Articles
Journal of Applied Psychological Research (22518126)15(1)pp. 1-18
Aim: The aim of the present study was to investigate the Effectiveness of Dweck’s Mindset intervention on negative orientation towards problem and hopelessness in high school students. Method: The present study is an applied type and the project’s plan was a quasi-experimental study(pretest-posttest) and a control group. The statistical population consisted high school students (female) in Isfahan who were selected using multi-stage random sampling method. Negative Orientation Towards Problem questionnaire(NPOQ) and The Beck Hopelessness Scale(BHS) were research tools. 183 students completed the questionnaires. In the first screening step, 50 students were selected by purposive sampling. 30 students were randomly placed in the second step into experimental(n=15) and control groups(n=15). The experimental group received 8 sessions. Data were analyzed using MANCOVA by SPSS-23. Findings: There was a significant difference between experimental and control groups in the negative orientation towards problem(P<0.01) and Dweck’s Mind Set reduced that. But in the hopelessness Scale, it has only been effective on the dimensions of despair in achieving desires and negative expectations of the future. Conclusion: Based on the results the motivational Dweck’s MindSet intervention has been affected on diminish negative orientation to the problem, negative expectations of the future and hope in achieving the desires.
Journal of Applied Psychological Research (22518126)16(1)pp. 15-26
The objective of the current investigation was to investigate the perceptions of wisdom held by Iranian gifted school instructors. In order to accomplish this objective, a descriptive phenomenological methodology was implemented. The statistical population of the research consisted of teachers from gifted schools in Isfahan in 2022. Purposive sampling was implemented to identify participants, and data acquisition was maintained until saturation was achieved. The study involved 21 teachers, with interviews lasting between 30 and 45 minutes. Eight of the instructors were male and thirteen were female. Interviews were conducted in-depth to facilitate a two-way dialogical exchange and obtain a comprehensive understanding of the teachers’ perspectives. The data derived from the interviews were analyzed using Clark and Brown's six-step model. Additionally, Lincoln and Guba’s four criteria were implemented to guarantee the credibility and validity of the investigation. The results indicated that the conceptualization of wisdom by gifted school teachers is characterized by three primary themes: cognitive and rational skills, communication and interpersonal skills, and compassion and concern for others. The results of this study suggest that teachers’ perceptions reflect certain aspects of wisdom, while others, as emphasized in the literature, are underemphasized. © The Author(s).
Journal of Child and Adolescent Trauma (19361521)18(1)pp. 209-216
The Syrian civil war became a catalyst for numerous psychological issues, especially among children who faced migration and exposure to violence. Post-Traumatic Stress Disorder (PTSD) stands out as one of the most prevalent mental health problems among these young survivors. The research outcomes to be presented in this paper aim to investigate the efficacy of art therapy through the self-narrative approach in reducing PTSD symptoms among Syrian war-affected children aged 6 to 12. The study followed a semi-experimental design with a pre-test and post-test, using a control group. Twenty Syrian children from war-affected areas were selected for high scores on the scale that measures the intensity of trauma symptoms. Half received an art therapy intervention. The results revealed that Self-Narrative Art-Therapy significantly contributed to reducing PTSD symptoms, including re-experiencing, avoidance, numbing, and arousal, in Syrian war-affected children aged 6 to 12, making it a viable psychological intervention. © The Author(s), under exclusive licence to Springer Nature Switzerland AG 2024.
Pajouhan Scientific Journal (24236276)22(2)pp. 143-152
Background and Objectives: The purpose of this study is comparing the Effectiveness of Social-Emotional Aspects of Learning (SEAL) and Parent Effective Training (PET) on Parenting-Stress, in 6-12-Year-old Children with Attention Deficit Hyperactivity Disorder (ADHD). Materials and Methods: The research method was semi-experimental and a pre-test-post-test design was used with a control-group. The statistical population of this research was all male and female students aged 6-12 with ADHD in Isfahan who were studying in the academic year of 2021-2022.The research sample consisted of 48 parents and students with ADHD who were purposefully selected and randomly assigned to experimental and control groups. Each package consisted of 8 treatment sessions for children and parents, which was package (SEAL) for children and package (PET) for parents. To analyze the data at the descriptive level, frequency tables and graphs and percentages of frequency, average and standard-deviation were calculated, and at the inferential level, univariate and multivariate analysis of covariance tests were used. Results: The findings showed that there is a significant difference between the average scores of the experimental and control groups before and after the intervention at the P<0.05 level. The parenting-stress scores in the experimental-group of the SEAL training-package were lower than the PET-group and the control-group. There is no significant difference between the parenting-stress scores of the two packages in the post-test and follow-up stages. Conclusion: The results showed that the parenting-stress after the intervention in the experimental-group is lower than in the control-group, and the educational programs reduced the parenting-stress. © 2024. Pajouhan Scientific Journal.
Pajouhan Scientific Journal (24236276)22(1)pp. 42-54
Background and Objectives: Language is one of the most important components of growth in children. Therefore, this study aimed to develop a language skills improvement package based on cognitive rehabilitation and determine its effectiveness on the expressive language performance of children with specific language impairment (SLI). Materials and Methods: The method of the current research was of mixed exploratory type. The statistical population in the qualitative section were scientific articles and the opinions of university professors and experts. In the qualitative phase, data were collected through deductive thematic analysis, and then a set of interventions was developed over 12 sessions, and its content validity was confirmed. The quantitative part of the research was a clinical trial, and its statistical population included all children aged 5-7 years with a specific language disorder who were referred to private speech therapy clinics in Borujerd, Iran, among which 30 children with an average age of 6.31 ± 0.92 were selected by purposive sampling method and randomly replaced in two experimental and control groups. The instruments used in this study were the fourth version of the Wechsler Intelligence Scale for Children, a semi-structured clinical interview, and the Newcomer and Hammill language development test. Finally, the data were analyzed using SPSS software (version 24) with analysis of variance with repeated measurements. Results: Based on the obtained results, there was a significant difference between the mean expressive language scores in the pre-test, post-test, and follow-up stages (P<0.01). Conclusion: In general, it can be said that the language skills promotion package based on cognitive rehabilitation is effective in improving the expressive language of children with SLI, and therefore, this package can be used as an intervention method to improve the expressive language of children with SLI. © 2024. Pajouhan Scientific Journal.
