درخت حوزه‌های تخصصی

Objective: The present study aimed to compare the effectiveness of emotion-focused therapy and short-term psychodynamic therapy on sexual dysfunction and the quality of sexual life in women attending counseling and psychotherapy centers in Isfahan. Methods: The research design was a quasi-experimental pre-test, post-test, and follow-up. The population included all women in Isfahan province suffering from sexual dysfunction in 2023. Sixty individuals were selected through purposive sampling and randomly assigned into three groups: twenty in the first experimental group, twenty in the second experimental group, and twenty in the control group. The first experimental group underwent emotion-focused psychological intervention based on the therapeutic protocol by Gilbert (2014) in fifteen 60-minute sessions, and the second experimental group received short-term psychodynamic psychological intervention based on the therapeutic protocol (Davanloo, 2013) in twelve 60-minute sessions held weekly, followed by a one-month follow-up. The control group was placed on a two-month waiting list for the most effective intervention. Data collection for analysis was conducted using the Rosen et al. (2000) Women's Sexual Dysfunction Questionnaire and the Simonds et al. (2005) Women's Sexual Life Quality Questionnaire. Data analysis was performed using mixed ANOVA with SPSS version 25. Findings: The findings indicated that both treatments were effective in reducing sexual dysfunction in women (F = 73.08, p < .001) and improving the quality of sexual life (F = 18.02, p < .001). However, there was a significant difference between the effectiveness of the two therapeutic methods in reducing sexual dysfunction and increasing the quality of sexual life in women (p < .001). Conclusion: It can be concluded that both emotion-focused and short-term psychodynamic therapies are effective in reducing sexual dysfunction and improving the quality of sexual life in women. Both treatments can be used to reduce psychological issues in women attending counseling centers.

Objective: The present study aimed to evaluate the effectiveness of cognitive-behavioral family therapy on marital attributions, sexual assertiveness, and gender stereotypes with insecure attachment styles in Rasht. Methods: This study was a quasi-experimental research with a pre-test, post-test, and follow-up design including a control group. The statistical population consisted of all student couples with insecure attachment styles in Rasht in 2023. A total sample of 30 couples (15 couples per experimental and control group, each group consisting of an equal number of couples with insecure attachment styles) was selected through purposive sampling after meeting the inclusion criteria. The questionnaires used to collect data from the sample group included: Griffin and Bartholomew's Relationship Scales Questionnaire (1994), Fincham and Bradbury's Marital Attributions Questionnaire (1992), Bem's Gender Stereotypes Questionnaire (1974), and Halbert's Sexual Assertiveness Questionnaire (1992). Statistical data analysis was performed using repeated measures analysis of variance with SPSS software. Findings: The results showed a significant difference in the mean scores of marital attributions, sexual assertiveness, and gender stereotypes based on group membership (experimental and control) at the post-test stage (P<0.01). Conclusion: It can be concluded that cognitive-behavioral family therapy is an effective method for addressing marital attributions, sexual assertiveness, and gender stereotypes in individuals with insecure attachment styles.

In today's educational world, the importance of academic life skills and self-regulated motivation for students, especially in the senior high school, has been noted repeatedly. Thus, the purpose of this research was to investigate the effectiveness of teaching life skills and self-regulation of motivation on the academic motivation of female students of the senior high schools. This research is a quantitative applied study adopting a quasi-experimental design, with a pre-test/post-test and a control group. The statistical population included 31180 female students of the senior of high schools in Tabriz in the academic year of 2021-2022. From this population, 90 students were selected by multi-stage cluster random sampling method and were randomly divided into three groups with 30 participants. The control group received its traditional instruction while the first and second experimental groups received educational life skills and self-regulated motivation interventions respectively for eight sessions of two hours. The instruments included the academic motivation questionnaire (Vallerand et al., 1992). For data analysis, in addition to descriptive statistics, Shapiro-Wilk test, MANOVA, regression slope homogeneity test, Box's M Test, Leven test, MANCOVA, and Bonferroni post hoc test were used. The findings showed that the educational life skills and self-regulation of motivation training programs had a positive effect on the academic motivation of female students of the senior high schools. Also, motivational self-regulation training has a higher effectiveness in the academic motivation of the participants than teaching life skills. According to the results, it is concluded that the integration of educational self-regulation motivation and academic life skills training programs in the school environment can have positive effects on students. Schools and educational centers should look for ways to incorporate these skills into their curricula, so that students can develop the skills to manage their motivation and behaviors in a supportive and interactive environment. Also, it is important that teachers and trainers receive the necessary training to be able to effectively impart these skills to students.

Objective: The current study investigated the impact of family-oriented psycho-educational interventions based on integrating systemic approaches on the dimensions of family functioning. Methods: The research design is a pre-test and post-test experiment using two experimental and control groups. The statistical population included all the families referred to family and marriage counseling centers in Tabriz City under the supervision of the General Department of Sports and Youth of East Azerbaijan Province.  In response to advertisements published in these centers, the families volunteered to participate in a psycho-educational course to enhance their family functioning. The volunteers were examined using the family assessment device (FAD), and 20 couples whose scores were average to low were selected as sample members and randomly replaced in the experimental (10 couples) and control (10 couples) groups. The experimental intervention was implemented in 10 sessions, each lasting 120 minutes on the experimental group, and the control group did not receive any intervention. At the end of the intervention, the members of both groups were re-evaluated with the family assessment device. The data was analyzed using univariate covariance analysis. Results: The results indicated a significant difference in family performance between the groups, showing that the intervention has successfully improved the performance of the families. Conclusion: The use of systemic family therapy, especially in an integrated form, is effective in improving various family-related components.