زهرا افتخار صعادی

Purpose: The aim of the present study was to compare mindfulness-based cognitive therapy and grammatical mental imagery with cognitive processing on the emotional processing of mothers with children with autism spectrum disorder. Methodology: The research was applied in terms of purpose and in terms of cross-sectional data collection method and quasi-experimental research method was pre-test-post-test with a control group. The statistical population of the present study is all mothers with children with autism spectrum disorder in two schools under education in the city. Ahvaz had 105 students in 2019. A total of 45 mothers with children with autism spectrum disorder were randomly selected and 15 people in the group of cognitive therapy based on mindfulness, 15 people in the group of grammatical mental imagery with cognitive processing and Fifteen people were in the control group. Assessment tools included Baker et al. (2010), mindfulness-based cognitive therapy protocol and grammatically processed grammatical mental imagery protocol. Data analysis using analysis of covariance And was done by SPSS software version 24. Findings: Based on the research findings, the effect of statistical group type (control and experiments) on the recorded scores of emotion processing (p = 0.00, F = 157/407) and the separate effect of the test time variable (p = 0.00, F / 107/15 And the significance of the simultaneous effect of group type and test status (pre-test and post-test) on emotion processing scores (p = 0.00, F = 26.757). Comparing the two methods of cognitive therapy and imaging, a significant level equal to 0.00 and less than the error level of 0.05 has been obtained. Conclusion: Based on the research findings, cognitive therapy based on mindfulness and grammatical mental imagery with cognitive processing is effective on emotional processing of mothers with children with autism spectrum disorder. Also, between the effectiveness of cognitive therapy based on mindfulness and grammatical mental imagery. There is a significant difference with cognitive processing in emotional processing of mothers with children with autism spectrum disorder.

Background: The aim of this study was to evaluate the effectiveness of motivational models on creativity and self-worth and commitment to school as ethical factors in female high school students in Ahvaz. Method: The type of research was based on the purpose of the experimental field research method of pre-test and post-test design with a control group. The statistical population of this study includes all female high school students in Ahvaz who were studying in the 99-98 academic year. The sampling method was multi-stage. One hundred twenty participants were selected as a sample group. Data collection tool included a questionnaire. Finally, the data were analyzed by multivariate analysis of covariance. Results: The results showed that the differences between the group of motivational models and the control group were 41.67 in self-worth, 9.94 in commitment to school and 11.34 in creativity, which were significant at all levels of 0.005. Conclusion: Based on the findings of the present study, it can be inferred that intervention programs related to motivational patterns can lead to increased levels of creativity, as well as ethical components such as a sense of self-worth and self-importance and commitment to the school. Article number: 59