مطالب

Background and purpose: This study aimed to determine the effect of stress management skills training and problem-solving methods virtually on the mental health and test anxiety of high school students. Cases and Methods: The research method is quasi-experimental and the research design is pre-test-post-test with a control group. The statistical population consisted of 700 high school male students in dandi city. 93 people were selected by available sampling and randomly in two experimental groups (problem-solving and stress management) and A control group was placed. Research tools include ten sessions of stress management Anthony et al. (2007) and a summary of the problem-solving training program (Heidari and Rasoulzadeh Tabatabai, 2007; Adapted from Dixon and Glover, 1984), Goldberg Mental Health Scale (1979) and Anxiety Scale The exam was Friedman (1997). Results: The results of the analysis of covariance showed that the two groups that had been trained in stress management and problem-solving skills had higher mental health (f =25.02 and P<0.001) and lower test anxiety (f = 16.65 and P<0.001) than the control group. Conclusion: The results of this study showed that stress management training and problem-solving skills virtually can be used as an effective intervention to increase mental health and reduce test anxiety. Therefore, using virtual education, stress management skills, and problem-solving methods can improve students' mental health and reduce stress and anxiety in students.

Conduct disorder is one of the most serious and complex complications in school-aged children. This study was conducted with the aim of comparing the effectiveness of efficient child-rearing training with the schema therapy approach and positive parenting training on the parent-child conflict in mothers of children with conduct disorders. The method of the current research was a quasi-experimental one with pre-test-post-test method plus a control group and a follow-up stage. The population included all mothers of students with conduct problems in the second grade of elementary school in Tehran in the academic year of 2020-2021. From this population, after the implementation of the Sprafkin test (the fourth edition) a sample of 60 participants (three groups of 20 people from mothers of children, including two experimental groups and one control group) were selected using the availability sampling. They were given Sprafkin children's behavioral syndrome questionnaire and the parent-child conflict questionnaire. The results were analyzed using repeated measurements analysis of variance. The results indicated that both interventions led to a significant reduction in parent-child conflicts. Also, there was no significant difference between their effectiveness. In general, the results revealed that efficient child-rearing training with schema therapy approach and positive parenting training has a significant effect on parent-child conflict. The results of this study can be benefited in psychology, especially in the field of parenting.

This study aimed to investigate the role of strength-based parenting moderators on the relationship between character strength and psychological well-being. The research design was correlational. The statistical population was all sixth-grade students in the 18th district of Tehran in 2019-2020. The research sample consisted of 300 sixth-grade students who were randomly selected from primary schools in Tehran's 18th district. Students completed the Values in Action Inventory of Strengths (VIA-IS), Ryff's scale of Psychological well-being, short-form (18-item), and Strength-based parenting. In data analysis, descriptive statistics, correlation matrix, and hierarchical regression by version 25 of SPSS statistical software were used. Findings showed that there is a positive and significant relationship between character strength and psychological well-being (P <0.01). The results also showed that strength-based parenting has a moderating effect on the relationship between character strength and psychological well-being in children (P <0.01). In total, 55% of changes in psychological well-being are explained by the strength of character and strength-based parenting. According to the research findings, it can be concluded that strength-based parenting will modify the strength of character and psychological well-being of students.