وجود دارد؛ یعنی هرچه احساس کنترل مثبت دانشجویان بیشتر باشد پیشرفت تحصیلی آنها نیز بیشتر است. د) بین احساس کنترل عمومی و پیشرفت تحصیلی دانشجویان شاهد رابطه معنادار و مستقیم (مثبت) وجود دارد یعنی احساس کنترل عمومی بر پیشرفت تحصیلی دانشجویان مؤثر است؛ و ذ) بین ساختار انگیزشی انطباقی و اهمالکاری تحصیلی دانشجویان رابطه معنادار و معکوس (منفی) وجود دارد یعنی ساختار انگیزشی سازگار باعث کاهش اهمالکاری تحصیلی در دانشجویان میشود.
https://tpccp.um.ac.ir/article_31278_1e2d683e1bbef9cdc87863f8befa232d.pdf
2014-03-21
55
70
10.22067/ijap.v4i1.14857
ساختار انگیزشی
اهمالکاری تحصیلی
پیشرفت تحصیلی
احساس کنترل
بی بی عفت
لامعی
efat.lamei@yahoo.com
1
دانشگاه فردوسی مشهد
LEAD_AUTHOR
زهره
سپهری شاملو
z.s.shamloo@googlemail.com
2
دانشگاه فردوسی مشهد
AUTHOR
حمیدرضا
آقامحمدیان شعرباف
aghamohammadian@um.ac.ir
3
دانشگاه فردوسی مشهد
AUTHOR
Ames, C. (1992a). Classrooms. Goals, structures, and student motivation. Journal of educational psychology, 84(3), 261-271.
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Bandura, A. (1982). Self-efficacy mechanism in human agency. American psychologist, 37(2), 122-147.
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Beyabangard, E. (1999). Causes of dropout, Tehran: Publications of parents and educators
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Cox, W. M., & Klinger, E. (2003). Handbook of motivational counseling: motivating people for change, London, Wiley.
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Day, V.,Mensink, D., & O'Sullivan, M. (2000). Patterns of academic procrastination. Journal of College Reading and Learning, 30, 120-134.
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Klinger, E. (1996). The contents of thoughts: Interference and the downside of adaptive normal mechanisms in thought flow. In I. G. Sarason, B. R. (Eds.), Cognitive interference: Theories, methods, and findings (pp. 3-23). Hillsdale, NJ: Lawrence Erlbaum Associates.
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Kothari, Rajab Ali (2011).brrsy Ahmalkary relationship between education and the need to develop and test anxiety. MA thesis, Ferdowsi University of Mashhad.
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Name, Sarah; Hsynchary, M. (2011). Explained on the basis of religious beliefs and core academic Ahmalkary control. Shiraz University. Not yet published.
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Pfister, T. (2002). The effect of self-monitoring on academic procrastination, self efficacy and achievement. The Florida state university college of Education. Florida
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Schouwenburg, H. C. (2004). Academic procrastination: Theoretical no-tions, measurement, and research. In H. C. Schouwenburg, C. H. Lay, T. A. Pychyl, & J. R. Ferrari (Eds.), Counseling the procrastinator in academic settings (pp. 3-17). Washington, DC: American Psychological Association.
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Shapiro, D. H. (1994). Manual of the Shapiro control inventory (SCI). Palo Alto, CA: Behavior data, Inc.
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Shehni,y, M. (2006). Prevalence and delayed effects of cognitive-behavioral therapy and behavior management on reducing high school students in the city of Ahvaz, Journal of Educational and Psychological Sciences, Shahid Chamran University, Vol. 3, No. 3, Vol. 13, Ss1-30.
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Shields, K. (1997). Theconflicts of learned helplessness in motivation. Retrieved form http://ematusov.soe.udel.edu/final.paper pub/-pwfsfp/00000062.htm.
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Simons, J., Dewitte, S., & Lens, W. (2000). Wanting to have vs. wanting to be: the effect of perceived instrumentality on goal orientation. British journal of psychology, 91(3), 335-351.
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Soleymanian, AA. (2005). Evaluate the effectiveness and efficiency of systematic motivational counseling on marital conflict, PhD thesis, Tarbiat Moallem University, Tehran.
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Solomon, L. J., & Rothblum, E. D. (1984). Academic procrastination: Frequency and cognitive-behavioral correlates. Journal of Counseling Psychology, 31, 503-509.
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Steel, P. (2002). [Correlations of procrastination with the big five per-sonality traits]. Unpublished raw data.
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Stipek, D. (1997). Motivation to learn: from theory to practice. Englewood cliffs, New Jersey: prentice hall.
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Walters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95 (1), 179-185.
29
Watson, D. C. (2001). Procrastination and the five factor model: A fact level analysis. Personality and Individual Differences. 30(1), 149-158.
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ORIGINAL_ARTICLE
بررسی اثربخشی درمان شناختی-رفتاری و قصه درمانی بر کاهش اختلالات رفتاری نوجوانان
هدف اصلی این پژوهش، بررسی اثربخشی درمان شناختی-رفتاری و قصه درمانی بر کاهش اختلالات رفتاری نوجوانان بود. برای دستیابی به این منظور از روش تحقیق نیمه تجربی با شمای طرح سه گروهی با پیشآزمون - پسآزمون استفاده شد. جامعه تحقیق دانشآموزان پسر مقطع متوسطه منطقه سرود همدان بودند. با استفاده از پرسشنامه SCL-90-R تعداد 30 دانشآموز دارای اختلالات رفتاری مختلط انتخاب شدند و با جایگزینی تصادفی در 3 گروه 10 نفری قرار گرفتند. با انتخاب تصادفی یک گروه بهعنوان گروه کنترل و دو گروه دیگر بهعنوان گروه آزمایشی، مداخلههای قصه درمانی و درمان شناختی-رفتاری را دریافت نمودند. دو طرح درمانی برای مداخلات پیریزی شده بود. برای درمان شناختی-رفتاری طرحی مبتنی بر طرح شناخت درمانی گروهی مایکل فری که با انجام تغییراتی طرحریزیشده بود. طرح قصه درمانی، طرحی ترکیبی بر اساس روش گیل مورتون و روش دکتر برنز بود. نتایج حاصل از تحلیل دادهها نشان داد که در حالت کل هر دو روش درمان شناختی-رفتاری و قصه درمانی بر کاهش اختلالات رفتاری افسردگی، اضطراب، خصومت، فوبیا، افکار پارانوییدی، حساسیت در روابط متقابل، وسواس- اجبار و روانپریشی در سطح P
https://tpccp.um.ac.ir/article_31300_f367779e700abf5bf1adb8cd1a5fd543.pdf
2014-03-21
71
94
10.22067/ijap.v4i1.15125
قصه درمانی
درمان شناختی-رفتاری
اختلالات رفتاری
اصغر
یاوند حسنی
a_yavand@yahoo.com
1
علامه طباطبایی
LEAD_AUTHOR
کیومرث
فرح بخش
kiiumars@yahoo.com
2
دانشگاه علامه طباطبایی
AUTHOR
عبداله
شفیع آبادی
shafiabadi@atu.ac.ir
3
دانشگاه علامه طباطبایی
AUTHOR
Atkinson, M., and Horne, B., (2002). Mental health for schools. Translation: Akbar Rahnema, Mohammad Farid (1388). Tehran: Ayzh.
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4
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Beck, Aaron T. (2000). Cognitive therapy and mental health problems. Translation: Mehdi karacheh Daghi (1369). Tehran.
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9
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12
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Georgi, Sadegh. (1381). Prevalence and impact of cognitive therapy on reducing depression among students and schools Psrdbyrstanha Qarchak area. Thesis, Tarbiat Moallem University of Tehran.
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Mosayebi Chenarbon, Hossein. (1386). Cognitive therapy seems to reduce the social phobia by self tallking. Thesis of Allameh Tabatabai University.
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Loyeh Yousefi, Masoomeh. (1386). Narrative therapy impact in reducing symptoms of anxiety disorders in students of fourth grade. Journal of Exceptional Children, Vol 8 (1), (281-295).
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Barrett, P., Farrell, L., Dadds, M. & Boulter, N. (2005). Cognitive-behavioral family treatment of childhood obsessive-compulsive disorder: Long-term follow-up and predictors of outcome. Journal of the American Academy of Child & Adolescent Psychiatry, 44, 1005-1014.
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Giuseppe, C., Robert, G. Malgady, M., and Lloyd H. (1986). Cuento therapy: A culturally sensitive modality for Puerto Rican children. Journal of Consulting and Clinical Psychology, 54, 639-645.
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Kendall, Philip C. (2007). The role of self-Statements as a mediator in treatment for youth with anxiety disorders. Journal of Consulting and Clinical Psychology. 75(3), 380–389.
28
Kurt Kroenke, Ralph Swindle. (2000).Cognitive-Behavioral therapy for somatization and symptom syndromes: A Critical Review of Controlled Clinical Trils, 69,205-215.
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Lesley A. Allen, Robert L. Woolfolk, Javier I. Escobar, Michael A. Gara, Robert M. Hamer. (2006). Cognitive-Behavioral therapy for somatization disorder. A Randomized Controlled Trial, 166, 1512-1518.
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Matthew M. Kurtz, and Kim T. Mues (2008). Social skills training for schizophrenia. A meta-analysis of controlled research. Consulting and Clinical Psychology. 76, (3), 491-504
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Rosa-Alcazar, A. I., Sanchez-Meca, J., Gomez-Conesa, A., & Marin-Martinez, F. (2008 Psychological treatment of obsessive-compulsive disorder: A meta-analysis. Clinical Psychology Review, 28 (8), 1310-1325.
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36
ORIGINAL_ARTICLE
اثربخشی زوجدرمانی هیجان مدار گروهی بر رضایت زناشویی زوجین مراجعهکننده به مرکز مشاوره آموزشوپرورش ناحیه 2 مشهد
هدف اصلی پژوهش حاضر بررسی اثربخشی زوجدرمانی گروهی هیجان مدار بر رضایت زناشویی است. این تحقیق از نوع نیمه تجربی همراه با پیشآزمون، پسآزمون و با گروه گواه است. 14 زوج که تعارضات زناشویی داشتند با روش نمونهگیری مبتنی بر هدف انتخابشده و بهطور تصادفی در دو گروه گواه و آزمایشی جایگزین شدند. یک هفته پس از تکمیل پرسشنامه رضایت زناشویی ENRICH جلسات درمانی بر روی گروه آزمایشی اجرا شد. زوجین گروه آزمایشی در 20 جلسه درمان 2 ساعته زوجدرمانی گروهی هیجان مدار شرکت کردند. یک هفته پس از خاتمهی جلسات درمانی، زوجین هر دو گروه مجدداً پرسشنامههای مذکور را تکمیل کردند. نتایج تحقیق با استفاده از تحلیل کوواریانس یکراهه نشان داد، بین دو گروه (آزمایش و گواه) اختلاف معناداری وجود دارد؛ بنابراین نتایج آماری حاکی از این است که زوجدرمانی گروهی هیجان مدار تأثیر معناداری بر رضایت زناشویی گروه آزمایش در مقایسه با گروه گواه داشته است
https://tpccp.um.ac.ir/article_31321_9e27ca37d253136e610a21ebde5f3d03.pdf
2014-03-21
95
114
10.22067/ijap.v4i1.15242
زوجدرمانی
زوجدرمانی گروهی هیجان مدار
رضایت زناشویی
احمد
اعتمادی
ahmad_etemadi@yahoo.com
1
علامه طباطبایی
AUTHOR
حسین احمد
برابادی
brabadihossiena@yahoo.com
2
علامه طباطبایی
LEAD_AUTHOR
Ainsworth, M. (1989). Attachments beyond infancy. American Psychologist, 44,709-716.
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Babcock, J. c. ; Jacobson, N. S. ; Gottman, J. M. & Yrington, T. P. (2005). Attachment, emotional regulation, and the function of marital violence: differences between secure, preoccupied,and dismissing violent and nonviolent husbands. Journal of Family Violence,15 (4).
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14
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Goldman, A. & Greenberg, L. (1992). Comparison of integrated systemic and emotionally focused approaches to couples therapy. Journal of consulting and clinical psychology,60, 962-969.
16
Greenberg, L. & Pavio,S. (1997). Working emotion psychotherapy. New York: Guidford.
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Gurman, A. S. & Frankle,P. (2002). The history of couple therapy: A millennial review. Family process, 41, 199-260.
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Halford, W. Kim. Brief therapy for couples: Helping partners help themselves. Guilford Press, 2003.
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Hasan Abadi, H.; Mojarrad, S.; Soltanifar, A. (2011). Efficacy of emotion focused therapy (EFT) on marital adjustment and positive emotions couples having extramarital relations. Research in Clinical Psychology and Counseling, 1 (2), 25-38.
20
Hazan, C & Shaver, P. R (1994). Attachment as an organizational framework for research on close relationship. Psychological Iniquiry, 5, 1-22.
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Hazan,C. & Shaver, P. (1987). Romantic love conceptualized as an attachment process. Journal of personality and Social psychology,52, 511-525.
22
Honarparvaran, N. , Tabrizy, M. , Navabinejad, Sh. & Shafiabady, A. (2010). The Efficacy of Emotionally Focused Couple Therapy (EFT-C) Training with Reducing Sexual Dissatisfaction among Couples. European. Journal of Scientific Research,pp. 538-545.
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Johnson, S. (2004). Emotionally focused couple therapy: creating connection. New York: Brunner-Rutledge.
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Johnson, S. M., Makinen, J. A., & Millikin, J. W. (2001). Attachment injuries in couple relationships: A new perspective on impasses in couples therapy. Journal of Marital and Family Therapy, 27(2), 145-155.
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Johnson,S. M.,& Greenberg, L. S. (1988). Relating process to outcome in marital therapy. Journal of marital and Family Therapy, 14, 175-183.
26
Johnson,S. M. & Greenberg, L. S. (1994). The heart of the matter: perspectives on emotion in marital therapy New York: Brunner/Mazel.
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Johnson,S. M. & Greenberg,l. s. (1985a). Diferential effects of problem solving interventions in resolving and marital conflict. journal of consulting and clinical psychology,53, 175-184.
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Priest, J. B. (2013). Emotionally focused therapy as treatment for couples with generalized anxiety disorder and relationship distress. Journal of Couple & Relationship Therapy, 12(1), 22-37.
39
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44
ORIGINAL_ARTICLE
اثربخشی مداخلات عصب روانشناختی بر مؤلفههای خواندن (سرعت، دقت و درک خواندن) دانشآموزان نارسا خوان
نارساخوانی اختلالی است که در آن پیشرفت خواندن پایینتر از حد مورد انتظار، برحسب سن، آموزش و هوش میباشد. این گروه از کودکان در زمینههای عصب روانشناختی آسیبدیدهاند. این پژوهش باهدف بررسی اثربخشی مداخلات عصب روانشناختی بهعنوان یکی از جنبههای مؤثر بر مؤلفههای خواندن) سرعت، صحت و درک (که در این کودکان دچار نقص شده است، اجرا شد. پژوهش از نوع نیمه آزمایشی و جامعه آماری شامل دانشآموزان دختر نارساخوان پایه سوم ابتدایی بود که از میان آنها 40 نفر به شیوه نمونهگیری تصادفی خوشهای چندمرحلهای انتخاب و با روش تصادفی در گروه آزمایش (مداخلات عصب روانشناختی) و گواه قرار گرفتند. ابزارهای سنجش شامل مقیاس هوش کودکان وکسلر و آزمون خواندن و نارساخوانی نما بود. دادهها از طریق تحلیل کوواریانس بررسی شد. یافتهها نشان داد مداخلات عصب روانشناختی بر مؤلفههای خواندن دانشآموزان نارساخوان مؤثر است (001/0(p< بر مبنای نتایج این پژوهش میتوان به متخصصان اختلالهای یادگیری و روانشناسان پیشنهاد نمود که با استفاده از این روش در جهت بهبود عملکرد خواندن دانشآموزان نارساخوان بکوشند.
https://tpccp.um.ac.ir/article_31343_347a16cabe8c748c2c4720daf394fd4b.pdf
2014-03-21
115
134
10.22067/ijap.v4i1.15793
نارسا خوان
مداخلات عصب روانشناختی
مؤلفههای خواندن
مهناز
جدیدی فیقان
jadidi.mah16@yahoo.com
1
دانشگاه اصفهان
LEAD_AUTHOR
احمد
عابدی
a.abedi44@gmail.com
2
دانشگاه اصفهان
AUTHOR
سمیه
جمالی پاقلعه
jamali_somaye88@yahoo.com
3
دانشگاه الزهرا/دانشگاه انارک
AUTHOR
مریم
جدیدی فیقان
jadidi.mehr04@yahoo.com
4
دانشگاه اصفهان/مرکزتوانبخشی سعادت
AUTHOR
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ORIGINAL_ARTICLE
اثربخشی واقعیت درمانی گروهی بر سبکهای هویت دانشآموزان دورهی متوسطه شهرستان مشهد
پژوهش حاضر جهت بررسی تأثیر مشاورهی گروهی مبتنی بر واقعیت درمانی بر سبکهای هویت (اطلاعاتی، هنجاری و سردرگم، تعهد) دانشآموزان دختر دورهی متوسطهی ناحیه تبادکان مشهد انجامشده است. 14 نفر از دانشآموزان دختر مقطع متوسطه ناحیه تبادکان مشهد به همراه مادرانشان بهصورت تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. بعد از اجرای پیشآزمون بر روی همه دانشآموزان، گروه مداخله با رویکرد واقعیت درمانی تحت مشاوره قرار گرفت و گروه کنترل هیچ آموزشی دریافت نکرد. در پایان بر روی هر دو گروه پسآزمون اجرا گردید. دادههای حاصل که با استفاده از کوواریانس چند متغیری تحلیل گردید نشان داد که در مقایسه دو گروه واقعیت درمانی و کنترل در سبکهای اطلاعاتی (03/0p= ) و مقیاس تعهد (009/0(p= تفاوت معنادارمی باشد؛ اما در سبک هنجاری (25/0p= ) و سبک اجتنابی (15/0p= ) تفاوت معنادار نیست. یافتهها حاکی از آن است که روش مشاوره گروهی با رویکرد واقعیت درمانی در افزایش سبکهای هویت نوجوانان دختر مؤثر است.
https://tpccp.um.ac.ir/article_31362_776be2d1eb55331331ab883f5f0e4360.pdf
2014-03-21
135
154
10.22067/ijap.v4i1.30510
سبکهای هویت اطلاعاتی
هنجاری
سردرگم و تعهد
واقعیت درمانی گروهی
منیژه
مسگری
mesgari249@gmail.com
1
دانشگاه آزاد قوچان
AUTHOR
حسین
حسن آبادی
hassan-a@um.ac.ir
2
دانشگاه فردوسی مشهد
LEAD_AUTHOR
حمید
نجات
hossainir2002@yahoo.com
3
دانشگاه آزاد اسلامی قوچان
AUTHOR
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ORIGINAL_ARTICLE
معنویتگرایی، مدیریت زمان و پیشرفت تحصیلی: زمان ورزی معنوی
این پژوهش بر آن است تا از طریق وارسی رابطهی میان معنویتگرایی، مدیریت زمان و پیشرفت تحصیلی، زمینهای را برای معرفی سازهی «زمان ورزی معنوی» (مجموعهی بههمپیوستهای از شناختها، رفتارها و هیجانهای مرتبط بازمان در زندگی دینورزانه) فراهم کند. 214 تن از دانشجویان دانشگاه گیلان از طریق روش نمونهگیری خوشهای چندمرحلهای تصادفی برگزیده شدند و ضمن در اختیار قرار دادن میانگین نمرات نیمسال گذشته بهعنوان شاخص پیشرفت تحصیلی، به دو پرسشنامهی گرایشهای معنوی دانشجویان (شریفی و همکاران، 1387) و مهارتهای فردی در مدیریت زمان (حافظی و همکاران، 1387) پاسخ دادند. دادهها با فرض رابطهی علّی و نیز بر اساس رابطهی مبتنی بر همبستگی میان متغیرها با روشهای مقایسهی میانگین گروههای مستقل و تحلیل واریانس و تحلیل رگرسیون همزمان مورد پردازش قرار گرفتند. نتایج نشان داد دانشجویانی که به لحاظ معنویتگرایی نمرههای نیمهی بالا را به خود اختصاص داده بودند از دانشجویان با معنویتگرایی پایین بهطور معناداری (001/0p< ) در مدیریت زمان کارآمدتر بودند. همچنین توان تبیینکنندگی معنویتگرایی (5/7%) و مدیریت زمان (3/6%) در ارتباط با تغییرات پیشرفت تحصیلی تقریباً هماندازه بود. چنانکه با فرض رابطهی علّی، ازلحاظ اثرگذاری بر پیشرفت تحصیلی، نتایج نشان داد که ناکارآمدی در مدیریت زمان از طریق برخوردار بودن از سطوح بالاتر جهتگیری معنوی جبران میشود و برعکس (001/0 ( p< این یافتهها، اگر با نتایج پژوهشهای آتی تأیید شوند، نشان میدهند که ممارست در دینورزی و معنویتگرایی به نحوی متضمن درجاتی از کارآمدی در مدیریت زمان است و میتوان این کارآمدی را از طریق سازهی «زمان ورزی معنوی» تبیین کرد.
https://tpccp.um.ac.ir/article_31382_ec6e90f176d03e3aea72c2a5bfc55665.pdf
2014-03-21
155
174
10.22067/ijap.v4i1.33309
معنویتگرایی
مدیریت زمان
زمان ورزی معنوی
دینورزی
پیشرفت تحصیلی
حسن
بلند
hassanboland@guilan.ac.ir
1
دانشگاه گیلان
LEAD_AUTHOR
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ORIGINAL_ARTICLE
رابطه بهزیستی روانشناختی با عملکرد شغلی پرستاران و مقایسه آنها در بخشهای ویژه و عادی
هدف از پژوهش حاضر، بررسی رابطه بهزیستی روانشناختی با عملکرد شغلی پرستاران و مقایسه آنان در بخشهای ویژه و عادی بوده است. برای دستیابی به این هدف از روش پژوهش توصیفی، از نوع مطالعات همبستگی و همچنین علی- مقایسهای بهره گرفته شد. جامعه آماری این پژوهش را کلیه پرستاران (N=900)بیمارستانهای قائم( عج) و امام رضا (ع)، تشکیل میدادند که به روش نمونهگیری در دسترس و با استفاده از جدول مورگان، انتخاب شدند. جهت تجزیهوتحلیل دادههای پژوهش، از روشهای آماری همبستگی؛ تحلیل واریانس (MANOVA) و تحلیل رگرسیون گامبهگام استفاده گردیده است. نتایج پژوهش نشان داد که بین بهزیستی روانشناختی و عملکرد شغلی رابطه مثبت و معناداری وجود دارد 03/0=r ؛ 01/0>P. همچنین نتایج آزمون T مستقل حاکی از آن است که بین بهزیستی روانشناختی پرستاران بخشهای ویژه و عادی تفاوت معنیدار بین دو گروه مشاهده میشود. متغیرهای جمعیت شناختی نیز بیانگر رابطه معنادار (01/0P< ) بین بهزیستی روانشناختی پرستاران ویژه و عادی است.
https://tpccp.um.ac.ir/article_31406_7dd43fd87f569e71714423979d9803a5.pdf
2014-03-21
175
194
10.22067/ijap.v4i1.37465
بهزیستی روان شناختی
عملکرد شغلی
پرستاران
زهره
کاووسی
1
تربت جام
AUTHOR
علی رضا
قادری
arghaderi44@yahoo.com
2
دانشگاه فردوسی مشهد
LEAD_AUTHOR
مجید
معینی زاده
moeinizadeh@um.ac.ir
3
دکتری روانشناسی بالینی، دانشگاه فردوسی مشهد
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