درخت حوزه‌های تخصصی

The aim of this research was to compare the effectiveness of an aerobic exercise program, a mindfulness training program, and a integration of aerobic exercise and mindfulness training on the academic performance of fourth-grade female students. The research method was quasi-experimental with a pre-test and post-test design including a control group. The statistical population consisted of all fourth-grade female students from public elementary schools in Amol city during the academic year 2020-2021, from which 90 students were selected through convenience sampling and assigned to four groups: aerobic exercise program, mindfulness training, integration of aerobic exercise and mindfulness, and a control group (each experimental group consisting of 23 participants and the control group consisting of 21 participants). Subsequently, 18 sessions of 30-minute training were designed and conducted every other day. To collect data in the pre-test and post-test, the Academic Performance Questionnaire by Fam and Taylor (EPT) was used. The data were analyzed using multivariate analysis of covariance and SPSS22 software. The results indicated a significant difference in the academic performance of participants in all three groups: aerobic exercise program (Eta=0.59), mindfulness training (Eta=0.49), and the integration of aerobic exercise and mindfulness (Eta=0.56) compared to the control group (P≤0.05). However, participants in the integration group of aerobic exercise and mindfulness performed better than the other two training groups. These results suggest that integrating mindfulness training and aerobic exercise can be an effective strategy for improving the academic performance of fourth-grade female students.

Background: Grief is a natural and universal response to the loss of a loved one. The grief experience is not a state but a process. Most individuals recover adequately within a year after the loss; however, when individuals experience an extension of the standard grieving process, they are said to be experiencing prolonged grief disorder, thought to result from failure to transition from acute to integrated grief. Therefore, validating tools related to grief in different cultures can provide the ground for measuring its concept by the culture to understand the cultural differences of this structure. Aims: This study aimed to investigate the psychometric properties, reliability, and validity of PG-13-R. Methods: Data were collected from two independent samples of 285 (exploratory factor analysis) and 241 (confirmatory factor analysis) mourning adults to determine whether the findings explored in one sample can be verified in another. Face and content validity were measured quantitatively and qualitatively. Concurrent validity was measured using correlation coefficient calculation with the Posttraumatic Stress Disorder Checklist (PCL-5), the Generalized Anxiety Disorder scale (GAD-7), and the Beck Depression Inventory-II (BDI-II). The collected data were analyzed using SPSS.27 and AMOS.26 software. Exploratory factor analysis was performed using principal components and the Varimax method. Confirmatory factor analysis was performed using AMOS.26 software. Results: The exploratory and confirmatory factor analyses supported the two-factor structure with emergent distress, detachment, and meaninglessness factors. These factors had acceptable internal consistency. PG-13-R factors had good convergence validity with depression, anxiety, post-traumatic stress disorder, and bereavement experience (P< 0.05). Cronbach's alpha coefficient (α) was 0.78 for Distress and 0.79 for Detachment and Meaning factor, and 0.87 for the whole scale, indicating good internal consistency Conclusion: PG-13-R is a useful and reliable tool for measuring PGD symptoms in the Iranian population. It is suggested that future studies examine this scale in people who have been bereaved for various reasons, including (death by suicide, sudden death, and death by accident).

  Objective: The present study aimed to propose Life-Based Therapy as a novel approach within the fields of positive psychology and psychotherapy. Life-Based Therapy, also known as Life Therapy, is a therapeutic method that addresses core issues related to one's Life. It emphasizes a deeper understanding of existence, passion for life, hope for the future, and overall longevity. The goal is to enhance well-being, effectiveness, and personal value by focusing on key life elements such as motivation, interest, desire, tension, fulfillment, attachment, love, passion, and well-being. Methods: This study employed a descriptive and exploratory research design. The statistical population consisted of theories, techniques, studies, and research conducted in the fields of psychotherapy and counseling. Life-Based Therapy was formulated and refined based on the author's extensive professional, academic, and consultative experience, incorporating relevant theories and existing research within the domain. Findings: Life Therapy provides a framework for understanding the complexities and challenges of life. It encourages individuals to view each moment as an opportunity for existence, growth, and self-realization. By forming a comprehensive picture of a client's life and its multiple domains, the therapist can help the client avoid inefficiencies and wasted time. The therapy supports individuals in defining various areas of life and actively working toward meaningful goals in each of those areas. Conclusion: Life-Based Therapy offers an innovative and structured approach to psychotherapy, focused on enhancing awareness and consciousness of life. It empowers individuals to adapt to life's challenges in a constructive and efficient manner. This method promotes purposeful living and aligns therapeutic intervention with the broader aim of achieving balance, passion, and fulfillment in all aspects of life.

 Objective: Reports showed that a cognitive-behavioral therapy effectively helps patients overcome a wide variety of maladaptive behaviors such as anxiety. The aim of the present study was to further examine this issue by exploring the effects of a cognitive-behavioral therapy on academic anxiety of children with learning disorders.Methods: The quasi-experimental research design was pretest-posttest with a control group. The statistical population included 32 children (9-13 years) with academic anxiety (mild, moderate and severe) who were selected by convenience sampling method and randomly (using a coin-throwing method) assigned to two experimental and control groups. The standard School Anxiety Scale questionnaire was used to measure academic anxiety. The behavioral-cognitive therapy program was implemented for 12 sessions, 3 sessions of 45 minutes each week for the experimental group. After the intervention, all participants participated in posttest. Paired sample t test, independent t test, and analysis of covariance were used to analyze data.Results: The average of academic anxiety before the intervention in the experimental and control groups was 23.94±2.18 and 22.87±3.64, respectively, and the independent t-test did not show a significant difference (P=0.39). The average of the groups shows that the academic anxiety scores of the experimental group have decreased compared to the pre-test scores (t=16.58, P<0.001). Finally, the results of ANCOVA showed that a cognitive-behavioral therapy has led to a reduction in academic anxiety (P<0.001).Conclusion: Reconstructing children’s thoughts and beliefs helps them to identify their wrong thoughts about the exam and gradually replace them with correct beliefs and thoughts. Therefore, teachers and practitioners can use cognitive-behavioral therapy to help children with learning disorders to have less anxiety without feeling hurt from the negative evaluation of others. 

Objective: The purpose of this study was to compare the effectiveness of cognitive-behavioral therapy (CBT) and metaphor therapy on marital burnout in women with marital conflicts. Methods: The research method was quasi-experimental with a pretest-posttest design, a control group, and a three-month follow-up period. The statistical population included women with marital conflicts who visited counseling centers in Shiraz in 2023. A total of 60 participants were selected voluntarily and randomly assigned to two experimental groups and one control group. The research instrument was the Marital Burnout Questionnaire (Pines, 1996, CBM). The educational interventions, based on the cognitive-behavioral approach (Gehart, 2012) and the metaphor-based approach (Coup, 2013), were conducted in eight 60-minute sessions for the two experimental groups. Data were analyzed using repeated-measures ANOVA. Findings: The results indicated a significant difference in the posttest and follow-up stages between the control group and the CBT group (p < .001) and the metaphor therapy group (p < .001). The effectiveness of CBT and metaphor therapy in improving marital burnout was 59.6% and 29.7% in the posttest, and 69.2% and 34.8% in the follow-up stage, respectively. Additionally, the findings showed a significant difference between the two experimental groups in both the posttest and follow-up stages, with differences of 26.3% and 37.1%, respectively. Conclusion: Based on the findings, it can be concluded that both CBT and metaphor therapy lead to improvements in marital burnout among women. Family therapists can utilize these educational approaches to enhance marital relationships in couples experiencing conflicts.

Objective: The aim of the present study was to analyze the components of enhancing dyadic ego strength (facilitating the transition from "I-ness" to "We-ness" in marital relationships) specifically for married individuals. The research setting included all texts related to the concept of "We-ness." Methods: The method for selecting texts was purposive sampling from among the aforementioned texts or related constructs within the time frame of 2010 to 2025, based on inclusion and exclusion criteria. The number of texts was determined according to the principle of data saturation. Data collection involved line-by-line analysis of texts based on questions relevant to the concept of "We-ness." The data obtained from the textual analysis were analyzed using the conventional content analysis method proposed by Hsieh and Shannon (2005). Findings: Content analysis of the texts revealed that dyadic ego consists of four key concepts: (1) essence (with sub-concepts of attention to marital union and dyadic identity); (2) dimensions of dyadic ego (with sub-concepts of cognitive, positive emotional, negative emotional, and behavioral aspects); (3) pathways to achieving dyadic ego (with sub-concepts of generative meaning of the marital bond, family values, and family goals); and (4) obstacles to achieving dyadic ego (with sub-concepts of individualism, lack of self-differentiation, and insecure attachment). Conclusion: Based on these findings, it can be concluded that dyadic ego is a mechanism that transforms the process of "I-ness" into "We-ness," and for its realization, couples must engage in pathways to attain it and overcome its obstacles.