دانشگاه فردوسی مشهد پژوهش های روان شناسی بالینی و مشاوره 2251-6352 16 1 2026 06 22 The Structural Pattern of Loneliness Based on Childhood Trauma among Students at the University of Tabriz: The Mediating Role of Social Thermoregulation and Risk Avoidance الگوی ساختاری احساس تنهایی بر اساس روان‌زخم کودکی: نقش میانجی تنظیم دمای اجتماعی و خطر گریزی 5 30 48380 10.22067/tpccp.2026.95703.1853 FA رسول حشمتی استاد، گروه روان‌شناسی، دانشگاه تبریز، تبریز، ایران 0000-0003-2418-8821 مجتبی احمدی فارسانی استادیار، گروه روانشناسی، دانشگاه آیت الله العظمی بروجردی (ره)، بروجرد، ایران 0000-0003-1565-1749 نیما قربانیان کارشناسی ارشد روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران 0009-0000-8165-584X Journal Article 2025 10 02 Extended Abstract Introduction Humans have an intrinsic need for social connection, and when this need is not met, they experience loneliness (DiTommaso et al., 2015). Loneliness is an aversive subjective experience arising from a deficiency or absence of intimacy (DiTommaso et al., 2015), which in adulthood is shaped by various factors, including childhood trauma (Arslan & Yıldırım, 2022). Childhood trauma refers to traumatic experiences occurring before the age of 18 and encompasses physical, emotional, and sexual abuse, as well as physical and emotional neglect (Austin, 2021). Such experiences hinder the formation of secure attachment (van Beeck et al., 2024). Attachment styles exert a decisive influence on the degree of loneliness throughout life, and loneliness can be viewed as a corollary of insecure attachment (Weiss, 1975). Attachment is evolutionarily grounded, and its components are integral to survival and reproduction (Vergara et al., 2019). Nevertheless, evidence concerning the role of biological factors in this regard remains limited. Infants' needs for thermoregulation and risk avoidance play a central role in attachment formation (Vergara et al., 2019). "Social thermoregulation" refers to a set of habits, strategies, and compensatory behaviours that enable individuals to meet their physical and psychological need for warmth through social interaction (Vergara et al., 2019). "Risk avoidance" denotes a tendency to avoid threatening situations, driven by the need for personal safety (Vergara et al., 2019). Secure attachment is expected to develop when caregivers adequately meet infants' needs for thermoregulation and risk avoidance (IJzerman et al., 2021). Given that childhood trauma is associated with attachment, and attachment is associated with loneliness, a construct akin to attachment—namely, social thermoregulation and risk avoidance—may serve as a mediating variable in this relationship. Accordingly, the present study aimed to examine the mediating role of social thermoregulation and risk avoidance in the relationship between childhood trauma and loneliness. Method This study was fundamental, descriptive–correlational in nature, and utilised structural equation modelling. The statistical population comprised all students at Tabriz University during the 2022–2023 academic year. From this population, 262 participants were selected through multi-stage cluster sampling and completed the Social Thermoregulation and Risk Avoidance Questionnaire (STRAQ; Vergara et al., 2019), the UCLA Loneliness Scale (Russell, 1996), and the Childhood Trauma Questionnaire (CTQ; Bernstein et al., 2003). Data were analysed using structural equation modelling with AMOS-26 software.. Findings The results demonstrated that the modified model exhibited a satisfactory fit to the data (χ²/df = 2.15, GFI = 0.94, AGFI = 0.91, CFI = 0.95, RMSEA = 0.07). The findings further revealed that childhood trauma exerted a positive and significant direct effect on loneliness (β = 0.56, p < 0.001) and a negative and significant direct effect on social thermoregulation and risk avoidance (β = -0.34, p < 0.01). Moreover, the direct effect of social thermoregulation and risk avoidance on loneliness was positive and significant (β = 0.37, p < 0.01). Finally, the results of the bootstrap test indicated that the indirect effect of childhood trauma on loneliness via social thermoregulation and risk avoidance was negative and significant (β = -0.12, p < 0.01). Discussion The present study demonstrated that childhood trauma exerts a positive influence on feelings of loneliness, a finding that aligns with the results of prior research (de Heer et al., 2024; Arslan & Yıldırım, 2022; Shevlin et al., 2015; Gibson & Hartshorne, 1996). In explaining this finding, it can be argued that the experience of childhood trauma may undermine the quality of the parent–child relationship and pave the way for insecure attachment (Yilmaz et al., 2022). Children who have experienced neglect or abusive parental behaviors develop a negative attitude toward others, perceiving them as unavailable, untrustworthy, or threatening (Myers & Wells, 2015), a perception that fuels feelings of loneliness in adulthood. The findings also indicated that childhood trauma has a direct and negative effect on social thermoregulation and risk avoidance, a result consistent with the only comparable study conducted thus far (Madadpour, 2024). This finding may be explained by positing that traumatic childhood experiences can disrupt the functioning of the social thermoregulation and risk avoidance system. When the social environment is perceived as trustworthy, individuals regulate their social temperature through proximity, interaction, and interpersonal support; however, when the environment is appraised as threatening, the system activates a risk-avoidance tendency. Neglect or maltreatment shifts this system toward the latter state (Vergara et al., 2019). It was also found that social thermoregulation and risk avoidance have a direct and negative effect on feelings of loneliness, which is concordant with the results of previous studies (Vergara et al., 2019; Madadpour, 2024). Social thermoregulation reflects an individual’s capacity to experience emotional warmth within relationships (Vergara et al., 2019). When this capacity is attenuated, the individual feels disconnected even in the presence of others. Simultaneously, the risk-avoidance component of this construct leads the individual to perceive social interactions as threatening. Ultimately, the findings revealed that social thermoregulation and risk avoidance mediate the relationship between childhood trauma and loneliness, thereby enabling the present study to introduce novel dimensions to the extant literature. In explaining this finding, it can be posited that traumatic childhood experiences, by disrupting the sense of social security, reorganize an individual’s biological and emotional patterns in such a way that interactions with others are no longer perceived as a source of warmth and comfort but rather as a source of threat, thereby intensifying feelings of loneliness (Vergara et al., 2019). In conclusion, understanding the role of social thermoregulation and risk avoidance may open up new vistas for promoting mental health and enhancing physical well-being, and this variable should be taken into account in the design of interventions. هدف: هدف پژوهش حاضر بررسی رابطه روان‌زخم کودکی و احساس تنهایی با میانجی‌گری تنظیم دمای اجتماعی و خطر گریزی بود. روش: روش این پژوهش از نوع توصیفی-همبستگی بود. جامعه آماری پژوهش حاضر را دانشجویان دانشگاه‌ تبریز تشکیل دادند که از بین آنها تعداد 250 نفر به روش نمونه‌گیری در دسترس انتخاب شدند و به سؤالات سه پرسشنامه تنظیم دمای اجتماعی، پرسشنامه احساس تنهایی و پرسشنامه ترومای کودکی پاسخ دادند. داده‌ها با استفاده از مدل یابی معادلات ساختاری و نرم‌افزار AMOS24 تجزیه و تحلیل شدند. یافته‌ها: یافته‌ها نشان داد که روان زخم در قالب مدل مفروض هم به‌صورت مستقیم و هم با میانجی گری تنظیم دمای اجتماعی و خطر گریزی تغییرات احساس تنهایی را تبیین کند. همچنین یافته‌ها نشان داد مدل مفروض از برازش مطلوبی برخوردار است. نتیجه‌گیری: بر اساس این یافته‌ها می‌توان نتیجه گرفت روان زخم یک عامل زمینهای آسیبزا برای احساس تنهایی در بزرگ‌سالی است. ضربه‌ای که در پنج سال اول زندگی تجربه می‌شود از طریق اثرگذاری بر تنظیم دمای اجتماعی و خطر گریزی و شکل‌گیری نوع سبک دلبستگی در نهایت می‌تواند اثرات مخربی را بر سلامت روان فرد داشته باشد.

https://tpccp.um.ac.ir/article_48380_888bce56d84202318a86efb8cd1c038d.pdf

دانشگاه فردوسی مشهد پژوهش های روان شناسی بالینی و مشاوره 2251-6352 16 1 2026 06 22 The Effectiveness of Emotion Focused Therapy on Mental Well Being and Emotional Self Efficacy in Adolescent Girls with Symptoms of Nomophobia اثربخشی درمان هیجان‎مدار بر بهزیستی ذهنی، کفایت هیجانی و خودکارآمدی هیجانی در نوجوانان مقطع متوسطه دارای علائم نوموفوبیا 31 51 48379 10.22067/tpccp.2026.93331.1787 FA مائده سلطانیان کارشناسی ارشد روان شناسی، مرکز تحقیقات علوم رفتاری و روانشناختی، گروه روانشناسی، واحد اصفهان (خوراسگان)،دانشگاه آزاد اسلامی، اصفهان، ایران هادی فرهادی دانشیار، گروه روان شناسی، مرکز تحقیقات علوم رفتاری و روانشناختی، گروه روانشناسی، دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران Journal Article 2025 06 03 Extended Abstract Introduction In the current digital era, smartphones have become an integral component of adolescents' daily lives. Excessive reliance on technology has been shown to induce anxiety, diminish self-control, and impair emotional regulation, leading to conditions such as nomophobia. As posited by King et al. (2013), nomophobia—an emerging disorder—is associated with symptoms including anxiety, restlessness, decreased concentration, and fear of isolation. Among the variables adversely affected by nomophobia in adolescents are subjective well-being, which encompasses an individual's perception of themselves and their subjective experience of life (Habibpour Gatabi, 2022), and emotional self-efficacy, defined as the ability not to be overwhelmed by negative emotions such as anger, sadness, and despair, and to experience or express positive emotions, maintain emotional stability, and modulate negative emotions in difficult situations (Mir Mousavi & Farghdani, 2018). Emotion-Focused Therapy (EFT), developed by Leslie Greenberg and colleagues (1980), emphasises the fundamental role of emotions in mental health and aims to help individuals identify, process, and transform maladaptive emotions, thereby enhancing emotional self-efficacy (Torabiyan et al., 2024). Given its emphasis on emotion regulation, EFT represents a suitable approach for addressing the emotional vulnerabilities associated with nomophobia. The present study therefore sought to examine the efficacy of EFT on subjective well-being and emotional self-efficacy in adolescent girls in Isfahan presenting with symptoms of nomophobia. Method The present study employed a quasi-experimental design, incorporating a pre-test, post-test, with a control group. The sample size was determined as follows: A total of 30 female adolescents from various educational institutions in Isfahan were selected on a random basis, as recommended by Cook et al. (2002). Participants were deemed eligible for inclusion in the study if they attained scores greater than 35 on the administered scale. Participants were randomly assigned to either the experimental group, comprising 15 individuals, or the control group, comprising an equivalent number. The experimental group received EFT (Greenberg et al., 1980) in eight 90-minute sessions over a period of two months. The content of the sessions focused on increasing emotional awareness, emotion regulation strategies, and changing maladaptive emotional patterns. The research instruments employed included the Nomophobia Questionnaire (Azadmanesh et al., 2016), the Subjective Well-Being Scale (Kays and Magyar-Mo, 2003), and the Emotional Self-Efficacy Scale (Schott and Donald, 2008). The analysis was conducted using SPSS and a multivariate covariance test (MANCOVA). Findings The Levene's F test was utilized to assess the hypothesis of equal variances. This assumption was substantiated in the subjective well-being variable (F = 0.21, p = 0.8) and in the emotional self-efficacy variable (F = 0.17, p = 0.83). The results of the multivariate analysis of covariance test demonstrated that F (6.61) was significant, thereby indicating that the therapeutic interventions were effective on at least one of the dependent variables. The results of the univariate analysis of covariance for the post-test scores of the research components demonstrated that F for subjective well-being was 4.86 (p < 0.001) and for emotional self-efficacy was 17.09 (p < 0.001). Furthermore, the eta coefficient demonstrated that participation in therapy sessions resulted in substantial enhancements in subjective well-being (with an effect size of 0.16) and emotional self-efficacy (with an effect size of 0.40). The findings indicate a significant discrepancy between the experimental and control groups with respect to subjective well-being and emotional self-efficacy in the post-test phase. The therapeutic intervention, grounded in emotion-focused therapy, has been demonstrated to enhance subjective well-being and emotional self-efficacy in adolescent girls with symptoms of nomophobia. Discussion The experimental and control groups showed divergent results on subjective well-being, consistent with previous studies (Pontes, 2016; Compare, 2019; Atadokht, 2019). The hypothesis suggests that individuals with nomophobia who undergo the emotional awareness stage of EFT, rather than suppressing their emotions, become aware of and deeply experience their feelings, which in turn enhances subjective well-being. Implementing emotion regulation training in schools is recommended. This process is thought to help individuals tolerate distressing experiences, thereby improving overall well-being. Similarly, the groups differed on emotional self-efficacy, aligning with prior research (Torabian, 2024; Furrow, 2011; Pay Pouzan, 2020). This can be explained by the fact that EFT helps individuals use their emotions adaptively, develop greater emotional awareness, express emotions more effectively across situations, and reduce negative affect (Pay Pouzan, 2020). It is recommended that EFT, through its focus on experiential processing and emotional transformation, help adolescents not only recognise their feelings but also use them as resources for psychological growth. The present study demonstrated that EFT can serve as an effective, humane, and culturally responsive approach to addressing nomophobia and promoting adolescent mental health. Integrating EFT into school counselling programmes and community mental health services can provide effective tools for managing emotional challenges. Extended Abstract Introduction In the current digital era, smartphones have become an integral component of adolescents' daily lives. Excessive reliance on technology has been shown to induce anxiety, diminish self-control, and impair emotional regulation, leading to conditions such as nomophobia. As posited by King et al. (2013), nomophobia—an emerging disorder—is associated with symptoms including anxiety, restlessness, decreased concentration, and fear of isolation. Among the variables adversely affected by nomophobia in adolescents are subjective well-being, which encompasses an individual's perception of themselves and their subjective experience of life (Habibpour Gatabi, 2022), and emotional self-efficacy, defined as the ability not to be overwhelmed by negative emotions such as anger, sadness, and despair, and to experience or express positive emotions, maintain emotional stability, and modulate negative emotions in difficult situations (Mir Mousavi & Farghdani, 2018). Emotion-Focused Therapy (EFT), developed by Leslie Greenberg and colleagues (1980), emphasises the fundamental role of emotions in mental health and aims to help individuals identify, process, and transform maladaptive emotions, thereby enhancing emotional self-efficacy (Torabiyan et al., 2024). Given its emphasis on emotion regulation, EFT represents a suitable approach for addressing the emotional vulnerabilities associated with nomophobia. The present study therefore sought to examine the efficacy of EFT on subjective well-being and emotional self-efficacy in adolescent girls in Isfahan presenting with symptoms of nomophobia. Method The present study employed a quasi-experimental design, incorporating a pre-test, post-test, with a control group. The sample size was determined as follows: A total of 30 female adolescents from various educational institutions in Isfahan were selected on a random basis, as recommended by Cook et al. (2002). Participants were deemed eligible for inclusion in the study if they attained scores greater than 35 on the administered scale. Participants were randomly assigned to either the experimental group, comprising 15 individuals, or the control group, comprising an equivalent number. The experimental group received EFT (Greenberg et al., 1980) in eight 90-minute sessions over a period of two months. The content of the sessions focused on increasing emotional awareness, emotion regulation strategies, and changing maladaptive emotional patterns. The research instruments employed included the Nomophobia Questionnaire (Azadmanesh et al., 2016), the Subjective Well-Being Scale (Kays and Magyar-Mo, 2003), and the Emotional Self-Efficacy Scale (Schott and Donald, 2008). The analysis was conducted using SPSS and a multivariate covariance test (MANCOVA). Findings The Levene's F test was utilized to assess the hypothesis of equal variances. This assumption was substantiated in the subjective well-being variable (F = 0.21, p = 0.8) and in the emotional self-efficacy variable (F = 0.17, p = 0.83). The results of the multivariate analysis of covariance test demonstrated that F (6.61) was significant, thereby indicating that the therapeutic interventions were effective on at least one of the dependent variables. The results of the univariate analysis of covariance for the post-test scores of the research components demonstrated that F for subjective well-being was 4.86 (p < 0.001) and for emotional self-efficacy was 17.09 (p < 0.001). Furthermore, the eta coefficient demonstrated that participation in therapy sessions resulted in substantial enhancements in subjective well-being (with an effect size of 0.16) and emotional self-efficacy (with an effect size of 0.40). The findings indicate a significant discrepancy between the experimental and control groups with respect to subjective well-being and emotional self-efficacy in the post-test phase. The therapeutic intervention, grounded in emotion-focused therapy, has been demonstrated to enhance subjective well-being and emotional self-efficacy in adolescent girls with symptoms of nomophobia. Discussion The experimental and control groups showed divergent results on subjective well-being, consistent with previous studies (Pontes, 2016; Compare, 2019; Atadokht, 2019). The hypothesis suggests that individuals with nomophobia who undergo the emotional awareness stage of EFT, rather than suppressing their emotions, become aware of and deeply experience their feelings, which in turn enhances subjective well-being. Implementing emotion regulation training in schools is recommended. This process is thought to help individuals tolerate distressing experiences, thereby improving overall well-being. Similarly, the groups differed on emotional self-efficacy, aligning with prior research (Torabian, 2024; Furrow, 2011; Pay Pouzan, 2020). This can be explained by the fact that EFT helps individuals use their emotions adaptively, develop greater emotional awareness, express emotions more effectively across situations, and reduce negative affect (Pay Pouzan, 2020). It is recommended that EFT, through its focus on experiential processing and emotional transformation, help adolescents not only recognise their feelings but also use them as resources for psychological growth. The present study demonstrated that EFT can serve as an effective, humane, and culturally responsive approach to addressing nomophobia and promoting adolescent mental health. Integrating EFT into school counselling programmes and community mental health services can provide effective tools for managing emotional challenges. هدف: پژوهش حاضر با هدف اثربخشی درمان هیجان‎مدار بر بهزیستی ذهنی و خودکارآمدی هیجانی در نوجوانان دختر با علائم نوموفوبیا انجام گرفت. روش: مطالعه از نوع نیمه‎آزمایشی با طرح پیش‎آزمون – پس‎آزمون با گروه گواه بود. جامعه آماری شامل نوجوانان دختر با علائم نوموفوبیا شهر اصفهان بود. قبل از مداخله دانش‎آموزان یک مدرسه پرسشنامه نوموفوبیا احدی و منشئی(1395) را تکمیل کرده و از بین آنها 30 نفر از کسانی که نمره نوموفوبیا آنها بالاتر از 35 بود به عنوان گروه نمونه انتخاب و به طور تصادفی در دو گروه 15 نفره آزمایش و گواه قرار گرفتند. سپس مقیاس‎‎های سنجش بهزیستی ذهنی کییز و ماگیارمو ( 2003) و خودکارآمدی هیجانی بورلی، نیکولا، شات و دونالد (2008) را در مراحل پیش‎آزمون و پس‎آزمون تکمیل کردند. گروه آزمایش مداخله هیجان‎مدار را 8 جلسه 90 دقیقه‎ای دریافت کردند و گروه گواه هیچ مداخله‎ای دریافت نکردند. برای تجزیه وتحلیل داده‎ها از نرم‎افزار SPSS-26 و آزمون تحلیل کوواریانس چند متغیره استفاده شد. یافته‌ها: نتایج نشان داد در مرحله پس‎آزمون بین دو گروه آزمایش و گواه از نظر بهزیستی ذهنی و خودکارآمدی هیجانی تفاوت معنی‎داری وجود داشت (5/0P<)؛ بدین‎صورت که درمان هیجان‎مدار منجر به افزایش بهزیستی ذهنی و خودکارآمدی هیجانی گروه آزمایش شد. نتیجه‌گیری: با توجه به اثربخشی درمان هیجان‎مدار بر بهزیستی ذهنی و خودکارآمدی هیجانی نوجوانان مبتلا به اختلال نوموفوبیا و هم‎راستا بودن نتایج پژوهش حاضر با پژوهش‎های گذشته در زمینه اثربخشی درمان هیجان‏مدار در بهبود مشکلات روان‎شناختی نشان‏دهنده ظرفیت این رویکرد درمانی در ارتقاء سلامت روان نوجوانان است و جهت کمک به بهبود مشکلات نوجوانان می‎تواند مورد استفاده قرار گیرد. یافته‌ها با پژوهش‌های پیشین در زمینه اثربخشی درمان هیجان‎مدار در بهبود مشکلات روان‌شناختی هم‌راستا بود و نشان‌دهنده‌ی ظرفیت این رویکرد در ارتقای سلامت روان نوجوانان است.

https://tpccp.um.ac.ir/article_48379_a5d8bb936c943624140ddade75f55b79.pdf

دانشگاه فردوسی مشهد پژوهش های روان شناسی بالینی و مشاوره 2251-6352 16 1 2026 06 22 Effectiveness of Marital Empowerment Program Based on Positive Schemas on Marital Empathy and Self Compassion of Couples اثربخشی برنامۀ توانمندسازی زناشویی مبتنی بر طرحواره های مثبت بر همدلی زناشویی و شفقت به خود زوجین 52 77 48378 10.22067/tpccp.2026.94393.1805 FA پگاه مهرطلب دانشجوی دکتری مشاوره، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران. حسین داودی دانشیار، گروه مشاوره، واحد خمین، دانشگاه آزاد اسلامی، خمین، ایران 0000-0002-4701-4958 داود تقوایی دانشیار، گروه روانشناسی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران. Journal Article 2025 07 13 Extended Abstract Introduction Marital stability and satisfaction, as key indicators of a successful family institution (Soltanolketabi & Dashti, 2023), are influenced by a multitude of factors, including marital empathy (Tahmaseby & Khorramabadi, 2023) and self-compassion. Marital empathy—the capacity of spouses to empathically understand each other’s emotions and thoughts and to respond to them with appropriate emotional reactions (Billington et al., 2007)—is directly associated with constructive interactions and the resolution of interpersonal problems between coples (Jomepour & Mahmoudipour, 2019). Moreover, self-compassion, which comprises self-kindness, a sense of common humanity, and mindfulness (Neff, 2003), plays a significant role in relationship satisfaction. Concurrently, a substantial body of research indicates that positive schemas, as the corresponding adaptive counterparts of early maladaptive schemas in Young’s model, are associated with positive psychological outcomes (Louis et al., 2018). Nevertheless, to the best of the researchers’ knowledge, no prior investigation has examined the relationship between positive schemas and critical components of marital life such as empathy and self-compassion. Accordingly, the aim of the present study was to evaluate the effectiveness of a positive schema-based marital empowerment program on couples’ marital empathy and self-compassion. Method This study employed a quasi-experimental pretest–posttest design with a non-equivalent control group and a 45-day follow-up period. The statistical population comprised all couples residing in Arak city, during the year 2023. Following a public call for participation, and in accordance with the recommended sample size for experimental and quasi-experimental research while accounting for potential attrition, 24 couples who met the inclusion criteria were selected from among the volunteers and randomly assigned to an experimental group (12 couples) and a control group (12 couples). The research instruments consisted of the Marital Empathy Scale (Jollife & Farrington, 2006), the Self-Compassion Scale (Neff, 2003), and the Young Schema Questionnaire (Young, 2003). The intervention employed was the “Positive Schema-Based Marital Empowerment Program,” which was developed on the basis of the positive schemas identified in the study by Mehrtalab et al. (2024). This program was delivered to the experimental group in 11 weekly, 90-minute group sessions. The content validity of the program, assessed using Lawshe’s content validity ratio (CVR) by eight family therapists, yielded a coefficient of .93. Data were collected at three time points—pretest, posttest, and follow-up—and were analyzed using multivariate analysis of variance (MANOVA) and Bonferroni post hoc tests in SPSS 26. Findings The results of the Shapiro–Wilk test indicated that the scores for self-compassion and marital empathy in both the experimental and control groups conformed to a normal distribution. Furthermore, Levene’s test confirmed the homogeneity of variances across groups, and Box’s M test demonstrated that the assumption of homogeneity of covariance matrices was satisfied. The results of Pillai’s trace revealed a significant multivariate main effect for time (F4, 15 = 27.44, p > 0.001, V = .88). A significant multivariate main effect was also found for group (F2, 17 = 47.14, p > 0.001, V = .85). Additionally, the Group × Time interaction yielded a significant multivariate effect (F4, 15 = 33.00, p > 0.001, V = .89). Univariate within-group analyses of variance indicated significant differences across the measurement occasions for self-compassion (F1.75, 31.60 = 68.44, p > 0.001, η² = .79), and for marital empathy (F1.58, 28.58 = 51.36, p > 0.001, η² = .65). The Group × Time interaction was also significant for self-compassion (F1.75, 31.60 = 4.79, p > 0.001, η² = .82), and for marital empathy (F1.58, 28.58 = 47.98, p > 0.001, η² = .73). Discussion and Conclusion The findings demonstrated that the positive schema-based marital empowerment programme was effective in increasing marital empathy and self-compassion among couples. The absence of comparable studies examining the effectiveness of positive schemas on components of marital life renders direct comparison of the present results with prior research challenging. Nevertheless, the findings can be elucidated by considering that the programme was designed upon fundamental psychological needs and positive schemas, the role of which in enhancing marital empathy and self-compassion is substantiated by both theoretical and empirical foundations. The increase in marital empathy was achieved through strengthening positive schemas related to enduring attachment, health, and safety—fostering mindfulness and sensitivity to the partner's emotions—and through empathic attention. Moreover, emotion regulation, cultivated within the self-control schema, played a pivotal role in improving the affective component of empathy. The enhancement of self-compassion is explained by the positive schemas of self-acceptance (reducing self-blame), the reinforcement of secure attachment (activating the safety system), and mindfulness exercises (heightening awareness of one's own suffering). Accordingly, it can be argued that the couple empowerment programme centres on the formation and reinforcement of a mature, empathic, and accepting mindset in partners through the activation and strengthening of positive schemas. In light of the obtained results, this programme possesses adequate educational validity to serve as a primary-level preventive intervention for enhancing marital empathy and self-compassion in couples. It is recommended that the activation and reinforcement of positive schemas be emphasised in couple relationship enrichment programmes. هدف: هدف پژوهش حاضر بررسی اثربخشی برنامۀ توانمندسازی زناشویی مبتنی بر طرحواره‌های مثبت بر همدلی زناشویی و شفقت به خود زوجین بود. روش: روش پژوهش نیمه‌آزمایشی با طرح پیش‌آزمون، پس‌آزمون و پیگیری با گروه گواه بود. در این پژوهش، از بین زوجین ساکن اراک در زمستان سال 1402، 24 زوج به روش نمونه‌گیری در دسترس انتخاب و به روش تصادفی در دو گروه آزمایش و گواه جای‌دهی شدند. برای گردآوری داده‌ها از مقیاس همدلی زناشویی جولیف و فارینگتون، پرسشنامۀ شفقت‌ورزی به خود نف و فرم کوتاه پرسشنامۀ طرحواره‌های ناسازگار اولیۀ یانگ استفاده شد. زوجین گروه آموزش به مدت 11 جلسۀ 90دقیقهای در جلسات آموزشی برنامۀ توانمندسازی زناشویی مبتنی بر طرحوارههای مثبت شرکت کردند. یافته‌ها: نتایج تحلیل واریانس چندمتغیری نشان داد آموزش برنامۀ توانمندسازی زناشویی مبتنی بر طرحواره‌های مثبت بر همدلی زناشویی وشفقت به خود زوجین اثربخشی معناداری داشته است. بنابراین، میتوان گفت برنامۀ توانمندسازی زناشویی از روایی لازم برای افزایش همدلی زناشویی و شفقت به خود زوجین به عنوان یک برنامۀ پیشگیرانه سطح اول برخوردار است.

https://tpccp.um.ac.ir/article_48378_768e0cc7e7645b8ef7f9e6846fb31a48.pdf

دانشگاه فردوسی مشهد پژوهش های روان شناسی بالینی و مشاوره 2251-6352 16 1 2026 06 22 Comparing the Effectiveness of Schema Therapy, Metacognitive Therapy, and Interpersonal Therapy on Emotional Expressiveness in Students with Social Anxiety Symptoms مقایسه اثربخشی طرحواره درمانی، درمان بین فردی (IPT) و درمان فراشناخت بر نشانه‌های مربوط به شرم درونی شده دانشجویان دارای علائم اضطراب اجتماعی 78 98 48377 10.22067/tpccp.2026.94172.1802 FA سارا خرمی فر دانشجوی دکتری روانشناسی، دانشکده ادبیات و علوم انسانی ، دانشگاه لرستان، خرم آباد، ایران محمدعلی سپهوندی دانشیار، گروه آموزشی روانشناسی، دانشکده ادبیات و علوم انسانی، دانشگاه لرستان، خرم آباد، ایران فضل الله میردریکوند استاد، گروه آموزشی روانشناسی، دانشکده ادبیات و علوم انسانی دانشگاه لرستان، خرم آباد، ایران 0000-0002-6994-024x Journal Article 2025 07 18 Extended Abstract Introduction Social Anxiety Disorder is among the most prevalent anxiety disorders, typified by an enduring apprehension of unfavorable evaluation in social contexts. This condition exerts a deleterious influence on individuals' functionality and quality of life (Ginat-Frolich et al., 2024; Ferber et al., 2024). Among the factors perpetuating this disorder, internalized shame, as a complex and painful self-conscious emotion, plays a key role (Matos et al., 2015). This construct has been associated with profound feelings of inadequacy, worthlessness, and fear of exposure. It has been demonstrated to exacerbate the vicious cycle of anxiety and avoidance by reinforcing core negative beliefs and distorting social perception (Ferreira et al., 2022). To address this issue, a range of psychotherapy approaches have been developed. Schema therapy with focusing on identifying and modifying early maladaptive schemas rooted in developmental experiences (Imanifar, 2021). Interpersonal therapy aims to enhance social relationships and resolve interpersonal conflicts (Marconi et al., 2023), and metacognitive therapy works by modifying dysfunctional metacognitive beliefs about thought processes such as worry and rumination (Wells, 2011). Despite the existence of independent evidence supporting the efficacy of each approach, direct comparative studies of these three treatment models in reducing internalized shame in populations with social anxiety are limited. Therefore, the main objective of this study was to investigate the comparative effectiveness of these three interventions on internalized shame symptoms (including shyness and self-esteem components) in students with social anxiety symptoms. This investigation was undertaken to address a research gap and provide practical guidance for treatment selection. Method The present study was of a quasi-experimental nature, employing a pretest-posttest design with a control group. The statistical population of this study included students with symptoms of social anxiety at Kashmar Higher Education Center during the academic year 2023-24. Following the administration of the Jerabak Social Anxiety Questionnaire, 60 individuals who attained a score above the cutoff point and satisfied the inclusion criteria were randomly allocated to four groups of 15 subjects: three experimental groups (schema therapy, interpersonal therapy, metacognitive therapy) and a control group. The research instruments included the Jerabak Social Anxiety Questionnaire and the Cook Internalized Shame Scale. The three experimental groups received, Schema Therapy (Gholamrezaei & Tehranchi, 2016), Interpersonal Therapy (O’Shea et al., 2015), and Metacognitive Therapy (Wells, 2009), whereas the control group received no intervention. Following a thorough review and verification of the statistical assumptions, including the normality assessed via the Shapiro-Wilk test and the homogeneity of variances evaluated using the Levene test, the data underwent analysis through multivariate analysis of covariance, complemented by the Bonferroni post hoc test, using SPSS software. Findings The findings from statistical analyses indicated that all three treatment methods led to a significant reduction in shyness (for all methods, p < 0.01) and an increase in self-esteem (schema therapy and metacognitive therapy, p < 0.05; interpersonal therapy only for self-esteem, p = 0.036) in comparison to the control group. However, a direct comparison of the three treatment methods with each other did not show a significant difference in reducing shyness or increasing self-esteem (for all pairwise comparisons, p > 0.05). Discussion The primary finding of this study indicates that schema therapy, interpersonal therapy, and metacognitive therapy are all effective in reducing internalised shame and social anxiety symptoms in college students, with no significant differences in effectiveness among the three methods. This finding aligns with the conclusions of studies that underscore the significance of shared therapeutic factors, such as a supportive therapeutic relationship and the facilitation of a process of re-evaluation of thought and emotional patterns (Di Pietro et al., 2024; Marconi et al., 2023). Each of these approaches accomplishes this objective by a unique method. Schema therapy centers on modifying deep and maladaptive beliefs that have developed from past experiences. Interpersonal therapy aims to enhance communication skills and alleviate social isolation. Metacognitive therapy involves acquiring skills for managing and regulating thought processes. This convergence of findings lends further credence to the notion that within the paradigm of social anxiety, variant mechanisms can culminate in the amelioration of a pivotal phenomenon such as internalized shame. This finding suggests that clinicians should take into account client preferences, the congruence of the intervention with the client's belief system, and the therapist's clinical skills when selecting a treatment for students with social anxiety, rather than relying on a preconceived notion of the "most effective" approach. Future investigations should prioritise the identification of individual characteristics that predict positive treatment response to specific modalities. Elucidating the mechanisms of change underlying each therapeutic approach may further enable the development of more personalised interventions. Such research avenues could facilitate the advancement of tailored and effective treatment strategies. In light of the present study's limitations—namely, its reliance on self-report instruments and the absence of longitudinal follow-up—replication with more rigorous methodologies is strongly recommended. Furthermore, the findings underscore the necessity of developing and promoting educational and support initiatives within academic contexts to improve awareness and treatment uptake. هدف: اختلال اضطراب اجتماعی (SAD)، با ترس پایدار از قضاوت دیگران و اجتناب از موقعیت‌های اجتماعی تأثیرات مخربی بر عملکرد تحصیلی، شغلی و کیفیت زندگی افراد مبتلا دارد. هدف این پژوهش مقایسه تأثیر طرحواره درمانی، درمان بین فردی (IPT) و درمان فراشناخت بر نشانه‌های مربوط به شرم درونی شده دانشجویان دارای علائم اضطراب اجتماعی مرکز آموزش عالی کاشمرمیباشد. روش: این مطالعه نیمه‌آزمایشی با طرح پیش‌آزمون-پس‌آزمون با گروه کنترل بود. جامعه آماری شامل انتخاب تصادفی 60 نفر از دانشجویان مبتلا به اضطراب اجتماعی در سال تحصیلی 1403-1402 که در پرسشنامه اضطراب اجتماعی جرابک (1996) نمره بالاتر از نمره برش کسب کردند، میباشد که در چهار گروه 15 نفره به صورت تصادفی جایگزین شدند. ابتدا هر چهار گروه به پرسشنامه شرم درونی شده کوک (1993) پاسخ دادند (پیشآزمون). گروه‌ اول تحت 8 جلسه طرحواره درمانی یانگ (2003)؛ گروه دوم تحت 8 جلسه درمان بین فردی (اوشی و همکاران، 2015) و گروه سوم تحت 8 جلسه فراشناختی ولز (2009) قرار گرفتند و گروه کنترل مداخله‌ای دریافت نکردند و در پایان به ابزارهای پژوهش پاسخ دادند (پسآزمون). یافته‌ها: تجزیه و تحلیل اطلاعات نشان داد که طرحواره درمانی بر شرم درونی شده و درمان فراشناخت بر شرم درونی شده و مؤلفه‌های آن مؤثر می‌باشند و باعث کاهش کم‌رویی و افزایش عزت نفس میشوند. درمان بین فردی بر شرم درونی شده و مؤلفه‌های کم‌رویی و عزت نفس مؤثر است و باعث کاهش کم‌رویی و افزایش عزت نفس شده است. همچنین نتایج آزمون تعقیبی بنفرنی نشان داد که تفاوت این سه روش در میزان اثر بخشی‌ها در درمان کم‌رویی و عزت نفس، معنی دار نیست (05/0<P-vlue). نتیجه‌گیری: هر سه روش درمانی به یک اندازه در کاهش شرم و بهبود عزت‌نفس مؤثر هستند. انتخاب نهایی روش درمان می‌تواند بر اساس ویژگی‌های فردی مراجع و تخصص درمانگر صورت گیرد.

https://tpccp.um.ac.ir/article_48377_9af787c1e7409f0866ade669dba8f697.pdf

دانشگاه فردوسی مشهد پژوهش های روان شناسی بالینی و مشاوره 2251-6352 16 1 2026 06 22 Comparison of the Effectiveness of Group Compassion Therapy and Group Narrative Therapy on the Psychological Capital of the Elderly مقایسه تأثیر شفقت درمانی گروهی و روایت درمانی گروهی بر سرمایه روانشناختی سالمندان 99 120 47967 10.22067/tpccp.2026.95099.1819 FA عباس کشاورز دانشجوی دکتری تخصصی روانشناسی سلامت ، گروه روانشناسی، واحد امارات، دانشگاه آزاد اسلامی، دبی، امارات متحده عربی 0009-0001-8220-4765 حمید نجات دانشیار، گروه علمى مشاوره و خانواده، واحد مشهد، دانشگاه آزاد اسلامى، مشهد، ایران 0000-0001-7626-3665 علی اکبر ثمری استادیار، گروه روان شناسى بالینى، واحد کاشمر، دانشگاه آزاد اسلامى، کاشمر، ایران. 0000-0003-0437-1987 Journal Article 2025 10 10 Extended Abstract Introduction The global aging trend has revealed an increasing need for effective psychological interventions to promote mental health. By 2060, the proportion of the world's older adults is projected to increase from 12% to 22% (Mathieu et al., 2024), and one in five older adults is expected to have a mental disorder (Tampi et al., 2022). This issue has also gained special importance in Iran as it enters the demographic aging phase (Zanjari et al., 2024). Concurrently, psychological capital, comprising hope, self-efficacy, flexibility, and optimism, has been demonstrated to play a pivotal role in enhancing well-being and resilience (Avey et al., 2011; Luthans & Broad, 2025). Two approaches have been demonstrated to be effective in improving this capital: compassion therapy, which involves reducing self-criticism and increasing emotional regulation (Petrocchi et al., 2024), and narrative therapy, which involves reconstructing life stories and strengthening components of hope and self-efficacy (Chan, 2023). The objective of the present study was to compare the effectiveness of these two group therapies on the amount of psychological capital of the older adults and to evaluate the sustainability of their effects during a two-month follow-up period. Method The present study was a quantitative and quasi-experimental study with a pre-test, post-test, and follow-up design. The statistical population of this study included retired education workers in Mashhad (65 to 80 years old). Among them, using purposive sampling, 45 participants (21 men and 24 women) were identified and randomly assigned to three groups of 15 (compassion therapy, narrative therapy, and control). The interventions administered to the experimental groups consisted of eight 90-minute sessions for each protocol (Gilbert, 2009; White, 2007). The dependent variable, psychological capital, was measured using the Psychological Capital Questionnaire (PCQ), Luthans et al. (2007), in three stages. Findings The statistical analysis of the results indicated a significant effect of the time factor on the dependent variable (i.e., psychological capital) (P<0.001, F=49.47). This finding substantiates the hypothesis that, in general, the interventions engendered alterations in psychological capital scores, such that the measurement stages elucidated nearly 53% of the variance in the scores. Pairwise Bonferroni analyses revealed the status of the groups separately. The control group did not show a significant difference in scores during the three time stages, indicating the natural stability of the variable in the absence of intervention. In contrast, the compassion therapy and narrative therapy groups exhibited a statistically significant discrepancy in scores between the pre-test (T1), post-test (T2), and follow-up stage (T3) (P < 0.001). The most salient finding with respect to effect stability was the absence of a significant difference between post-test (T2) and follow-up (T3) scores in both experimental groups (p_{Compassion Therapy G = 0.062, p_{Narrative Therapy G = 0.052), indicating appropriate stability and persistence of the positive effects of the treatments over a two-month period. Despite the demonstrated stability in both groups, the effect size for the compassion therapy group (84%) was estimated to be marginally higher than that of the narrative therapy group (81%), suggesting the relative superiority of compassion therapy in enhancing the psychological resources of the older adults. Discussion This study, by providing substantial empirical evidence, has definitively proven the essential role of both narrative therapy and compassion therapy interventions in promoting all components of psychological capital in the older adult population. The findings of this study demonstrate a complete alignment with previous research, particularly the positive effect of narrative therapy on promoting key variables such as "vitality" and "self-efficacy." This finding is in full agreement with the results reported by Esgoi et al. (2024). The validity of this study is reinforced by the corroboration of the findings reported by Chen (2023). Chen clearly demonstrated the superiority of narrative therapy over cognitive-behavioral therapy in enhancing the indicators of "hope" and "optimism." Additionally, narrative therapy was found to be more effective in strengthening "self-efficacy" and "resilience." The present study corroborates this hierarchy by enriching this comparison. These results align with the supportive findings of previous studies, including those by Bani Safar and Ahi (2023), Najibi Far (2022), Fazeli (2022), Hosseini Mehr et al. (2021), and Changizi and Panah Ali (2016). These studies have emphasized the positive impact of these approaches on psychological capital. The scientific rationale for this efficacy is rooted in each treatment's internal mechanism. Narrative therapy, by focusing on "reconstructing life narratives" and using techniques such as "externalizing the problem," provides the basis for strengthening the "sense of personal agency." By accentuating "unique outcomes" and past achievements, this process challenges deep-rooted dysfunctional beliefs and directly enhances the individual's level of "hope" and "optimism." Conversely, compassion therapy emphasizes emotional regulation. This therapeutic modality, predicated on the notion of "self-compassion," enables older adults to embrace their shortcomings and failures within a "non-judgmental" paradigm. The therapeutic effect of this approach is a reduction in "anger" and an augmentation in "emotional self-awareness." This internal acceptance serves as a foundational element for enhancing "resilience" in the face of the challenges encountered in daily life, exhibiting a direct link to the enhancement of "self-efficacy." Given the confirmation of the effectiveness of both methods and the understanding of their different mechanisms, the main proposal focuses on the design and distribution of "comprehensive educational booklets." These booklets not only explain the effect of the treatment (theoretical development), but also provide practical exercises for both methods. These exercises allow caregivers and the old adults to take effective steps in the continuous promotion of their psychological capital without the need for the constant presence of a psychotherapist. هدف: سالمندی به‌عنوان پدیده‌ای جهانی، یکی از چالش‌های اصلی اجتماعی و رفاهی کشورهای در حال توسعه محسوب می‌شود. نوآوری این پژوهش در مقایسه اثربخشی مستقیم دو رویکرد درمانی نسبتاً نوین، یعنی شفقت‌درمانی گروهی و روایت‌درمانی گروهی، بر میزان سرمایه روان شناختی سالمندان است. روش: پژوهش حاضر از نوع نیمه‌آزمایشی با طرح پیش‌آزمون، پس‌آزمون و پیگیری همراه با گروه کنترل بود. جامعه آماری شامل کلیه بازنشستگان آموزش و پرورش شهرستان مشهد بود که ۴۵ نفر از آن‌ها با روش نمونه‌گیری هدفمند انتخاب شدند. گروه‌های آزمایش به مدت ۸ جلسه ۹۰ دقیقه‌ای تحت مداخله قرار گرفتند. برای سنجش متغیر وابسته از پرسشنامه سرمایه روان شناختی لوتانز استفاده شد. داده‌ها با استفاده از تحلیل واریانس با اندازه‌گیری مکرر دوطرفه تجزیه و تحلیل شدند. یافته‌ها: نشان داد که پس از کنترل اثر پیش‌آزمون، هر دو مداخله شفقت‌درمانی و روایت‌درمانی، تغییرات معناداری در متغیر وابسته در مراحل اندازه‌گیری ایجاد کرده‌اند و تفاوت معناداری بین نمرات پیش‌آزمون و مراحل بعدی مشاهده شد(01/0>p). نتیجه گیری: یافته‌ها نشان داد که گروه شفقت‌درمانی گروهی، تغییرات معناداری بالاتری در سرمایه روان شناختی نسبت به روایت‌درمانی ایجاد کرد. کاربرد عملی یافته‌ها در این است که این مداخلات نوین (به‌ویژه شفقت‌درمانی) می‌توانند مستقیماً در برنامه‌های روان‌درمانی محلی و سیاست‌گذاری‌های رفاهی سالمندی برای ارتقاء سرمایه روان شناختی و تاب‌آوری آن‌ها بکار گرفته شوند. بنابراین، این دو روش درمانی نوین را می‌توان به‌عنوان مبنایی برای طراحی و اجرای طرح‌های مداخله‌ای با هدف تقویت سالمندی مثبت و ارتقای جنبه‌های مثبت رفتاری در سالمندان به کار برد.

https://tpccp.um.ac.ir/article_47967_2991322092caac44f7c404619bd8c6bc.pdf

دانشگاه فردوسی مشهد پژوهش های روان شناسی بالینی و مشاوره 2251-6352 16 1 2026 06 22 The Effectiveness of Schema Therapy on Academic Self- Regulation, Academic Self- Handicapping, and Meta-Worry in Adolescent Female Students with Generalized Anxiety Disorder اثربخشی طرحواره درمانی بر خودگردانی تحصیلی، خودناتوان‌سازی تحصیلی و فرانگرانی در دانش‌آموزان دختر نوجوان مبتلا به اختلال اضطراب فراگیر 121 137 48171 10.22067/tpccp.2026.95119.1820 FA زهرا ایمانزاده دانشجوی کارشناسی ارشد روانشناسی، واحد ارومیه، دانشگاه آزاد اسلامی، ارومیه، ایران 0009-0008-9041-5117 منیره رضایی مراداعلی استادیار، گروه مامایی، واحد ارومیه، دانشگاه آزاد اسلامی، ارومیه، ایران 0000-0002-6450-7578 فرناز فرشباف مانی صفت استادیار، گروه روانشناسی، واحد ارومیه، دانشگاه آزاد اسلامی، ارومیه، ایران Journal Article 2025 09 18 Extended Abstract Introduction Adolescence constitutes a critical developmental stage marked by pronounced biological, cognitive, emotional, and social transformations, rendering individuals particularly susceptible to psychological difficulties. Among the most prevalent disorders of this period is Generalized Anxiety Disorder (GAD), characterized by persistent and uncontrollable worry (Walkup et al., 2023). Such worry is typically accompanied by mental tension, cognitive fatigue, and impaired concentration, exerting a deleterious impact on adolescents’ academic performance and educational adjustment (Strawn et al., 2023). A key construct in this context is academic self-regulation. Diminished academic self-regulation may precipitate a decline in academic achievement and an increase in the experience of educational failure (Roediger et al., 2018). Conversely, academic self-handicapping—a maladaptive cognitive-behavioral strategy—involves the conscious or unconscious creation or exaggeration of obstacles, enabling individuals to attribute potential failures to external factors and thereby safeguard self-esteem (Zimmerman, 2023). Furthermore, meta-worry (i.e., worry about worry), a central feature of the metacognitive model of anxiety, disrupts logical processing and academic focus, thereby perpetuating the cycle of worry (Geurten & Léonard, 2023). Accordingly, the present study sought to examine the effectiveness of schema therapy on academic self-regulation, academic self-handicapping, and meta-worry among adolescent female students with GAD. Method The present study employed a quasi-experimental, pretest-posttest design with a control group. The statistical population comprised all adolescent female students with GAD who were referred to psychological centers and clinics in Urmia during the 2024-25 academic year. From this population, 30 participants were purposefully selected based on the study inclusion and exclusion criteria and randomly assigned to an experimental group and a control group (n = 15 per group). The research instruments included the Academic Self-Regulation Questionnaire (Bouffard-Bouchard et al., 1991), the Academic Self-Handicapping Questionnaire (Schwinger et al., 2014), and the Meta-Worry Questionnaire (Wells & Davies, 1994). The experimental group received eight 90-minute group schema therapy sessions following the standard protocol (Young et al., 2006), whereas the control group was placed on a waiting list. Data were subjected to multivariate analysis of covariance (MANCOVA) using SPSS-26 software. Findings The findings revealed that the schema therapy intervention exerted a significant effect on the dependent variables. The mean academic self-regulation score in the experimental group increased from 39.57 at pretest to 53.09 at posttest, a change that was significant relative to the control group (F = 44.41, p < .001, η² = .43). Similarly, the mean academic self-handicapping score declined from 27.32 to 19.63, a decrease confirmed as significant by univariate analysis of covariance (F = 36.38, p < .001, η² = .57). In addition, the mean meta-worry score decreased from 18.25 to 16.43, which was also statistically significant (F = 25.53, p < .001, η² = .48). By contrast, these variables remained virtually unchanged in the control group. Collectively, these results indicate that schema therapy directly and effectively enhances academic self-regulation, reduces academic self-handicapping and meta-worry, and yields concurrent improvements in academic and emotional functioning. Discussion The present study demonstrated that schema therapy, through its emphasis on the reconstruction of dysfunctional cognitive and emotional schemas, can enhance academic self-regulation among adolescents with GAD. This effect can be attributed to the modification of maladaptive schemas such as failure, dependence, and defectiveness/shame; modification of these core beliefs amplifies perceived self-efficacy and academic responsibility. It appears that, through the alleviation of anxiety and the reconstruction of maladaptive cognitive structures, students assume a more active role in goal setting and academic engagement. Moreover, the reduction in academic self-handicapping indicates that, by attenuating mental rumination and dysfunctional beliefs, adolescents disengage from avoidant cycles and adopt a more agentic stance toward their performance—a result consistent with HabibiManesh et al. (2024) and Jafari Goloche et al. (2024). The observed decrease in academic self-handicapping constitutes a further noteworthy outcome, which may be construed within the framework of modifying maladaptive coping mindsets. Adolescents with anxiety frequently adopt mindsets such as avoidance, surrender, or numbing, which foster avoidant cycles and diminished academic responsibility. By identifying and attenuating the activation of these mindsets alongside the reconstruction of dysfunctional beliefs, schema therapy facilitates a departure from disabling patterns and the adoption of a more active academic role. This interpretation aligns with the findings of Jafari Goloche et al. (2024), who demonstrated that modifying core beliefs and mental rumination can reduce avoidant behaviors. The reduction in meta-worry can likewise be understood through the lens of metacognitive theory; meta-worry is associated with intrusive thoughts and maladaptive cognitive loops. Schema therapy, by targeting schemas of vulnerability, insufficient self-control, and unrelenting standards, diminishes perceived threat and cultivates healthier coping strategies. Prior research (Stavropoulos et al., 2020; Moradpour & Bavi, 2025) has indicated that modifying maladaptive schemas alleviates anxiety symptoms and strengthens academic skills. In sum, the present findings suggest that schema therapy may serve as an efficacious intervention within school and counseling settings to promote both mental health and academic performance among adolescents. Cognitive restructuring and the modification of maladaptive schemas play a pivotal role in fostering academic self-regulation and mitigating self-handicapping and meta-worry, thus representing a viable therapeutic approach within the Iranian cultural context. هدف: هدف این پژوهش تعیین اثربخشی طرحواره‌درمانی بر خودگردانی تحصیلی، خودناتوان‌سازی تحصیلی و فرانگرانی در دانش‌آموزان دختر نوجوان مبتلا به اختلال اضطراب فراگیر بود. روش: این پژوهش از نوع نیمه آزمایشی با طرح پیش‌آزمون–پس‌آزمون و گروه کنترل بود. جامعه آماری شامل تمامی دانش‌آموزان دختر نوجوان مبتلا به اختلال اضطراب فراگیر شهر ارومیه در سه‌ماهه پایانی سال ۱۴۰۳ بود که به کلینیک‌های روان‌شناسی مراجعه کرده بودند. از میان آنان، ۳۰ نفر به‌صورت هدفمند انتخاب و به شکل تصادفی در دو گروه آزمایش (۱۵ نفر) و کنترل (۱۵ نفر) گماشته شدند. ابزارهای پژوهش شامل پرسشنامه خودگردانی تحصیلی، پرسشنامه خودناتوان‌سازی تحصیلی و پرسشنامه فرانگرانی بود. گروه آزمایش طی هشت جلسه ۹۰ دقیقه‌ای تحت مداخله طرحواره‌درمانی قرار گرفت و داده‌ها با استفاده از آزمون کوواریانس تک‌متغیره و چندمتغیره و نرم‌افزار SPSS-26 تحلیل شدند. یافته‌ها: نتایج نشان داد که طرحواره‌درمانی منجر به افزایش معنادار خودگردانی تحصیلی و کاهش خودناتوان‌سازی تحصیلی و فرانگرانی در گروه آزمایش شد. نتیجه: نتایج نشان‌دهنده کارایی طرحواره‌درمانی در بهبود شاخص‌های تحصیلی و کاهش مشکلات هیجانی نوجوانان مبتلا به اختلال اضطراب فراگیر است.

https://tpccp.um.ac.ir/article_48171_4f411e2a540a4d44ee5824085e2e3c67.pdf

دانشگاه فردوسی مشهد پژوهش های روان شناسی بالینی و مشاوره 2251-6352 16 1 2026 06 22 The Relationship Between Marital Intimacy, Mindfulness, and Parent–Child Relationship with Strengthening the Family Foundation Among Women in Mashhad: The Mediating Role of Communication Skills رابطه بین صمیمیت زناشویی، ذهن‌آگاهی و رابطه والد -کودک با تحکیم بنیان خانواده در زنان شهر مشهد: نقش میانجی مهارت‌های ارتباطی 138 159 47882 10.22067/tpccp.2026.93848.1797 FA میترا پورخواجه کارشناسی ارشد مشاوره خانواده، موسسه آموزش عالی حکمت رضوی، مشهد، ایران 0009-0009-3651-455X هادی غلام محمدی استادیار، گروه روانشناسی و مشاوره، دانشگاه بین‌المللی امام رضا، مشهد، ایران. 0000-0002-9355-2642 محمود آزادی استادیار، گروه مشاوره، موسسه آموزش عالی حکمت رضوی، مشهد، ایران 0000-0003-4170-5093 Journal Article 2025 06 07 Introduction Recent changes in the composition of the family unit have been shown to have far-reaching ramifications, with the potential to precipitate its dissolution (Mohammadi et al., 2022). Therefore, given the importance of the family in human societies, steps must be taken to prevent disintegration and strengthen its foundation. The concept of strengthening the foundation of the family means paying attention to the importance and strength of the family and creating a healthy and safe family condition. This process consists of four dimensions: The four components of family research, as delineated by Abbasi et al. (2024), are as follows: 1) family formation (marriage), 2) family continuity (relationships between spouses, themselves, and their families), 3) family development (relationships between parents, children, and relatives), and 4) around the family (family-related issues). Research indicates that marital intimacy plays an important role in the continuity and success of married life (Baghere et al., 2022). One of the variables associated with marital intimacy is mindfulness. According to Mahmoudpour et al. (2020), the results of a study indicated a positive relationship between mindfulness and marital intimacy. In this regard, mindfulness has been identified as a contributing factor to the stability of marital relationships (Tashkeh et al., 2024). Another variable associated with marital stability is the parent-child relationship. Research history indicates a negative relationship between the parent-child relationship and marital conflict (Lucas-Thompson & Granger, 2014). Another salient issue that appears to play a fundamental role in fortifying the foundation of the family is the issue of communication skills. A body of research has been conducted on the impact of communication skills training on various aspects of marital relationships. These studies have indicated that such training can enhance marital satisfaction (Azarnik et al., 2022), marital intimacy (Jaberi et al., 2016), mitigate marital burnout (Bigdelimojarad et al., 2020), and alleviate marital conflicts (Amani & Letafati Beriss, 2013). In light of the aforementioned points, the present study aims to address the following research question: Is there a relationship between intimacy, mindfulness, and the parent-child relationship with communication skills serving as a mediating factor in strengthening the family foundation? Method This was a descriptive-correlational study that employed structural equation modeling. The statistical population comprised all married women who had referred to three counseling clinics in Mashhad (N = 300) in 2023. Among the referring individuals, 160 women were selected. The sampling method employed in this study was available, and after meeting the research conditions (entry criteria; minimum education of diploma, age range 25 to 55 years, willingness to participate in the research, having children, at least five years of cohabitation, and exclusion criteria; including psychological disorders, decision to separate, and severe marital conflicts), participants were invited to cooperate and complete the questionnaires. The data collection instruments included Marital intimacy questionnaire (Brook et al., 1995), Mindful attention awareness scale (Brown and Ryan, 2003), Parent child relationship scale (Pianta, 1994), strengthening the family foundation questionnaire (Pourmovah et al., 2018), and communication skills scale (Jarabak, 2004). The analysis was conducted using SPSS version 25 and SmartPLS software. Findings The findings demonstrated a positive and significant relationship between marital intimacy (B= 0.115, t= 4.069, P≤0.000), mindfulness (B= 0.239, T= 3.664, P≤0.000), parent-child relationship (B= 0.296, T= 5.585, P≤0.000), and communication skills (B= 0.359, T= 5.092, P≤0.000) with strengthening the family foundation. Moreover, the findings demonstrated that communication skills serve a mediating role in the relationship between marital intimacy, mindfulness, and parent-child relationships with strengthening the family foundation (P<0.05). Discussion & Conclusion The present study sought to examine the mediating role of communication skills in the relationship between marital intimacy, mindfulness, and parent-child relationships with strengthening the family foundation in women. The initial segment of the results indicated the mediating role of communication skills in the relationship between marital intimacy and the strengthening of the family foundation in women. This result aligns with the findings reported in the studies conducted by Nematzadeh Gatabi et al. (2020), Johnson et al. (2022), and Khalfi and Honarmand (2023). A close examination of these results reveals that intimacy plays a pivotal role in the adjustment of couples. The utilization of communication skills in expressing intimacy can serve as a preventative measure against damage to the family foundation (Mohaddesi & Yusofi, 2010). Therefore, it is recommended that marital intimacy be promoted among women through the cultivation of communication skills. In the second part, the results indicated the mediating role of communication skills in the relationship between mindfulness and strengthening the family foundation. This result aligns with the findings of studies conducted by Rajabi et al. (2022) and Ramezanpour Geliyard et al. (2024). A thorough examination of this result reveals that by cultivating these abilities, an individual transcends his thoughts and feelings, attaining the capacity to scrutinize and select from a range of options within the constructed environment, with the liberty to respond in a manner that aligns with their preferences. Consequently, he engages in constructive communication patterns within the family, thereby fostering enhanced family cohesion and stability (Gambrel & Keeling, 2010). Therefore, it is recommended to assist in enhancing women's mindfulness through the implementation of communication skills training. The third section demonstrated the mediating role of communication skills in the relationship between the parent-child relationship and the strengthening of the family foundation. This finding is consistent with the results of the studies of I'tesami-Pur et al. (2020) and Mollazadehnooran et al. (2021). In elucidating this finding, it is acknowledged that familial dynamics, encompassing the nature of the parent-child relationship, exert a substantial influence on the health and development of children. Researchers posit that the manner in which parents communicate with their children is a pivotal factor in determining the biological, psychological, and social well-being of children (Jonynas & Kern, 2012). Consequently, the enhancement of communication skills among parents is posited as a means of fostering enhanced parent-child relationships and strengthening the family foundation. هدف: هدف پژوهش حاضر بررسی نقش میانجی مهارت‌های ارتباطی در رابطه بین صمیمیت، ذهن‌آگاهی و رابطه والد -کودک با تحکیم بنیان خانواده در زنان متأهل بود. روش: پژوهش حاضر توصیفی-همبستگی به روش مدل‌یابی معادلات ساختاری بود. جامعه پژوهش شامل کلیه زنان مراجعه‌کننده به مراکز مشاوره کوک زندگی و اندیشه و احساس شهر مشهد در سال 1402 بود. با توجه به جدول مورگان از بین افراد مراجعه‌کننده تعداد 160 نفر با استفاده از روش نمونه‌گیری در دسترس مبتنی بر هدف و بر اساس داوطلب بودن آزمودنی‌ها که معیارهای ورود و خروج را داشتند، به‌عنوان نمونه انتخاب و به پرسشنامه‌های صمیمیت زناشویی بروک و برتمن، ذهن‌آگاهی براون و رایان، رابطه والد-کودک پیانتا، تحکیم خانواده پور موحد و همکاران و مهارت‌های ارتباطی کوئین دام پاسخ دادند. داده‌ها با استفاده از نرم‌افزارهای آماری SPSS نسخه 25 و Smart PLS تجزیه و تحلیل شدند. یافته‌ها: نتایج بیانگر این بود که رابطه مثبت و معناداری بین صمیمت زناشویی، ذهن‌آگاهی، رابطه والد-کودک و مهارت‌های ارتباطی با تحکیم بنیان خانواده وجود دارد (P<0/05). همچنین نتایج بیانگر این بود که صمیمیت زناشویی، ذهنآگاهی، رابطه والد-کودک و مهارت‌های ارتباطی 99% تغییرات در تحکیم بنیان خانواده را توضیح دادهاند و مهارت‌های ارتباطی در رابطه بین صمیمیت زناشویی، ذهن‌آگاهی و رابطه والد- کودک با تحکیم بنیان خانواده، نقش میانجی دارد. (P<0/05). نتیجه‌گیری: با توجه به اینکه صمیمت، ذهن‌آگاهی و رابطه والد کودک به‌صورت مستقیم و غیرمستقیم با میانجی‌گری مهارت‌های ارتباطی میتوانند بر تحکیم بنیان خانواده تأثیر بگذارند؛ آموزش مهارت‌های ارتباطی در حوزه خانواده توسط مسئولان و دست‌اندرکاران ضروری به‌نظر میرسد.

https://tpccp.um.ac.ir/article_47882_924a500d7c59160f3bfe6e7c4a49f7a3.pdf