درخت حوزه‌های تخصصی

Purpose: The purpose of this study was to evaluate the effectiveness of acceptance and commitment therapy education on students' responsibility. Methodology: The research method was quasi-experimental with pre-test and post-test with control group. The statistical population of this study was all female students of Shahid صادقیSecondary School (District 6) in Tehran during the school year of 2018-2019. The sample consisted of 30 students (15 experimental group, 15 control group) from those who had a lower than average deviation from the responsibility scale and were randomly selected and divided into two groups of 15 experimental and control groups. Were. The experimental group received 8 sessions of acceptance and commitment therapy training while the control group did not receive any intervention. To measure the variables, Kordlow Liability Questionnaire (2008) was administered to both groups and data obtained from pre-test and post-test using multivariate analysis of covariance. And univariate analysis was performed. Findings: The results of multivariate and univariate analysis of covariance showed that acceptance and commitment therapy education increased the students' responsibility in comparison with the control group in the post-test. (P <0.05). conclusion: Therefore, it can be concluded that acceptance and commitment based training can be used to promote accountability and its components. Acceptance and commitment based therapy can be part of intervention programs in counseling centers. Schools should be targeted to increase accountability of target groups.

Purpose: Ehsan Tabari (1295-1368) was the unmistakable theoretician of the Tudeh party for more than 42 years and was also arrested and imprisoned after the political developments of the 1960s and the arrest of the leaders of this party. Shortly after his arrest in a television program, he said he has turned to Islam by reconsidering his past thoughts. Methodology: This event transformed Tabari into a new face with different approaches and opinions, so that some speak about Tabari before and after arrest. His effect on one or two generations of young people, when he was in the Tudeh Party or when he turned to Islam, is indisputable. Since the Tudeh Party has played a role in political movements due to its extensive and coherent organization in the era before and after the Islamic revolution, so investigation of his political personality can be very useful in understanding the political and social developments of 1320 to 1368. Finding: The basic question of this article is how do his personality features influence on his thoughts and opinions? This paper examines political personality and life cycle of Ehsan Tabari by Karen Horney's Theory. The hypothesis of this article is that Ehsan Tabari had selfish, domineering, and secular personality in different periods of political life and over time, he got away from your true self and your current self and spent most of his life in the world of ideal self-reflection. Conclusion: The characteristics of each of these courses and events and decisive facts were important in the political psychological aspect.

purpose: The purpose of this study was to determine the effectiveness of teaching positive thinking skills on decreasing depression among female students of the Sabzevar University of Sabzevar. Methodology: The study population consisted of all female students of Azad University of Sabzevar Branch in the academic year of 97-96, including 30 people who were selected using purposeful sampling. They were randomly assigned to the experimental group (15) and the control group (15 People) was replaced. The Beck Depression Inventory and Positive Thinking Training Package, which was set up in 9 sessions one and a half hours, was used to collect data. Finding: The results of statistical analyses showed that teaching positive thinking skills with an effect size of 0.13 reduces students' depression. Therefore, there is a significant difference between the effect of teaching positive thinking skills on reducing depression (p <0.05). Conclusion: At the end of the treatment sessions, students learned in both groups to choose their own behaviors in order to attain their demands, each of whom should choose responsible behaviors while maintaining ethical principles and applying optimistic, correct and responsible actions to Your wishes are also met. Teaching positive thinking skills creates a supportive and safe environment where students can experience a feeling of acceptance and psychosocial security, which brings greater compatibility and fewer conflicts.

Purpose: This study aims at developing an environmental curriculum model based on self-management in the high school in a qualitative study. Methodology: This is an applied study in terms of purpose and a qualitative study in terms of implementation method. The research community included environmental curriculum experts in Iran based on self-management in 2021. The research sample was estimated to include 15 subjects according to the theoretical saturation principle. They were selected by purposive sampling method based on the inclusion criteria. Indexing and semi-structured interviews were used to collect data, the validity and reliability of which were confirmed. Finally, the data were analyzed by content analysis method. Findings: The results showed that, in terms of objectives, the self-management-based environmental curriculum in the high school included the themes of organizing critical thinking skills development, constructive thinking promotion, behavioral strategies, improving environmental knowledge and cognition, environmental culture promotion, internalization of environmental value, and natural reward strategies. Also, in terms of contents, it included themes of organizing integrated content, applied content, development of thinking skills, alignment with humanities and ethics, comprehensiveness of content, development of managerial skills and integrated content. In addition, in terms of teaching and learning strategies, the themes included being organizational and practicality, interactivity, and being exploratory. The themes of the evaluation element included rational organization, situation-based evaluation, evidence-based evaluation, and evaluation feedback. Finally, based on the organizational and basic themes in the area of objectives, content, teaching and learning strategies and evaluation, a self-management-based environmental curriculum model was designed for the high school. Conclusion: According to the results, experts and planners can improve the self-management-based environmental curriculum.