درخت حوزه‌های تخصصی

The present paper aimed to investigate rational-emotive behavior therapy on self-esteem and self-criticism of females with binge-eating behavior. A quasi-experimental design was utilized in this study, which involved a control group, a pre-test, and a post-test of samples taken from two clinics in Tehran (Armaghane Salamat and Zehne Aram, district 3), of which 24 females were selected through a purposive sampling method throughout October to December 2019. There were 12 participants in each of the experimental and control groups. Afterward, they were randomly assigned to experimental and control groups. The experimental group (n=12) was treated with rational-emotive behavior therapy, for eight weekly 90-120 minute sessions, while the control group (n=12) did not receive any treatment. All participants were tested using the Rosenberg self-esteem scale (SES)and The Levels of Self-criticism (LOSC) Scale methods. In addition to descriptive statistics, and Normality tests were employed to interpret the results and the SPSS-25 program was used for all the analyses. Considering the results, there was a significant difference between the pretest and post-test results for self-esteem (26.93±3.94) and self-criticism (52.40±5.54) indicating that the experimental group’s post-test scores were higher relative to their pretest scores, while the control group’s scores decreased self-esteem from the pretest (22.53±4. 23) to the posttest (21.34±3. 83) and increased self-criticism from the pretest (61.34±6.71) to the posttest (62.34±6.48). The findings showed that rational-emotive behavior therapy could help females with binge-eating behavior. Therefore, this intervention program is recommended for improving self-esteem and mitigating self-criticism among females with binge-eating behavior.

Child-teacher relationship is one of the determinants of students’ behaviors, especially those with specific problems, which in turn can be affected by other factors. The present study was conducted to investigate the mediating role of homework problems in child-teacher relationship, behavior problems, and social adjustment amongst students with learning disability. Among the elementary students with learning disability referred to the learning disability education centers affiliated to Yazd Education Organization, Iran, 231 ones were selected randomly. The data were gathered using the Student-Teacher Relationship Scale, Teacher-Child Rating Scale, and Homework Problems Checklist and were then analyzed by Path analysis. The findings showed that homework problems were positively correlated to child-teacher conflict and negatively associated with child-teacher closeness among Learning Disabled (LD) students. Overall, the child-teacher relationship affected homework problems, eventually leading to behavioral or social adjustment problems. In other words, homework problems played a mediating role in the relationship between the quality of child-teacher relationship and LD students’ behavioral problems and social adjustment. Hence, improving the child-teacher relationship can reduce homework problems and, as a result, promote social adjustment among LD students.

Aim: The aim of the present study was to investigate the effectiveness of acceptance and commitment therapy on the psychological capital of bullied students. Method: The research design was quasi-experimental type with a pre-test-post-test design with a control group. The statistical population of the research includes all male students of the first secondary school in Rasht city in the academic year 2022-2023. After implementing the bullying questionnaire, 30 students were selected as the bully group and they were randomly placed in two experimental and control groups (15 people in each group). In order to collect data, the psychological capital questionnaire (Luthans, 2007) was used. The experimental group underwent acceptance and commitment therapy for 8 sessions of 90 minutes, and the control group did not receive any training. Results:The results showed that acceptance and commitment therapy led to a significant increase in psychological capital and its components (P<0.001). Conclusion: Based on this, acceptance and commitment therapy can be considered as an effective intervention in increasing the psychological capital of bullied students through the promotion of psychological flexibility.