درخت حوزه‌های تخصصی

Objective: This study aimed to determine the effectiveness of mentalization-based training and positive thinking for parents of children with autism on their reflective functioning and their children's aggression. Methods: This quasi-experimental study employed a pretest-posttest design with a control group and a three-month follow-up. The statistical population included all parents of children with autism spectrum disorder (ASD) enrolled in day centers for education and rehabilitation of individuals with ASD in Tehran during the 2022-2023 academic year, and their children. A total of 32 parent-child pairs were selected using purposive sampling and were randomly assigned to either the experimental group (16 parents) or the control group (16 parents). Data collection tools for parents included the Reflective Functioning Questionnaire (Fonagy, 2016), and for children, the Achenbach Child Behavior Checklist Aggression Scale (2001) Parent Form. Initially, a pretest was administered to both groups, and the Aggression Scale was completed by the parents for their children. The mentalization-based and positive thinking training package (Fonagy) was then conducted in 12 sessions of 120 minutes each for the experimental group. Subsequently, a posttest was administered to both groups, and the Reflective Functioning Questionnaire and Positive Beliefs Questionnaire were completed by the mothers, while the Aggression Scale was again completed by the parents for their children. A follow-up phase occurred three months later. Data analysis was conducted using repeated measures analysis of variance. Findings: The results indicated that the impact of mentalization-based and positive thinking training on the components of reflective functioning (F = 14.35) and aggression (F = 7.17) in children was significant (P < 0.01), and this effect persisted through the follow-up phase. Conclusion: Given the results, it appears that mentalization-based and positive thinking training, by enhancing reflection on mental states, emotional regulation, and the ability to enjoy pleasant events, provides a suitable context for reflective functioning. This, in turn, leads to a reduction in aggression in children with autism.

Objective: The level of marital satisfaction of couples, along with other factors, can play a key role in their tendency towards divorce, so it is necessary to perform psychological interventions to increase marital satisfaction and prevent divorce. Based on this, the present research was conducted to compare the effectiveness of the marital life enrichment program based on the enrich model and the time model on marital satisfaction in couples applying for divorce. Methods: The research method was a semi-experimental pre-test and post-test with a control group and a 3-month follow-up. The statistical population included couples applying for divorce who came from the Modares Family Counseling Center in the first six months of 2022 in Tehran city. 45 couples were selected by the purposeful sampling method and randomly replaced in two experimental groups and one control group (15 couples in each group). The measurement tool included Enriching and Nurturing Relationship Issues, Communicating and Happiness by Fowers and Olson, 2000. For data analysis, mixed variance analysis with repeated measurements and Bonferroni follow-up test were used in SPSS-25 software. Results: The findings showed that the intervention based on the Enrich and Time model was effective in increasing couples' marital satisfaction, but this influence was not lasting. In addition, the results show no significant difference between the characteristics of Enrich and Time models on the marital satisfaction of couples. Conclusion: According to the research results, it is suggested that couples and family counselors and psychologists use Enrich and Time to increase the satisfaction of couples with differences.

Objective: The objective of this study was to compare the effectiveness of adolescent-specific psychological security training with adolescent-centered mindfulness training on the well-being of adolescents experiencing psychological insecurity. Methods: This study employed a quasi-experimental design with pre-test, post-test, and follow-up phases, involving two experimental groups and one control group. The population included all male students aged 14 to 16 years in the city of Isfahan. Sixty students were selected through convenience sampling and then randomly assigned to the study groups. The research instrument was the Ryff Well-Being Questionnaire (1989). All three groups were assessed at three stages: pre-test, post-test, and follow-up using this instrument. The first experimental group received well-being training, while the second group received adolescent-centered mindfulness training. The control group was placed on a waiting list. The collected data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (repeated measures analysis of variance). Findings: The results indicated that both methods were effective in improving the well-being of these adolescents, and there was no significant difference between the two experimental groups in this regard (P = 0.05). Conclusion: It can be concluded that both methods can enhance the psychological well-being of this group of adolescents.