مطالب

Objective: The objective of this study was to evaluate the effectiveness of Acceptance and Commitment Therapy (ACT) on the psychological well-being of couples referring to the Dispute Resolution Council in Omidiyeh County. Methods: This study employed a quasi-experimental design with a pre-test, post-test, and control group, along with a 45-day follow-up period. The statistical population consisted of couples who referred to the Dispute Resolution Council in Omidiyeh County in 2021. In the initial phase, a purposive sampling method was used to select 30 participants. These individuals were chosen from among those who had been engaged or married for four or five years, expressed a desire for separation, and had sought assistance from the Dispute Resolution Council. They were randomly assigned to either the experimental group or the control group. The experimental group underwent eight sessions of Acceptance and Commitment Therapy, while the control group received no intervention and remained on a waiting list. Findings: The mean age in the ACT group was 33.31 ± 5 years, in the solution-focused approach group was 32.50 ± 3.72 years, and in the control group was 33.68 ± 5.04 years. The results of the mixed-design analysis of variance indicated that the intervention had a statistically significant effect on the dimensions of psychological well-being in the post-test and follow-up stages compared to the control group (p < .05). Furthermore, the results of the Bonferroni post hoc test demonstrated that Acceptance and Commitment Therapy was more effective in improving conflict resolution styles (p < .05). Conclusion: Acceptance and Commitment Therapy can be considered an effective approach for reducing problems arising from marital conflicts among individuals referring to the Dispute Resolution Council.

The working class in contemporary Iran has faced many problems and limitations in the polit-ical sphere for various reasons, including absolute authoritarian rule and the absence of politi-cal openness. Although from 1941 through 1953, like many other sectors of civil society, the working class also found a suitable breathing space, after the coup of August 19, 1953, the labor movement was once again suppressed. During the victory of the Islamic Revolution, the working class played a significant role in overthrowing the Pahlavi regime by participating in widespread and paralyzing strikes. It contributed greatly to the establishment and consolida-tion of the Islamic system. The present research aims to understand the interactions and polit-ical behavior of the working class in the Islamic Republic of Iran. Thus, the question arises as to what behavior the workers exhibited within the framework of the Islamic Republic system. The research hypothesis is that in recent decades, Iranian workers, influenced by various fac-tors, have tended towards legal political participation and did not have revolutionary and anti-system tendencies contrary to Marxist-Leninist ideology. In this study, we will examine the subject using a descriptive-analytical method and a historical approach.

The integration of technologies and social media into second/foreign language education has recently gained momentum in different contexts. Given their nature, social media have been empirically identified to improve different aspects of L2 teaching and learning. However, their facilitative role in enhancing EFL/ESL students’ language skills and academic engagement has been limitedly explored. To fill this lacuna, the present study intended to provide a theoretical analysis on the utility and power of injecting technologies and social media into L2 classes and improve students’ language skills and academic engagement. In so doing, the conceptualizations, definitions, dimensions, and empirical studies that provide evidence for the interplay of these constructs are presented. Moreover, a variety of implications are enumerated for EFL/ESL teachers, learners, teacher trainers, language policy-makers, curriculum designers, and scholars in L2 education, who can recognize the facilitative role of social media in English language teaching learning.