مطالب

Constructivism theory believes that the power, security and survival of a nation are often shaped by the identity structures and perceptions of its agents, which in turn define the threats and opportunities that it faces. After the collapse of the Soviet Union, Russia suffered an identity crisis and tried to regain its position as a "great power" by adopting the Eurasian identity model. The background of the research showed that realist, geopolitical and traditional investigations cannot correctly and fully explain the way in which the Eurasian identity was formed and its impact on Russia's military actions in Ukraine. As a result, this study tries to answer the question of how Russian identity and perception-based motivations in Russia's attack on Ukraine can be understood through constructivism theory. The main hypothesis is that constructivism provides insights into the main reasons for Russia's military invasion of Ukraine, which can analyze certain factors in this war, which cannot be understood through traditional theories. The findings of this paper confirm that Russia's attack on Ukraine was aligned with its role as a Eurasian power and Putin's identity visions. This article uses a qualitative research method using field and library sources to analyze the hypothesis.

In the present paper, “Self” and “other” and their relation have been questioned. 7 types of political confrontation between self and other and, in a wider scope, between “our” culture and “their” culture are perceivable: conquest, conversion, assimilation and acculturation, partial assimilation: cultural borrowing, liberalism, conflict, and dialogical engagement. The first six were dominant in political history of humankind. But the last type is the only appreciated one that provides the path of development and progress in the shadow of peace and security.Findings of this article show that although the dialogical engagement is not the dominant type, there are some prominent and obvious cases in the Islamic heritage. Scientific contestation of Imam Sadeq and Imam Reza (PBUT), the believers of other religions and even atheists as well as the encounter of Abū al-Rayhān Muhammad ibn Ahmad al-Bīrūnī and Indians in his everlasting book, India are examples of dialogical engagement.

Objective: There is evidence that emotion plays a role in explaining generalized anxiety disorder, and on the other hand, dysfunctional emotional schemas are different in various psychopathological disorders, but few studies have addressed this issue. Therefore, the purpose of this study was to qualitatively investigate emotional schemas in Iranian patients with generalized anxiety disorder.Research Methodology: For this purpose, 16 patients with generalized anxiety disorder in Mashhad, Iran were interviewed and their responses were qualitatively clustered to extract their emotional schemas and subthemes related to each emotional schema. A semi-structured interview was conducted to investigate patients' perspectives on emotion and their 14 emotional schemas. Patients' statements were transcribed and analyzed through comparative-inductive thematic analysis and coding. They were then categorized into main themes and subtheme naming was done in consultation with experts.Findings: The findings showed that four emotional schemas of validation, duration, uncontrollability, and extreme rationalization are more involved in patients with generalized anxiety disorder and 12 subthemes including mentalized emotional insecurity, desocialization, somatization, significance, uncertainty intolerance, unpredictability threat, extreme emotional perfectionism, continuity of catastrophic thinking, trait anxiety, superiority of others, emotional avoidance, emotional inflexibility, and extreme approval led to the creation and continuation of generalized anxiety disorder symptoms.Conclusion: Therefore, addressing these 4 emotional schemas in patients with generalized anxiety disorder with a greater focus on the validation schema, which is more pervasive, can increase treatment efficacy. In addition, we can focus on them in educational and preventive protocols, not just intervention protocols.