مطالب

Aim: The present study aims to investigate the discursive practice and rhetoric of hope in higher and lower-sharing people. Method: participants comprised 17 mothers married for 10 to 25 years with at least two children selected through purposive sampling. The present research was conducted with a qualitative approach and an interpretive paradigm. In-depth interviews were used to collect data and data analysis was done using discursive analysis. In order to discourse analyze in the field of discursive psychology, the discursive practice and rhetoric of the hope discourse and sharing were investigated. Findings: Higher-sharing participants enjoyed a wider discourse scope and higher dynamic and active relationships. They cared about the family environment peace, the harmony of spouses in their life route, raising children, and providing a suitable environment for their development, and used rhetoric that were harmonious and appropriate to the content in their words and behavior. Conclusion: Higher-sharing participants enjoyed a more hopeful rhetoric than the lower-sharing participants.

This research was conducted to compare the effectiveness of reality therapy and emotion-oriented therapy on the symptoms of love trauma in women with love failure. This study was a type of applied and quasi-test research using the pre-test-post-test plan with a follow-up test. The statistical population of the research was all the people who were referred to Aramandish and Chaman clinics in Tehran in 2022, 45 people were selected as a statistical sample based on purposeful sampling. 15 people were in group experiment 1 (reality therapy), 15 people were in experiment 2 (excitement) and 15 people were in the control group. The data collection tool was Love Trauma Inventory (LTI), Rosse (1999). Data analysis was done through the analysis of variance tests with repeated measures. The findings showed that reality therapy and emotion-oriented intervention have a significant effect on the symptoms of emotional failure. The results also showed that there is no significant difference between the two groups of experiments 1 and 2 (reality therapy and emotional therapy). Therefore, it can be concluded that both reality therapy and emotion-oriented interventions can be used for emotional failure syndromes.

This study aimed to evaluate the effect of Neurofeedback (NFB) Therapy with Play Therapy in improving attention and cognitive function in students with Learning Disorder (LD). This study was a quasi-experimental research with a pre-test and post-test design. The statistical population of the research was about 600 elementary school students with LD in Lar city in 2017 (N=212). A sample of 60 LD children who were identified in schools was selected by multistage cluster random sampling and randomly divided into four groups fifteen-three experimental and one control group. The tools used in the study were the Wechsler Intelligence Scale for Children (WISC-R) (Wechsler, 2003) and integrated visual and auditory continuous performance (IVA) (Sandford and Turner, 1995). NFB training was done according to the guidelines recommended by Monastra et al. (2005) in 20 sessions and play therapy cognitive performance and attention therapy were done according to the guidelines recommended by Drewes (2009) in 20 sessions, while no intervention was performed in the control group. Data were analyzed by the covariance analysis method. The results showed that NFB and play therapy were effective in increasing cognitive performance (p<0.01) and attention (p<0.01) compared to the control group. The combination of play therapy and NFB intervention was more effective on cognitive performance and attention rather than the two interventions separately. According to the results, it is recommended that therapists and clinical psychologists use NFB and play therapy to increase the sustained attention and working memory of students with LD.