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Showing 17 results for Communication Skills
S.k Soltani Arabshahi, A Ajami, S Siabani,
Volume 11, Issue 40 (9-2004)
Volume 11, Issue 40 (9-2004)
Abstract
Effective doctor-patient interpersonal communication has been emphasized increasingly in recent years. Communication skills are considered as one of the main components of clinical competence, helping precise diagnosis and patient’s compliance for therapeutic measures. Through communication skills the physician is able to demonstrate better performance in: breaking bad news to the patient and his relatives, overcoming patient’s anger and discomfort and helping chronic and terminal patient. The objective of this study was to investigate how communication skills are learned at Iran and Kermanshah Universities of Medical Sciences using medical students, interns and faculty members in order to help in planning(compiling) programs. In this descriptive-analytic study a self-administered questionnaire was given to target population in 4 major clinical wards (Internal Medicine, OB & Gyn., Pediatrics, and Surgery). After a pilot study, the questionnaire was distributed among target population. The total number of students/interns/staffs at Iran and Kermanshah Universities were 185/127/14 and 63/61/30 respectively. Based on obtained results 53.6% of students were aware of communication skills while 43.7% of students were not aware of these skills which this difference was significant. The first place of experience in communicating with patients was clinical ward(72.5%), hospital classroom(11.5%), emergency and outpatients ranked next(8%). The impact of teacher/resident presence on learning was assessed as very high and high. Observing teacher’s behavior and communication with patients got the highest score in both universities(71.4% & 76.7%) and those of the resident’s score got the next score(42.9%-66.7%). Less than 5% of scores was allocated to the other methods of learning including: resources, watching films and observation of a role play. The results of this study revealed that teaching and learning methods at both universities should be revised and formal instructional programs have to be implemented. Meanwhile, medical staffs have to play more active role in teaching the skills.
S.k Soltani Arabshahi, A Ajami, S Siabani,
Volume 11, Issue 41 (9-2004)
Volume 11, Issue 41 (9-2004)
Abstract
During last 20 years, the importance of communication skills in medicine has been increasingly stressed. Medical schools around the world have implemented instructional programs in this context. Since these skills are complex behavior, teaching has been of great importance. The objective of this study was to investigate communication skills teaching at IUMS and KUMS. In this descriptive-analytical study a self-administered questionnaire containing demographic data and 25 ordinal questions based on Likert scale was designed. A pilot study on stager/intern/staff in 4 main wards(internal medicine, surgery, pediatrics, OB & Gyn was performed. Face validity was sufficient. Content validity and coefficient reliability were determined(α of crohnbach 45% P=0.015). The number of stager/intern/staff at IUMS were 185/127/14 and those of KUMS were 63/61/30 which comprised a total of 446 medical learners and 45 medical clinical staffs who returned the questionnaires. Opinions of medical learners staffs at both universities were gathered and analyzed. The results obtained from each university were then compared. The main results were based on the following issues: formulating educational objectives and strategies for communicating with patients, drilling and giving feedback about patient’s history, receiving feedback from staffs and residents, the extent of communication skills teaching in different clinical enterprises and hospital settings, teaching and assessing the skill, and teaching basic and advanced skills. There were no definite formal educational programs and written objectives for communication skills at both universities. Teachings are unintentional, with no instructional design and plan in terms of teaching strategies(knowledge content and assessment in teaching basic and inter personal skills). It seems that KUMS medical staffs are more engaged in teaching and training the students.
Tahereh Mansouri, Tahereh Dehdari, Naemeh Seyedfatemi, Mahmoud Reza Gohari, Mehrdad Barkhordari,
Volume 21, Issue 121 (7-2014)
Volume 21, Issue 121 (7-2014)
Abstract
Background: Caring of elderly with Alzheimer's disease and communicate with them, is a chronic stressful process that have negative effect on caregiver's physical and mental health. The aim of this study was to determine the effect of communication skills training on perceived stress of caregivers of elderly with Alzheimer disease in 2012.
Methods: This study was a quasi-experimental type . In this study, 91 caregivers of Alzheimer's patients referral to the Iranian Alzheimer Association, Tehran, Iran were selected and assigned into a control in the two groups (intervention (n=49) and control (n=49)) by using block randomization . Then, two groups were completed two questionnaires of demographic variables and perceived stress before the intervention. Educational program was designed according of pre-test results and conducted to the intervention gr oup. Two groups were followed-up one-month after the intervention. Seven participants in the intervention group refused to take part in the study. Statistical analysis of data was performed with SPSS software (Version 16) and Student’s paired-samples t test and Independent-samples t test. In this study, p<0.05 was considered significant.
Results: The mean age of the caregivers in the intervention and control group was 52.23 ( ± 11) and 52.26 ( ± 13) yr old , respectively. In the control group, 85.7% were women and 81.6 % men. No significant differences were found in the demographic characteristics and the mean score of percieved stress (p=0.06) between the two groups before the intervention. Following the intervention, there is significant reductions in the mean score of perceived stress in the intervention group compared with the control group (p = 0.001).
Conclusion: It is suggested that methods of verbal and non-verbal communication would be trained to caregivers of elderly patients with Alzheimer's disease in the Iranian Alzheimer Association and other related institues. This can lead to improve both caregiver's health and also their quality of care of elderly with Alzheimer's disease.
Jalil Kuhpayehzadeh, Peyman Hafezi Moghadam, Zahra Imanizadeh, Hosein Danesh, Saeideh Daryazadeh,
Volume 21, Issue 124 (10-2014)
Volume 21, Issue 124 (10-2014)
Abstract
Background: Emergency personnel in hospitals are at high risk of exposure to violence. The aim of this study was to evaluate effect of communication skills education to emergency personnel in terms of verbal and physical violence.
Methods: This study was quasi-experimental and for implementing this project, all of Hazrat-e-Rasoul Akram Hospital emergency department personnel (Nurses, secretaries and helping healthcare workers and guards) participated in one of the two consecutive educational classes at a distance of one month. The incidence of violence during before and after education was measured using a researcher made questionnaire which was completed by the personnel. The results were compared using Wilcoxon test.
Results: Following education, average of verbal violence was reduced from 5.8 to 5.1 and from standard deviation 2.67 to 2.11 (p= 0.135). Also Average of physical violence was reduced from 1.8 to 1.4 and from standard deviation 2.11 to 2.33. (p= 0.165). Both physical and verbal violence’s following the educational course decreased, although was not statistically significant.
Conclusion: The incidence of physical and verbal violence’s decreased after the educational course, but was not significant
Mahtab Ahmadi, Jahangir Karami, Sima Eivazi,
Volume 27, Issue 12 (3-2021)
Volume 27, Issue 12 (3-2021)
Abstract
Background & Aims: The theory of mind is the mental states, beliefs, intentions, desires, claims and knowledge of oneself and others and understanding that others have different beliefs and intentions from our beliefs and intentions. This ability consists of three levels; The first level or recognizing emotions and pretense, the second level of the theory of mind or primary misconception and the perception of misconceptions and the third level or the perception of secondary misconceptions or the perception of jokes. Having a theory of mind helps a person to attribute thoughts, desires and intentions to others and to be able to predict or describe their actions and understand their intentions. While research shows that autistic children disabilities in the theory of mind, autism spectrum disorder is a neurodevelopmental disorder characterized by qualitative deficits in social interactions, language, communication, and stereotyped behavior such as behavioral patterns, interests, and limited activities. Studies show that children with autism spectrum disorder, compared to normal children, have a significant defect in the development of the whole theory of mind and its different levels. People with mental disabilities have difficulty explaining the intentions of others and also do not understand how their behavior affects others, understanding oneself and others is essential for effective social relationships and interpersonal interactions. Theory of mind in practice gives the children a powerful tool which helps them to explore, predict and change the behavior of others. Through the theory of mind we can interpret the mental states (beliefs, desires, imaginations, emotions, etc.) that are the cause of actions. All human beings need to communicate and relate to others. Without effective social interaction and interpersonal communication, man can not achieve the desired growth and flourishing of his personality. Interpersonal relationships occur when people interact with each other. Therefore, the main purpose of this study is to investigate communication skills training on the development of theory of mind in autistic children, in order to understand the mental states of others and use it to communicate socially.
Methods: The method of the present study is quasi-experimental with a pretest-posttest design with a control group. The statistical population was all 9-12 year old male autistic students in Kermanshah. 12 students were selected by available sampling method and randomly divided into two groups of 6 experimental and control. Theory of the mind test was used as a data collection tool, which consists of 3 subscales from which a general score for the theory of mind is obtained. After performing the pre-test in the experimental and control groups, communication skills training based on Albert Ellis's rational-emotional-behavioral therapy method was performed in 13 sessions in groups in the experimental group. Data were analyzed using descriptive and inferential statistics (univariate and multivariate analysis of covariance). Considering that the present research design was a quasi-experimental pre-test-post-test with a control group, the inferential statistics section includes analysis of covariance (univariate and multivariate) to test the research hypotheses.
Results: The mean of the whole theory of mind and each level of theory of mind of the subjects in the experimental group in the post-test increased compared to the pre-test. But there is not much increase in the mean of the control group after the test. The results of univariate analysis of covariance showed that there is a significant difference between the pre-test and post-test scores of the whole theory of mind (P <001) and this means that the intervention (communication skills training) on the total scores of the theory of the mind of subjects in the experimental group has had a significant impact. In order to find out the difference between the mean scores of post-test levels of theory of mind in the two groups, analysis of covariance was performed. According to the calculated effect size, 0.89% of the total variances of the experimental and control groups are due to the effect of the independent variable. Also, the statistical power of the test is equal to 89%, this means that the test was able to reject the null hypothesis with a power of 89%. The results of multivariate analysis of covariance of post-test scores showed that the value of F for level one was 10/50, which is significant at level (P <0.01), for level two, it was 26/34, which is significant at level (P <0.001), for level three, it was 1/69, which is not significant. Considering the effect size, 60% of the change in level one and 79% of the change in level two and 19% of the change in level three of the theory of mind was due to the effect of independent variable (communication skills training).
Conclusion: In this study, communication skills training with Albert Ellis's intellectual-emotional-behavioral therapy, increased the ability of understanding and interpreting the mental states and behavior of oneself and others (whole theory of mind), the ability to recognize emotions and pretense (first level of the theory of mind) and misconception (the second level of the theorie of mind) in autistic boy children aged 9-12 years. Some new theories derived from Vygotsky's socio-cultural theory emphasize the experience and interaction with others in the evolution of the theory of mind. Studies have shown that children who had the opportunity to engage in conversations about mental health performed better in the theory of mind than children who did not. It can be inferred from theories and researches that communication, interaction and social dialogue can promote the theory of mind. But communication skills training did not have a significant effect on the ability to understand secondary misconceptions (3th level of mind theory) in autistic boys aged 9-12 years. Autism causes serious damage to the functions of social cognition, especially the theory of mind, and boys are more vulnerable. The reason for the lack of progress in advanced theory of mind (joking perception) may be the limitations of autistic children in conceptual developmental ability. It seems that in order to achieve high levels of theory of mind, more cognitive and mental processes and cognitive interventions are needed with more components in mind. In general, it can be concluded that teaching these types of communication skills can be included in the treatment programs of autistic children and can be used to improve the theory of mind and its levels in autistic children.
Mahshid Tahmasabi, Pernia Eslami, Kasri Heydari, Fateme Modab, Forough Khalilizadeh Mahani,
Volume 28, Issue 8 (11-2021)
Volume 28, Issue 8 (11-2021)
Abstract
Background & Aims: Polycystic ovary syndrome can cause many complications, including depression. Due to the significant prevalence of depression in outpatients of medical and counseling centers, it is of high priority to know the factors involved in the occurrence and persistence of this disorder. In a comprehensive and meta-analytical research that was conducted, 12% of the total admissions to hospitals and medical centers are made up of depressed patients. This research was conducted with the aim of the effectiveness of self-compassion-based therapy on communication skills and depression in women with polycystic ovary syndrome.
Methods: The research method was a semi-experimental type with control and experimental groups. The statistical population consisted of all women with polycystic ovary syndrome. The sampling method was done through available and 30 people were replaced in two experimental groups (15 people) and control (15 people) and the experimental group participated in 8 treatment sessions. The data were obtained using questionnaires on the communication skills of Queen Damm (2004) and the depression of Beck (1961). According to the subject of the research, the current research is semi-experimental. In an overview of experimental studies (experimental, semi-experimental), the effect of one or more independent variables on one or more dependent variables can be investigated. This type of research, in cases where it is possible to manipulate the variables, can provide important knowledge and information about the cause-and-effect relationships between the variables. The semi-experimental design used in the research is a two-group design (one experimental group and one control group) with pre-test-post-test. The statistical population of the study included women with polycystic ovary syndrome in Bandar Abbas City. The sample size in this research was 30 people who were selected from among women with polycystic ovary syndrome by available sampling method. To obtain samples, 10 medical centers in Bandar Abbas city were visited and the medical centers were asked to introduce to the researcher the number of patients who were suffering from polycystic ovary syndrome and who received or are receiving medical services from these centers. To obtain the community, then among them, with the cooperation of doctors, 30 people who were willing to participate in the research were asked to be introduced to the researcher, and then they were randomly divided into two experimental and control groups, before the treatment, a pre-test was taken and then the experimental group participated in 8 therapy sessions and finally a post-test was taken from both groups. The research tools in this study were a communication skills questionnaire and a depression questionnaire. The data were analyzed using the statistical method of analysis of covariance.
Results: In the inferential statistics section, since a pre-test-post-test semi-experimental design with a control group was used to investigate this hypothesis, therefore, the analysis covariance method was used to analyze the results, so that the effects of the pre-test be controlled as a random variable. The use of compassion-based therapy has an effect on communication skills in women with polycystic ovary syndrome. In this regard, covariance analysis has assumptions that must be fulfilled to be able to use the mentioned method. In this hypothesis, three basic assumptions of covariance analysis, including the normality of the distribution of scores, the assumption of homogeneity of variances, and the homogeneity of regression, were investigated. A- Table (2) shows the first assumption of performing the multivariate covariance analysis test to check the first hypothesis of the research. The assumption of normality of the distribution of pre-test and post-test scores about communication skills in the experimental and control groups is confirmed. Considering that the Kolmogorv-Smirnov Z value is between ±1.96 with 95% confidence, it can be said that between the observed frequencies, there is no expected difference, in other words, the data distribution is normal. Also, according to the value of Asymp.Sig. (2taild) which is more than the significant level (0.05), it can be said that the data distribution is normal. B- The second assumption of performing the covariance analysis test called the homogeneity of variances was investigated by the Lone test for the homogeneity of variances, and the results can be seen in Table 3. Since a pre-test-post-test experimental plan with a control group was used to investigate this hypothesis and the correlation between the variables is moderate, therefore, the multivariate analysis of covariance (MANCOVA) method was used to analyze the results. , the pre-test effects are controlled as a random variable and the effectiveness of compassion-based treatment on depression is obtained. In this regard, multivariate covariance analysis has assumptions that must be fulfilled to be able to use the mentioned method. In this study, three basic assumptions of multivariate covariance analysis, including the normality of the distribution of scores, the assumption of homogeneity of variances, and the homogeneity of regression were examined.
Conclusion: The results showed that the treatment based on self-compassion has an effect on communication skills and depression in women with polycystic ovary syndrome. In the compassion therapy approach, by using compassionate techniques and self-empowerment, a person realizes that by using problem-oriented methods, he can be successful in solving his problems and as a result, love himself better. From self-compassion techniques, remove negative emotions be kind to yourself and love yourself. In the intervention of compassion therapy, a person learns to have a compassionate approach towards himself and his life problems. Compassion therapy includes a kind of compassionate relationship with himself. This treatment is more than solving internal disputes; it helps people change by creating care, new attention to the self, and offering compassionate inner processes. Compassion therapy facilitates emotional change to care more and support oneself, increases the ability to accept discomfort, and reduces emotional disturbances. This therapy enables women to be more self-soothing and in control. Therefore, people who can increase self-compassion in themselves during the sessions of this treatment feel that they are less far from the ideal state, and their depression process is reduced. People learn that they do not avoid their painful feelings and suppress them. Don't, so they can know themselves in the first step and feel compassion towards it.
Methods: The research method was a semi-experimental type with control and experimental groups. The statistical population consisted of all women with polycystic ovary syndrome. The sampling method was done through available and 30 people were replaced in two experimental groups (15 people) and control (15 people) and the experimental group participated in 8 treatment sessions. The data were obtained using questionnaires on the communication skills of Queen Damm (2004) and the depression of Beck (1961). According to the subject of the research, the current research is semi-experimental. In an overview of experimental studies (experimental, semi-experimental), the effect of one or more independent variables on one or more dependent variables can be investigated. This type of research, in cases where it is possible to manipulate the variables, can provide important knowledge and information about the cause-and-effect relationships between the variables. The semi-experimental design used in the research is a two-group design (one experimental group and one control group) with pre-test-post-test. The statistical population of the study included women with polycystic ovary syndrome in Bandar Abbas City. The sample size in this research was 30 people who were selected from among women with polycystic ovary syndrome by available sampling method. To obtain samples, 10 medical centers in Bandar Abbas city were visited and the medical centers were asked to introduce to the researcher the number of patients who were suffering from polycystic ovary syndrome and who received or are receiving medical services from these centers. To obtain the community, then among them, with the cooperation of doctors, 30 people who were willing to participate in the research were asked to be introduced to the researcher, and then they were randomly divided into two experimental and control groups, before the treatment, a pre-test was taken and then the experimental group participated in 8 therapy sessions and finally a post-test was taken from both groups. The research tools in this study were a communication skills questionnaire and a depression questionnaire. The data were analyzed using the statistical method of analysis of covariance.
Results: In the inferential statistics section, since a pre-test-post-test semi-experimental design with a control group was used to investigate this hypothesis, therefore, the analysis covariance method was used to analyze the results, so that the effects of the pre-test be controlled as a random variable. The use of compassion-based therapy has an effect on communication skills in women with polycystic ovary syndrome. In this regard, covariance analysis has assumptions that must be fulfilled to be able to use the mentioned method. In this hypothesis, three basic assumptions of covariance analysis, including the normality of the distribution of scores, the assumption of homogeneity of variances, and the homogeneity of regression, were investigated. A- Table (2) shows the first assumption of performing the multivariate covariance analysis test to check the first hypothesis of the research. The assumption of normality of the distribution of pre-test and post-test scores about communication skills in the experimental and control groups is confirmed. Considering that the Kolmogorv-Smirnov Z value is between ±1.96 with 95% confidence, it can be said that between the observed frequencies, there is no expected difference, in other words, the data distribution is normal. Also, according to the value of Asymp.Sig. (2taild) which is more than the significant level (0.05), it can be said that the data distribution is normal. B- The second assumption of performing the covariance analysis test called the homogeneity of variances was investigated by the Lone test for the homogeneity of variances, and the results can be seen in Table 3. Since a pre-test-post-test experimental plan with a control group was used to investigate this hypothesis and the correlation between the variables is moderate, therefore, the multivariate analysis of covariance (MANCOVA) method was used to analyze the results. , the pre-test effects are controlled as a random variable and the effectiveness of compassion-based treatment on depression is obtained. In this regard, multivariate covariance analysis has assumptions that must be fulfilled to be able to use the mentioned method. In this study, three basic assumptions of multivariate covariance analysis, including the normality of the distribution of scores, the assumption of homogeneity of variances, and the homogeneity of regression were examined.
Conclusion: The results showed that the treatment based on self-compassion has an effect on communication skills and depression in women with polycystic ovary syndrome. In the compassion therapy approach, by using compassionate techniques and self-empowerment, a person realizes that by using problem-oriented methods, he can be successful in solving his problems and as a result, love himself better. From self-compassion techniques, remove negative emotions be kind to yourself and love yourself. In the intervention of compassion therapy, a person learns to have a compassionate approach towards himself and his life problems. Compassion therapy includes a kind of compassionate relationship with himself. This treatment is more than solving internal disputes; it helps people change by creating care, new attention to the self, and offering compassionate inner processes. Compassion therapy facilitates emotional change to care more and support oneself, increases the ability to accept discomfort, and reduces emotional disturbances. This therapy enables women to be more self-soothing and in control. Therefore, people who can increase self-compassion in themselves during the sessions of this treatment feel that they are less far from the ideal state, and their depression process is reduced. People learn that they do not avoid their painful feelings and suppress them. Don't, so they can know themselves in the first step and feel compassion towards it.
Maryam Saeedi ,
Volume 29, Issue 5 (8-2022)
Volume 29, Issue 5 (8-2022)
Abstract
Background & Aims: Family plays a special role in shaping people's psychological behavior. While family functions can be conceptualized as a set of key goals of the family as a system, family functioning can be conceptualized as how the family performs its functions. In general, family functioning includes the ability of the family to perform the tasks necessary to achieve the well-being of the family and the ability to adapt to changing conditions. Many researchers define the concept of family functioning as the ability of the family to coordinate or adapt to the changes created during life, resolve conflicts and conflicts, solidarity between members and success in disciplinary patterns, respect the limits and boundaries between people, and implement the rules and regulations and governing principles. They have considered this institution to protect the entire system and have evaluated it as an important variable in measuring the family. On the other hand, women are considered an important pillar in the family, and women's health is the basis of family and society health, they have a special importance in ensuring and maintaining the health of the family and society. Women are on the verge of divorce, usually, the functioning of their family and their marital conflicts have reached such a point that they feel they have to end their life together, and this is why they sometimes look for solutions, but at the time of divorce or divorce Solutions should be used so that these women can reach their desired result at the right time. Marriage is a relationship, this relationship allows husband and wife to discuss and exchange ideas with each other and to be aware of each other's needs, couples' relationships are aimed at satisfying all levels of needs, and for this reason, the most common form that unhappy couples bring it up, it is the lack of success in establishing a relationship. Communication is valuable in resolving interpersonal conflicts. Also, since social support is a type of verbal behavior in which a person responds to the needs of others by comforting, encouraging, reassuring, caring, and helping, and on the other hand, social support increases marital satisfaction, it can be said Communication skills can also be effective in increasing marital satisfaction by strengthening the expression of social support. Although communication difficulties are not the only cause of marital discord, they nevertheless characterize troubled relationships and seem to exacerbate existing problems. Constant turmoil in the relationship often leads to steps towards divorce and separation. By examining the data and evidence available in society and people's lives, we are faced with the phenomenon of increasing divorce, marital disputes, and the weakening of family foundations, which has side effects on family members. In addition, many couples live together despite being dissatisfied with their married life for various reasons. The most significant problems reported by couples are communication and financial issues. Solution-oriented therapy is one of the most effective ways to help people with poor mental health. This approach, instead of emphasizing people's defects and inabilities, focuses on highlighting people's capabilities and successes and creating supportive relationships during the treatment process. This treatment method believes that clients have the skills and creativity necessary for change in their era. Therefore, the main question of this study is whether short-term solution therapy has an effect on marital conflicts, communication skills, and family functioning in women on the verge of divorce.
Methods: The research method is based on the objective of a semi-experimental type with an experimental and control group. The statistical population of this research included all women on the verge of divorce in Lahijan city. According to the purpose of the research, the sample size is 30 people who should be replaced in the control and experimental groups. To select the sample, it was done through random cluster sampling in such a way that first of all, medical centers and clinics were referred to and they were asked for married couples who have referred to them for divorce counseling and at least six months of their marriage have passed. are also under the treatment of this center to the researcher to participate in the research for this purpose they were contacted and it was ensured that they are interested in participating in the research in the initial stage of the questionnaires of marital conflicts, skills Communication and family functioning were distributed among those who were eligible to participate in the research and after collecting the scores, those who had a lower score were selected and were again assured of their interest in participating in the research, and in the next stage, 30 people who had the lowest They were selected and randomly divided into two groups of 15 people, test and control. The study tools in this research included Sanai Zaker and Barati's Marital Conflicts Questionnaire (2004), Queen Dam's Communication Skills (2004), and Epstein and Bishab's Family Performance Assessment (1983). The solution-oriented therapy sessions lasted for six sessions and six weeks. The data obtained by the questionnaires were analyzed by the statistical method of analysis of covariance and all the statistical topics were done using SPSS software version 22 at a significance level of 0.05.
Results: The results showed that there is a significant difference between the adjusted mean of marital conflicts, communication skills, and family functioning in the experimental and control groups. As a result, it can be said that short-term solution therapy has had a significant effect on the improvement of marital conflicts, communication skills, and family functioning in the experimental group. Also, according to the eta square, it can be concluded that the effect of short-term solution therapy on the variable of marital conflicts of people is 50%, the communication skill of people is 45%, and the family performance of women on the verge of divorce is 70%.
Conclusion: In general, it can be concluded that short-term solution therapy has a significant effect on marital conflicts, communication skills, and family functioning in women on the verge of divorce. The opinion of the solution-oriented approach is that the search for the etiology of a problem is futile and only adds to the complexity of the problem and acts as an obstacle in the way of identifying useful solutions. It increases the resilience of clients' problems. Ultimately, this problem-oriented thinking leads to a negative cycle that, by ruminating on problems and not discovering appropriate solutions, the problem is aggravated and traps the person in a continuous cycle of despair. As several studies have shown, rumination acts as a risk factor, a major factor for problems related to depression and depression relapse, and is a negative predictor for life satisfaction and quality of life. Rumination also leads to decreased concentration, negative cognitive orientation, and impaired problem-solving skills. It is on this basis that problem-oriented thinking does not seem very appropriate. On the other hand, cognitive processing that is based on solution-oriented thinking will not focus too much on problems and their causes, and during this cognitive processing, a huge part of a person's energy will be preserved for discovering appropriate solutions and using cognitive resources appropriately. Which creates a lot of action potential for clients, so it is expected that the solution-oriented thinking style is associated with psychological well-being and favorable psychological effects. The main reason for this problem can be the burden of thinking about the existing solutions in such a way that reaching each of the goals provides a person with various solutions and leads to the creation of new solutions to deal with the problems.
Methods: The research method is based on the objective of a semi-experimental type with an experimental and control group. The statistical population of this research included all women on the verge of divorce in Lahijan city. According to the purpose of the research, the sample size is 30 people who should be replaced in the control and experimental groups. To select the sample, it was done through random cluster sampling in such a way that first of all, medical centers and clinics were referred to and they were asked for married couples who have referred to them for divorce counseling and at least six months of their marriage have passed. are also under the treatment of this center to the researcher to participate in the research for this purpose they were contacted and it was ensured that they are interested in participating in the research in the initial stage of the questionnaires of marital conflicts, skills Communication and family functioning were distributed among those who were eligible to participate in the research and after collecting the scores, those who had a lower score were selected and were again assured of their interest in participating in the research, and in the next stage, 30 people who had the lowest They were selected and randomly divided into two groups of 15 people, test and control. The study tools in this research included Sanai Zaker and Barati's Marital Conflicts Questionnaire (2004), Queen Dam's Communication Skills (2004), and Epstein and Bishab's Family Performance Assessment (1983). The solution-oriented therapy sessions lasted for six sessions and six weeks. The data obtained by the questionnaires were analyzed by the statistical method of analysis of covariance and all the statistical topics were done using SPSS software version 22 at a significance level of 0.05.
Results: The results showed that there is a significant difference between the adjusted mean of marital conflicts, communication skills, and family functioning in the experimental and control groups. As a result, it can be said that short-term solution therapy has had a significant effect on the improvement of marital conflicts, communication skills, and family functioning in the experimental group. Also, according to the eta square, it can be concluded that the effect of short-term solution therapy on the variable of marital conflicts of people is 50%, the communication skill of people is 45%, and the family performance of women on the verge of divorce is 70%.
Conclusion: In general, it can be concluded that short-term solution therapy has a significant effect on marital conflicts, communication skills, and family functioning in women on the verge of divorce. The opinion of the solution-oriented approach is that the search for the etiology of a problem is futile and only adds to the complexity of the problem and acts as an obstacle in the way of identifying useful solutions. It increases the resilience of clients' problems. Ultimately, this problem-oriented thinking leads to a negative cycle that, by ruminating on problems and not discovering appropriate solutions, the problem is aggravated and traps the person in a continuous cycle of despair. As several studies have shown, rumination acts as a risk factor, a major factor for problems related to depression and depression relapse, and is a negative predictor for life satisfaction and quality of life. Rumination also leads to decreased concentration, negative cognitive orientation, and impaired problem-solving skills. It is on this basis that problem-oriented thinking does not seem very appropriate. On the other hand, cognitive processing that is based on solution-oriented thinking will not focus too much on problems and their causes, and during this cognitive processing, a huge part of a person's energy will be preserved for discovering appropriate solutions and using cognitive resources appropriately. Which creates a lot of action potential for clients, so it is expected that the solution-oriented thinking style is associated with psychological well-being and favorable psychological effects. The main reason for this problem can be the burden of thinking about the existing solutions in such a way that reaching each of the goals provides a person with various solutions and leads to the creation of new solutions to deal with the problems.
Fatemeh Karbasi,
Volume 29, Issue 6 (9-2022)
Volume 29, Issue 6 (9-2022)
Abstract
Background & Aims: Banks and financial institutions are the backbone of a country's economy, and the country's economic development depends on the effective performance of its banking system. In the meantime, effective human resources management has an increasing effect on the performance of the entire economy, and banks as financial institutions have a significant participation in the development process of countries. The present study sought to investigate the relationship between moral intelligence and communication skills among the employees of Maskan Bank in the city of Kerman in 1401.
Methods: The present research is descriptive and correlational. The statistical population of this research is all the personnel of Shahr Kerman Housing Bank in 1401, which is 400 people. The sample of the current research is 100 people from the staff of Maskan Bank who were selected by simple random sampling method. The tools of this research were the Moral Intelligence Questionnaire of Lenik and Keel (2005) and the Standard Questionnaire of the communication skills of Newstrom and Davis (2002). The standard questionnaire of moral intelligence has 40 questions and the purpose of this questionnaire is to examine different dimensions of emotional intelligence in different dimensions, which has 9 dimensions (acting based on principles, values and beliefs, truthfulness, perseverance and persistence for rights, keeping promises), taking responsibility for personal decisions, admitting mistakes and failures, accepting responsibility to serve others, being actively interested in others, the ability to forgive one's mistakes and the ability to forgive the mistakes of others). This questionnaire is based on a five-point Likert scale. I completely agree 5, I agree 4, I have no opinion 3, I disagree 2, I completely disagree 1. This property questionnaire has 4 subscales. The questions related to each scale are in the table below. To collect the research data in the field and to start the researcher was present at Maskan Bank among the employees who were selected by simple random sampling and the relevant questionnaires were distributed after the collection was scored to analyze the data using descriptive statistical methods. Inference was used and data analysis was done using SPSS-23 software. Inferential statistics of the multiple regression coefficients have been used to check the status of the variables.
Results: The results of this research using the multiple regression coefficients showed that there is a significant relationship between moral intelligence and communication skills (p-value <0.05) and considering the positive beta coefficients, these relationships are incremental (direct) ) Are. One of the assumptions that is considered in regression is the independence of errors (difference between real values and values predicted by the regression equation) from each other. If the hypothesis of independence of errors is rejected and the errors are correlated with each other, it is not possible to use regression. In order to check the independence of errors from each other, the Durbin-Watson test is used. If this statistic is between 1.5 and 2.5, it means there is no autocorrelation among the residuals. The calculated Durbin-Watson statistic is equal to (1.905), which indicates the absence of autocorrelation between model errors. In multiple regression analysis, when predictor variables are correlated among themselves, we say that there is multiple collinearity between them. Multiple collinearity occurs when two or more predictor variables in the regression have a high correlation with each other. The meaning of correlation here is the existence of a linear relationship between predictor variables. In statistics, the variance inflation factor evaluates the severity of multiple collinearity in ordinary least squares regression models. If the research variables have a variance inflation factor of less than 10, the assumption of non-collinearity between the variables has been observed. In the presented model, according to the values obtained in Table 1, there is no multicollinearity between predictor variables. The results of the main hypothesis test show that there is a significant relationship between moral intelligence and communication skills (p-value <0.05) and due to the positive beta coefficients, these relationships are incremental (direct). In other words, with the increase and improvement of the moral intelligence variable, the communication skill variable will also increase.
Conclusion: By increasing and improving the variable of moral intelligence, the variable of communication skill will also increase. In fact, in every office, the role of the labor force is known to be important in all fields of activity. The components of the work and activity of humans are those who make decisions and then implement them and based on them predict the continuation of future activities, organizational performance is the result or result of executive processes and the realization of the organization's goals. In another definition, organizational performance is the achievement of tasks assigned to human resources by the organization. Organizational performance includes almost all the goals of competitiveness and production excellence and is related to cost, flexibility, speed, reliability, or quality. In addition, organizational performance can be defined as an umbrella that includes all concepts related to the success and activities of the entire organization. Of course, if organizations have employees who are interested in their jobs and are seriously involved in their jobs and tasks. , they can have good performance. Communication is a mechanism on the basis of which human relations are created and all intellectual manifestations and means of transmission and preservation in time and place are developed based on it. Communication means: (Transmitting information with various means of communication from one point, one person with one device to another). If communication is not done correctly, it will cause chaos in the organization. Therefore, the root of individual, organizational, and social problems can be found in the lack of effective communication and misinterpretations and interpretations of communication. Therefore, it can be said that establishing proper communication is necessary for managers for several reasons, including: coordinating and regulating their time, performing planning, organizing, guiding, leading, and controlling the organization in an effective manner.
Methods: The present research is descriptive and correlational. The statistical population of this research is all the personnel of Shahr Kerman Housing Bank in 1401, which is 400 people. The sample of the current research is 100 people from the staff of Maskan Bank who were selected by simple random sampling method. The tools of this research were the Moral Intelligence Questionnaire of Lenik and Keel (2005) and the Standard Questionnaire of the communication skills of Newstrom and Davis (2002). The standard questionnaire of moral intelligence has 40 questions and the purpose of this questionnaire is to examine different dimensions of emotional intelligence in different dimensions, which has 9 dimensions (acting based on principles, values and beliefs, truthfulness, perseverance and persistence for rights, keeping promises), taking responsibility for personal decisions, admitting mistakes and failures, accepting responsibility to serve others, being actively interested in others, the ability to forgive one's mistakes and the ability to forgive the mistakes of others). This questionnaire is based on a five-point Likert scale. I completely agree 5, I agree 4, I have no opinion 3, I disagree 2, I completely disagree 1. This property questionnaire has 4 subscales. The questions related to each scale are in the table below. To collect the research data in the field and to start the researcher was present at Maskan Bank among the employees who were selected by simple random sampling and the relevant questionnaires were distributed after the collection was scored to analyze the data using descriptive statistical methods. Inference was used and data analysis was done using SPSS-23 software. Inferential statistics of the multiple regression coefficients have been used to check the status of the variables.
Results: The results of this research using the multiple regression coefficients showed that there is a significant relationship between moral intelligence and communication skills (p-value <0.05) and considering the positive beta coefficients, these relationships are incremental (direct) ) Are. One of the assumptions that is considered in regression is the independence of errors (difference between real values and values predicted by the regression equation) from each other. If the hypothesis of independence of errors is rejected and the errors are correlated with each other, it is not possible to use regression. In order to check the independence of errors from each other, the Durbin-Watson test is used. If this statistic is between 1.5 and 2.5, it means there is no autocorrelation among the residuals. The calculated Durbin-Watson statistic is equal to (1.905), which indicates the absence of autocorrelation between model errors. In multiple regression analysis, when predictor variables are correlated among themselves, we say that there is multiple collinearity between them. Multiple collinearity occurs when two or more predictor variables in the regression have a high correlation with each other. The meaning of correlation here is the existence of a linear relationship between predictor variables. In statistics, the variance inflation factor evaluates the severity of multiple collinearity in ordinary least squares regression models. If the research variables have a variance inflation factor of less than 10, the assumption of non-collinearity between the variables has been observed. In the presented model, according to the values obtained in Table 1, there is no multicollinearity between predictor variables. The results of the main hypothesis test show that there is a significant relationship between moral intelligence and communication skills (p-value <0.05) and due to the positive beta coefficients, these relationships are incremental (direct). In other words, with the increase and improvement of the moral intelligence variable, the communication skill variable will also increase.
Conclusion: By increasing and improving the variable of moral intelligence, the variable of communication skill will also increase. In fact, in every office, the role of the labor force is known to be important in all fields of activity. The components of the work and activity of humans are those who make decisions and then implement them and based on them predict the continuation of future activities, organizational performance is the result or result of executive processes and the realization of the organization's goals. In another definition, organizational performance is the achievement of tasks assigned to human resources by the organization. Organizational performance includes almost all the goals of competitiveness and production excellence and is related to cost, flexibility, speed, reliability, or quality. In addition, organizational performance can be defined as an umbrella that includes all concepts related to the success and activities of the entire organization. Of course, if organizations have employees who are interested in their jobs and are seriously involved in their jobs and tasks. , they can have good performance. Communication is a mechanism on the basis of which human relations are created and all intellectual manifestations and means of transmission and preservation in time and place are developed based on it. Communication means: (Transmitting information with various means of communication from one point, one person with one device to another). If communication is not done correctly, it will cause chaos in the organization. Therefore, the root of individual, organizational, and social problems can be found in the lack of effective communication and misinterpretations and interpretations of communication. Therefore, it can be said that establishing proper communication is necessary for managers for several reasons, including: coordinating and regulating their time, performing planning, organizing, guiding, leading, and controlling the organization in an effective manner.
Nasibeh Nakhostin, Tavakol Musazadeh, Azar Kiamarsi,
Volume 29, Issue 7 (10-2022)
Volume 29, Issue 7 (10-2022)
Abstract
Background & Aims: Following the growing changes and changes that have occurred in the structure of human societies, the family institution has not been deprived of these changes and in some cases, has accepted dramatic changes in its structure, so marital incompatibility. Nowadays, it has become a social issue that damages the institution of the family and gradually leads the society to a critical situation and the collapse of values. For this reason, social planners need to investigate this problem in practice, identify its causes and factors, and take action to address it. The increasing problems, marital dissatisfaction, incompatibility, the increase in the divorce rate in recent years, as well as its negative consequences, indicate the need and importance of paying attention to marital adjustment. Adaptation means consistent adaptation to change and creating a connection between oneself and the environment in a way that enables maximum self-improvement with social welfare. Adaptation is defined as a continuous process in which specific social learning experiences create psychological needs and enable the acquisition of abilities and skills through which those needs can be met. Therefore, we say that a person is adaptable when he has learned the necessary skills to communicate and interact and can effectively meet his needs. Social adjustment is a process in which a person acquires the ability to be absorbed in that group by learning the principles and customs accepted in the group or community and aligning his or her needs and wants with the group in which he or she lives. Marital incompatibility has many negative effects such as reduced intimacy, reduced marital relationships, and reduced self-esteem in the family. The prevalence of marital incompatibility has always been of interest to psychologists and is more prevalent today. The prevalence of marital incompatibility has been reported in various ways. All the reports, despite their differences, show that the level of marital incompatibility is increasing. Research has shown that the ratio of divorce to marriage is increasing in Iran. A report on marital status in the United States also found that the proportion of children in families with two parents rose from 88 percent to 68 percent. On the other hand, in recent years, helping couples to improve their marital relationships by using training and applying different treatment methods has been considered. It is necessary to help couples to solve marital problems by recognizing the factors and causes affecting marital adjustment and reducing marital conflicts. The effect of communication skills on marital relationships in married couples is very important because it can help professionals in implementing the correct training program to provide better marital communication skills to meet physical and mental needs and wants. It can help couples live happier and more satisfying lives, it can also help them resolve their differences better, and it can therefore create a strong bond for better family functioning and social well-being. Slowly Despite the effectiveness of the emotion-oriented approach in improving subjects' behaviors in various studies, few studies have examined the effectiveness of the emotion-oriented approach on intimacy, communication skills, and feelings of worth. Hence, the research gap in this area is quite obvious. Given that couple adjustment plays an important role in family stability to achieve this goal, the emotional approach can be used, so the research question is whether the emotional approach to intimacy, communication skills And is the feeling of worth effective in incompatible couples referring to counseling centers in Tehran?
Methods: The research method is experimental with a multi-group pretest-posttest design and follow-up period. The statistical population includes all incompatible couples referring to counseling centers in Tehran, whose number in 1400 was equal to 3500 people. Taking into account the existing files of incompatible couples referring to the Family Counseling Center of Tehran, 10 couples (10 men and 10 women) who referred to the Family Counseling Centers of Tehran due to marital incompatibility by sampling method in Availability of choice was divided into two groups of 5 couples (5 couples in the first experimental group and 5 couples in the control group). Criteria for inclusion in the sample are the existence of marital incompatibility, minimum cycle education, passing at least one year of married life, obtaining the consent of clients, and also the criteria for leaving the research are having a history of psychiatric disorders and participating in another treatment program and absence there were more than two sessions in treatment sessions. The individuals selected in these groups, after completing the Thompson and Walker Intimacy Questionnaire (1983), Matson (1983) Communication Skills, and Crocker et al. (2003) and Spanier (1976) Marital Adjustment Questionnaire in the experimental group under the emotion-centered approach treatment was performed and the control group remained to wait until the end of the course. Then post-test was performed for both groups and after two months follow-up was performed for all three groups. The results are analyzed by SPSS software.
Results: The results showed that the emotion-oriented approach affects intimacy, communication skills, and feelings of worth in the subscales (family support, overtaking and competition, physical appearance, and academic competence) in maladapted couples.
Conclusion: The aim of this study was the effectiveness of an emotion-oriented approach to intimacy, communication skills, and feelings of worth in maladapted couples referring to counseling centers in Tehran. For this purpose, from all incompatible couples referred to counseling centers in Tehran, trained individuals and a control group were selected by the available sampling method. The results showed that the emotion-oriented approach to intimacy, communication skills, and feelings of worth in the subscales (family support, overtaking and competition, physical appearance, divine love, scientific competence, and consent from others) in incompatible couples is effective. Explaining the results of this study, it can be said that the emotion-oriented approach by controlling the person's emotions and improving the level of ability to manage the person's emotions teaches him how to react correctly in different emotional times. People who take emotion-oriented training courses know their emotions better and are prepared to be in exciting environments. In these people, emotional intelligence is also strengthened and the person chooses the best behavior and reaction from all the expected behaviors. According to the obtained results, it is suggested to use the emotion-oriented approach to improve the situation of intimacy, communication skills, and sense of worth in couples with marital incompatibility.
Nasibeh Nakhostin, Tavakol Musazadeh, Azar Kiamarsi,
Volume 30, Issue 3 (5-2023)
Volume 30, Issue 3 (5-2023)
Abstract
Background & Aims: The social developments of the past decades at the global level have faced the family system with new and diverse changes, challenges, issues, and needs. During this period, the family has been increasingly threatened by multiple and complex causes and factors. When the functions of the family, such as biological, social, cognitive, and emotional functions are damaged one after the other, its members gradually lose their sense of satisfaction. The gradual decrease in the satisfaction of family members due to incompatibility between couples first causes psychological dissociation and then social dissociation. In fact, the functioning of the family is formed based on the relationship between the spouses, and the conflicts between them cause the family system to undergo serious problems. One of the factors that can be mentioned as an influential factor in the occurrence of marital conflicts is intimacy, which in fact, with the reduction of this factor, the process of incompatibility moves forward quickly, and as an essential factor, it can be paid. Marital compatibility can be more in couples that have a higher level of intimacy. In other words, couples with higher intimacy are more capable of facing problems and changes related to their relationship, and as a result, they experience higher marital satisfaction and compatibility. On the other hand, communication skills are considered to be complex processes that enable a person to behave in such a way that others consider him/her adequate. Skills are the necessary abilities to perform purposeful and successful behaviors. Communication skills are the ability to symbolically and efficiently convey the meanings and messages that a person has in mind. When the couple's communication is of better quality, they can be closer to each other and can share their thoughts and feelings, as a result, they feel more intimate and avoid possible misunderstandings that arise in marital conflicts. They prevent seizures. Various treatment methods have been used to solve marital problems. The existence of incompatibility and unhealthy functioning of the family leads to the emergence of various family complications and damages. Therefore, it is necessary to implement therapeutic interventions to increase the functioning of couples, and one of the most effective therapeutic approaches in this field is schema therapy. Schema therapy is effective in improving the sense of closeness and psychological state of couples, marital relations, communication documents and sexual performance of couples, communication beliefs, and marital compatibility, and reducing the desire for divorce. The schema therapy approach is a fundamental evolution in cognitive therapy. The schema therapy approach was formed and developed at the heart of the cognitive therapy approach, based on the attachment theory. Schemas, as traces of a complex set of cognitions, feelings, and tendencies to react, are placed in the neural networks of the brain based on previous experiences. As soon as these patterns are activated in the later stages of life, people will feel trapped. By presenting the role of schemas and coping responses in conceptualizing psychological problems, schema therapy has been able to play a greater role in explaining psychological problems. Despite conducting various studies in the field of the effect of the use of treatment protocols on marital psychological characteristics, there are still many gaps in this field. Each of the conducted research is limited to certain statistical societies and cannot be generalized to the whole society. Also, the way of implementing treatment protocols may be of different quality, which requires repeating these training and comparing their results to reach the final conclusion. Conducting the present research can bring significant and interesting results by examining the effectiveness of the schema therapy protocol. Despite the effectiveness of schema therapy in improving subjects' behaviors in various studies, there have been few studies that have been conducted to investigate the effectiveness of schema therapy on intimacy and communication skills. Therefore, the research gap in this field is quite evident. Considering that the compatibility of couples plays an important role in the stability of the family, schema therapy can be used to achieve this goal, so the research question is whether schema therapy can affect intimacy and communication skills in incompatible couples. Is it effective for counseling centers in Tehran?
Methods: It is a semi-experimental research method with a pre-test-post-test design and a control group and a follow-up period. The statistical population included all incompatible couples who referred to the counseling centers of Tehran in the first half of 1400, and by taking possession of the existing files of incompatible couples who referred to the counseling centers of Tehran, the number of 10 couples (10 men and 10 women) who due to conflicts Marital have referred to counseling centers in Tehran using available sampling method and were placed in two groups of 5 couples (5 couples in the experimental group, 5 couples in the control group). The data collection tool was Thompson and Walker's Marital Intimacy Questionnaire (1983), Matson's Communication Skills Questionnaire (1983), and Spanier's Marital Compatibility Questionnaire (1976). In this research, Yang's schema therapy protocol was used for schema therapy training, which was used for three months and in 10 sessions of 120 minutes, as shown in table no. The mixed variance analysis test with repeated measurements was used to analyze the data.
Results: The results showed that schema therapy is effective and stable in intimacy and related skills in incompatible couples. Also, the difference between the scores of all components in the pre-test and post-test stages, as well as pre-test and follow-up is significant (P<0.01), while the difference between the post-test and the follow-up stage is not significant. (P>0.01). This finding means that schema therapy has not only improved the marital intimacy components of couples in the experimental group, but this effect has also been stable in the follow-up phase. Also, the results of Table 6 show that the difference between the scores of communication skills in the pre-test and post-test stages as well as pre-test and follow-up is significant (P<0.01), while the difference between The test and the follow-up phase are not significant (P>0.01). This finding means that schema therapy has not only improved the communication skills of couples in the experimental group, but this effect has also been stable in the follow-up phase.
Conclusion: According to the results of this research, in general, schema therapy has a significant and stable effect on intimacy and communication skills in incompatible couples. In other words, schema therapy has improved intimacy and communication skills in incompatible couples. Every study has some limitations, and this study, like other studies, is not exempt from this case, which can be mentioned as the following limitations. In this research, only questionnaires were used to collect information, and due to practical limitations, interviews were not used to collect knowledge data. Also, the limitation of the sample size and the sampling method inevitably used the available sampling method. The main limitation of this research is that the current research sample was selected from among incompatible couples referring to counseling centers in Tehran, and the generalization of the results of this research to other people should be done with caution. Also, in this research, the possible effect of some intervening variables such as family, cultural, social, and economic factors and personality traits such as mental health or underlying family problems and their role in the research variables were not investigated, which found generalizability. It reduces research.
Methods: It is a semi-experimental research method with a pre-test-post-test design and a control group and a follow-up period. The statistical population included all incompatible couples who referred to the counseling centers of Tehran in the first half of 1400, and by taking possession of the existing files of incompatible couples who referred to the counseling centers of Tehran, the number of 10 couples (10 men and 10 women) who due to conflicts Marital have referred to counseling centers in Tehran using available sampling method and were placed in two groups of 5 couples (5 couples in the experimental group, 5 couples in the control group). The data collection tool was Thompson and Walker's Marital Intimacy Questionnaire (1983), Matson's Communication Skills Questionnaire (1983), and Spanier's Marital Compatibility Questionnaire (1976). In this research, Yang's schema therapy protocol was used for schema therapy training, which was used for three months and in 10 sessions of 120 minutes, as shown in table no. The mixed variance analysis test with repeated measurements was used to analyze the data.
Results: The results showed that schema therapy is effective and stable in intimacy and related skills in incompatible couples. Also, the difference between the scores of all components in the pre-test and post-test stages, as well as pre-test and follow-up is significant (P<0.01), while the difference between the post-test and the follow-up stage is not significant. (P>0.01). This finding means that schema therapy has not only improved the marital intimacy components of couples in the experimental group, but this effect has also been stable in the follow-up phase. Also, the results of Table 6 show that the difference between the scores of communication skills in the pre-test and post-test stages as well as pre-test and follow-up is significant (P<0.01), while the difference between The test and the follow-up phase are not significant (P>0.01). This finding means that schema therapy has not only improved the communication skills of couples in the experimental group, but this effect has also been stable in the follow-up phase.
Conclusion: According to the results of this research, in general, schema therapy has a significant and stable effect on intimacy and communication skills in incompatible couples. In other words, schema therapy has improved intimacy and communication skills in incompatible couples. Every study has some limitations, and this study, like other studies, is not exempt from this case, which can be mentioned as the following limitations. In this research, only questionnaires were used to collect information, and due to practical limitations, interviews were not used to collect knowledge data. Also, the limitation of the sample size and the sampling method inevitably used the available sampling method. The main limitation of this research is that the current research sample was selected from among incompatible couples referring to counseling centers in Tehran, and the generalization of the results of this research to other people should be done with caution. Also, in this research, the possible effect of some intervening variables such as family, cultural, social, and economic factors and personality traits such as mental health or underlying family problems and their role in the research variables were not investigated, which found generalizability. It reduces research.
Zahra Shiri, Seyed Soleiman Hosseininik, Armin Mahmoodi,
Volume 30, Issue 7 (10-2023)
Volume 30, Issue 7 (10-2023)
Abstract
Background & Aims: The term transsexualism or transsexualism became common from the gender change of an individual named George Jangensen to Christian Jangensen in 1952. Then the term transgender was replaced by gender identity disorder. People suffering from gender identity disorder are those who have a disorder in recognizing their gender identity. In their minds and psyches, they see themselves as the other sex and believe that they were wrongly born as a man or a woman because they are infatuated with their hidden identity. People suffering from sexual boredom imagine themselves with the soul and spirits of the opposite sex. They are not transgender in adulthood. Conversely, many people who become transgender adults did not experience gender non-conformity as children. Most adults with gender identity disorder state that they felt different from other children of the same sex as children, although many of these patients cannot find the origin of this difference in retrospect. Many of them say that they have widely identified with the opposite sex from the very early years of life, and this identification has become more obvious in adolescence and adulthood. The genetic causes of gender dissatisfaction are under study, but no possible genes have been identified in this field, and chromosomal changes are uncommon in the population of transgender people, case reports of identical twins have shown that in some twins there is synchronicity regarding gender issues, and in others, this Synchronization not seen. A variety of approaches are underway to understand gender dissatisfaction. These approaches include information from imaging studies that show changes in white matter pathways, cerebral blood flow, and cortical activation patterns in patients with gender dissatisfaction, but the results of these studies have not been replicated. In adults who receive a diagnosis of gender dissatisfaction, the rate of depressive disorders, anxiety disorders, suicidal thoughts and behavior, self-harm behaviors, and drug abuse is higher. The rate of suicidal thoughts during the lifetime of transgender people is about 40%. The minority stress model predicts the increase of mental illness in groups that are stigmatized, discriminated against, and abused to a greater extent than others. DSM-5 reports suggest that individuals with late-onset gender dissatisfaction may have more distress and doubt about gender reassignment surgery and less satisfaction after the procedure. Treatment for adults who identify as transgender can include psychotherapy to address gender issues, hormone therapy, and surgical treatment. Surgical and hormonal interventions may reduce depression and improve the quality of life for the treatment of these people. While patients suffering from sexual boredom are completely healthy physically, they face a lot of problems mentally. The definitive treatment for this disorder is sex reassignment surgery, which is a very expensive and difficult operation, and at the same time, since it is not possible to create internal sex organs and gonads, only the appearance of the genitals is changed. This article intends to take steps to improve the mental condition of these people by teaching psychological treatment approaches, for this purpose, it compares the effectiveness of reality therapy and schema therapy on the communication skills of patients with a gender identity disorder. The study aims to compare the effectiveness of reality therapy and group schema therapy on the interpersonal communication skills of patients with a gender identity disorder.
Methods: This study was conducted as a semi-experimental design with a pre-test-post-test design and follow-up with a control group. The research population is all people with gender identity disorder who referred to the Shiraz forensic center in 2020-2021, whose disorder was diagnosed by a forensic doctor, and due to the impossibility of reaching all of them in a targeted manner, there were 30 out of 195 people. People were selected by available sampling method and were placed in two experimental (15 people) and control (15 people) groups. First, Russell et al.'s social isolation questionnaire (1980) was taken from both groups, then the experimental group was trained in reality therapy and schema therapy for 8 sessions, and the control group did not receive training. Again, the communication skills questionnaire was administered after reality therapy and schema therapy training, and it was repeated in the 3-month follow-up, and the data were analyzed by descriptive and inferential statistical analysis.
Results: A significant difference was seen in the loneliness reduction component of the control group with the intervention group of reality therapy and schema therapy at a significance level of 0/01. Therefore, the reality therapy approach has been effective.
Conclusion: The results showed that reality therapy can help these people to pay attention to themselves as the origin of their actions and deeds, and by emphasizing the inner motivation and sense of responsibility to perform the behavior, they can increase the feeling of self-worth and reduce the feeling of loneliness. Social isolation during some rapid and sudden changes is considered normal and is not interpreted as maladjustment, but when it chronically hinders success and progress in normal tasks and functions of life, it can It has very harmful emotional, social, and even physical consequences. Social isolation is a threat to the mental health and psycho-social functioning of a person. Studies show that both those suffering from male-to-female sexual boredom and those suffering from female-to-male sexual boredom describe themselves as individuals who are isolated from society and their basic emotional needs are faced with problems. This situation may be caused by their self-restraint, which has been imposed on them for years due to social deprivation and not understanding their need to be accepted as a member of the other sex. Reality therapy is based on the basic assumption that people are motivated to change when they are convinced that their current behavior will not get them what they want. They believe that they can choose behaviors that bring them closer to their desires and goals. The goal of reality therapy is to cultivate acceptance of responsibility in the individual and create a successful identity. The individual identifies the behavior that he is trying to correct, his whole being. He focuses on it and does not make excuses for rejecting his responsibility. In this approach, an effort was made to make a person know the short-term and long-term goals of his life, define them clearly and evaluate the ways to reach his goals. Choose the methods that will lead to more favorable results and experience a more positive feeling towards yourself. Since transgender people are often on the margins of social activities, many of their abilities have room for growth. Efforts to empower them in social relations can be effective in this direction. At the same time, heterosexual people must develop their capacities. Themselves and by avoiding committing deviant behaviors, develop their social skills in front of people. The application of reality therapy techniques could help them in this field. Considering the impact of this research on gender identity individuals, it can be applied to other statistical groups and societies. It should be noted that this research has limitations that reduce its generalizability. Among these cases, we can mention the small size of the sample, the non-randomness of the sampling, and the fact that the samples are limited to one location, which is due to financial, human, time, etc. limitations, and shows the need for further extensive research.
Methods: This study was conducted as a semi-experimental design with a pre-test-post-test design and follow-up with a control group. The research population is all people with gender identity disorder who referred to the Shiraz forensic center in 2020-2021, whose disorder was diagnosed by a forensic doctor, and due to the impossibility of reaching all of them in a targeted manner, there were 30 out of 195 people. People were selected by available sampling method and were placed in two experimental (15 people) and control (15 people) groups. First, Russell et al.'s social isolation questionnaire (1980) was taken from both groups, then the experimental group was trained in reality therapy and schema therapy for 8 sessions, and the control group did not receive training. Again, the communication skills questionnaire was administered after reality therapy and schema therapy training, and it was repeated in the 3-month follow-up, and the data were analyzed by descriptive and inferential statistical analysis.
Results: A significant difference was seen in the loneliness reduction component of the control group with the intervention group of reality therapy and schema therapy at a significance level of 0/01. Therefore, the reality therapy approach has been effective.
Conclusion: The results showed that reality therapy can help these people to pay attention to themselves as the origin of their actions and deeds, and by emphasizing the inner motivation and sense of responsibility to perform the behavior, they can increase the feeling of self-worth and reduce the feeling of loneliness. Social isolation during some rapid and sudden changes is considered normal and is not interpreted as maladjustment, but when it chronically hinders success and progress in normal tasks and functions of life, it can It has very harmful emotional, social, and even physical consequences. Social isolation is a threat to the mental health and psycho-social functioning of a person. Studies show that both those suffering from male-to-female sexual boredom and those suffering from female-to-male sexual boredom describe themselves as individuals who are isolated from society and their basic emotional needs are faced with problems. This situation may be caused by their self-restraint, which has been imposed on them for years due to social deprivation and not understanding their need to be accepted as a member of the other sex. Reality therapy is based on the basic assumption that people are motivated to change when they are convinced that their current behavior will not get them what they want. They believe that they can choose behaviors that bring them closer to their desires and goals. The goal of reality therapy is to cultivate acceptance of responsibility in the individual and create a successful identity. The individual identifies the behavior that he is trying to correct, his whole being. He focuses on it and does not make excuses for rejecting his responsibility. In this approach, an effort was made to make a person know the short-term and long-term goals of his life, define them clearly and evaluate the ways to reach his goals. Choose the methods that will lead to more favorable results and experience a more positive feeling towards yourself. Since transgender people are often on the margins of social activities, many of their abilities have room for growth. Efforts to empower them in social relations can be effective in this direction. At the same time, heterosexual people must develop their capacities. Themselves and by avoiding committing deviant behaviors, develop their social skills in front of people. The application of reality therapy techniques could help them in this field. Considering the impact of this research on gender identity individuals, it can be applied to other statistical groups and societies. It should be noted that this research has limitations that reduce its generalizability. Among these cases, we can mention the small size of the sample, the non-randomness of the sampling, and the fact that the samples are limited to one location, which is due to financial, human, time, etc. limitations, and shows the need for further extensive research.
Tahereh Ahmadzadeh, Tayebeh Sharifi, Reza Ahmadi, Ahmad Ghazanfari,
Volume 30, Issue 7 (10-2023)
Volume 30, Issue 7 (10-2023)
Abstract
Background & Aims: In recent years, various complementary approaches of the emotion regulation model have been presented. One of these approaches is the psycho-social empowerment program. The empowerment program was introduced by Anderson and his colleagues around 1990 and was considered as a suitable training method for different groups. The main difference between this training program and traditional training programs is that instead of being considered a method, technique or strategy, this method plays the role of a guide for people with disabilities and their families. The psycho-social empowerment program, which is recently used in psychology for prevention in various fields, emphasizes the training of general personal and social skills and is considered the most effective by many scientific and research institutions, including the American Psychological Association. Appropriate prevention approach is recognized and praised. There are various empirical evidences for the effectiveness of the psycho-social empowerment program. For example, in a study, Kawada and Nojima found that the empowerment program has a significant effect on well-being and mental health. Karmusi et al. also found that the psycho-social empowerment program can improve communication and social skills in the school environment. Also, Ozar-Uztin and Hikdormaz in a study concluded that the use of psychological empowerment program improves resilience and adaptability and also reduces post-traumatic stress symptoms in cancer patients. A review of research literature confirms that emotion regulation training and psycho-social empowerment program are effective on various health indicators and skills. However, the review of the research literature shows that there is no study that shows the effectiveness of these approaches. As a result, the current research seeks to answer the question, is there a significant difference between the effectiveness of psycho-social empowerment and emotion regulation training on communication skills and social adaptation of adolescent girls in Gachsaran city?
Methods: The semi-experimental research method is pre-test-post-test-follow-up and control group, and the protocol of this study was approved by the ethics committee of Shahrekord Islamic Azad University with the code IR.IAU.SHK.REC.1400.025. Then, the members of the two experimental groups were exposed to the independent variable; But the control group did not receive any intervention. The statistical population of the present study was all the students of the second secondary level of Gachsaran city in the academic year 2020-2021, whose number was estimated to be about 2 thousand according to the report of the Department of Education. The sampling method in this study was purposeful. According to the research plan, a sample of 75 people was selected according to the inclusion criteria. The sample members were placed in two experimental and control groups by simple random replacement, and thus, there were 25 people in each group.
Before and after the implementation of emotion regulation group training and also two months after the end of the intervention, research questionnaires were distributed to the experimental and control groups. Due to the extent of the spread of the coronavirus disease and the limitation in the provision of psychological services, the interventions were carried out offline and through the Google Do web application. Google 2 application provides users with the possibility of making group video calls with the whole world with high resolution. It seems that among the video chat software based on mobile, this software has better usability. In addition, due to the health considerations related to the epidemic period of the corona disease, the questionnaires were uploaded to the Google Form web application and the link to the questionnaire was sent simultaneously to all the selected participants. It should be noted that due to the easy access to the WhatsApp social network and its generality, the questionnaire link was sent through this social network. Due to the time-sensitivity, the participants were requested to complete the questionnaire within 24 hours after sending the link. Manjemizadeh's Interpersonal Communication Skills Questionnaire and Bell's Social Adaptation Questionnaire were used to collect information.
Results: The results showed that the significance level (P = 0.347) calculated for the value of X2 (4.462) is not significant and shows that the three groups are equal. In order to compare the group training of emotion regulation and psycho-social empowerment on the communication skills and social adaptation of adolescent girls in Gachsaran city, the multivariate covariance analysis test was used along with the minimum significant difference post hoc test. The results show that there is no difference between emotion regulation group training and psycho-social empowerment group training in the variable of communication skills (P<0.05); However, the difference between both groups with the control group is significant (P<0.05), which shows the effectiveness of the mentioned training on the communication skills of teenage girls. In the variable of social adaptation, no significant difference was observed between group training in emotion regulation and group training in psycho-social empowerment (P<0.05); But the difference between both groups with the control group was significant (P<0.05).
According to the results, which shows that the significance level calculated for the F value in significance tests is lower than the determined alpha value (α = 0.05), it can be claimed that the interactive effect of time on the group It is meaningful. The results showed that there is no significant difference between the post-test and follow-up stages of both types of intervention regarding the variables of communication skills and social adaptation (P<0.05). As a result, it can be said that the results were stable. However, the difference between pre-test and post-test and pre-test and follow-up stages in the variables of communication skills and social adaptation is significant, which shows the effectiveness of this intervention on the aforementioned variables.
Conclusion: The results show that there is no difference between emotion regulation group training and psycho-social empowerment group training in the variable of communication skills and social adaptation; However, the difference of both groups with the control group is significant, which shows the effectiveness of the aforementioned trainings on the communication skills and social adaptation of adolescent girls. Based on the findings, psycho-social empowerment group training, like emotion regulation group training, improved communication skills and social adaptation, and there was no difference in terms of effectiveness.
One of the limitations of the current research was the epidemic of the corona virus disease and the closure of schools, which caused the training to be held virtually. Due to the impossibility of face-to-face visits, the collection of information in the current research was done in a virtual way, which was associated with limitations for providing the necessary information regarding the importance of completing the information. The findings of the current research are limited to teenage girls, and caution should be observed in generalizing the results to other teenage boys or teenagers of other age groups. Considering that the results showed that psycho-social empowerment group training has a significant effect on communication skills and social adaptation, it is suggested to use this program in the form of extra-curricular meetings in schools in order to improve the mentioned skills. Since the result of the present research showed that group training of emotion regulation is a successful method in improving communication skills and social adaptation and it somehow makes structural and sustainable changes; Therefore, it is recommended to include the emotion regulation training program in school curricula from the very beginning.
Sepideh Shahinyar, Mohtaram Nemattavousi,
Volume 30, Issue 7 (10-2023)
Volume 30, Issue 7 (10-2023)
Abstract
Background & Aims: The lack of interpersonal communication skills causes inefficiency in relationships, social rejection, and mood and emotional conflicts.what make relationships effective and stable is interpersonal communication skills. Communication skills are the use of symbols and appropriateand effective behavior in a certain social situation. One of the important fectors in learning communication skills is self-regulation, which regulatesbehavior according to social, cognitive and emotional situations, and includes states and processes related to the regulation of tension, mood, thoughts, attention, emotions and motivation. Self-regulation is influenced by self-evaluation, so that with the decrease of self-evaluation, people’s self-regulation to solve problems also decreases, and as a result, interactions drop drastically. Self-evaluation is a way to identify and evaluate individual skills. The sense of coherence is another component that strengthens social order and social relations by influencing self-regulation and life satisfaction. Identifying these factors that affecting interpersonal communication skills can prevent the occurrence of adverse consequences, therefore the aim of the present study was to determine the relationship between self-evaluation and the sense of coherence with interpersonal communication skills, considering the mediating role of self-regulation.
Methods: The current research was descriptive of the correlation type. 278 undergraduate and graduate students of Valiasr Complex of Azad Tehran Jonoob University who were studying in 1400-1401 were selected as the sample group. A staged sampling method was used for sampling. The Communication Skills Test Revised (CSTR-34), The Core Self-evaluation Scale, Cognitive Emotion Regulation Questionnaire (CERQ-36) and Sense of Coherence Scale (SOC-29) to collect datas were used. The collected datas were analysed by structural equation method using AMOS software.
Results: The results showed that there is a positive and significant relationship between self-evaluation and sense of coherence with self-regulation and interpersonal communication skills and the self-regulation can play a mediating role in the relationship between self-evaluation and the sense of coherence with interpersonal communication skills. According to the result of The Structural Equation Test, 42/9% of the Variance of self-regulation can be explained through the sense of coherence and self-evaluation. Also self-evaluation, sense of coherence and self-regulation explain 58/8% of the Variance of interpersonal communication skills.
Coclusion: The self-evaluation and sense of coherence lead to an increase in self-regulation and finally to an increase in interpersonal communication skills. The results of this research showed that self-regulation plays a mediating role in the relationship between self-evaluation and sense of coherence with interpersonal communication skills. Factors affecting self-regulation such as self-evaluation and sense of coherence facilitate efficient relationships as well as high levels of self-evaluation and sense of coherence. It is associated with high levels of self-regulation and effective relationships. self-evaluation leads to gradual mastery of behavior control, increasing the sense of coherence, self-efficacy and satisfaction of a person with himself. On the other hand, all three components of sense of coherence (comprehensibility, manageability and meaningfullness) through identifying and understanding stressful situations, manage and controlling resources and coping strategies, and prioritizing values and goals can help people self-regulate play a significant role. In other words, sel-regulation guides behavior and plays an effective role in establishing and maintaining interpersonal relationships.
Nahid Mahdavi, Zohreh Sadeghian, Fatemeh Jankhani,
Volume 30, Issue 7 (10-2023)
Volume 30, Issue 7 (10-2023)
Abstract
Background & Aims: To maintain modesty and chastity, emotions can be the result of fulfillment or failure of desires, in parallel with the control of emotions, effective communication skills and management cover the whole human life. Man survives, grows, and evolves with the help of communication, and his prosperity and happiness largely depend on how he communicates with others.
Communication is one of the oldest and best outputs of humans, which is the reason for the continuity of life and getting help from others in the past and now. The present research was conducted with the aim of effectively teaching communication skills and emotion management in order to improve the self-esteem of Farhangian University students in Alborz province.
Methods: The research method is a quasi-experimental pre-test-post-test type with a dependent group (pair). The statistical population of the present study included all students of Farhangian University in the academic year 2023-2024 of which 150 people participated in this workshop voluntarily according to the educational call using the available sampling method. The educational certificate was announced as a necessary condition to participate in all meetings. Admission criteria for students: 1- Age range, 2- Not having a mental disorder according to the existing medical record, 3- Attending all the meetings, 4- Willingness to participate in the meetings. First, a pre-test was conducted at the beginning of the sessions for each group before the skills training, then the educational intervention (skills training) was presented during 5 sessions of 2 hours for the experimental group during 2 months and after the completion of the training program, the post-test It was performed for this group.
Results: The results of the Kolmogorov-Smirnov test, the results showed that the significance level of all three variables in this group is less than 0.05, which indicates the normality of the distribution of scores in these three groups. The variable is before and after training. In the next step, using paired t-analysis, the post-test and pre-test scores of communication skills and emotion management were compared to determine whether the communication skills training had a change in the variable of modesty and chastity after the training or not. The correlation of the modesty test in Table No. 3 before and after the training period shows a relatively good correlation between the scores in the pre-test and post-test periods. The average score of students' modesty in the pre-test was 3.41, which decreased to 2.64 in the post-test. As can be seen, the average difference of the post-test of modesty and chastity compared to the pre-test is equal to 0.77. In this table, the amount obtained from the t-test is equal to 19.69, which shows it at a significance level of 0.000. This difference is significant, and according to the average obtained from the pre-test and post-test, it can be said that teaching communication skills and emotion management with 0.95 confidence and an alpha error rate of 0.05 after the study increases modesty. And chastity becomes after education. The results of dependent (paired) t, to compare the mean of modesty, in the two stages of pre-test - post-test, and the difference in the mean and standard deviation of two variables of emotion and communication skills at two different times, after training, show a significant difference (p < 0.05 between the two groups It is dependent. The average modesty of the students in the pre-test was 3.41, which decreased to 2.64. The difference in the average modesty compared to the pre-test is 77 19/ which is a significant difference at the significance level = 000sig.
Conclusion: The results showed that teaching communication skills and emotion management has an effect on improving the modesty of Farhangian University students. The results showed that modesty is also a form of self-control and communication skills and emotional management is one of the most rooted moral concepts that many moral examples go back to this concept. Every human being needs an inner force to control and regulate his thoughts, feelings, and behavior in order to save himself both in his personal and social life. Since modesty is mostly known as a religious or cultural construct, there are few studies on this issue in psychology. The field should be done and there is still a lot of room for study and research. Shyness is caused by the fear of evaluation due to the lack of correct verbal and non-verbal communication and high self-control in people. However, excitement and lack of proper communication are caused by low self-esteem and weak self-control. These two variables will have different consequences, in other words, failure to manage communication skills and emotional regulation will lead to wrong social behavior and a lack of control over environmental behaviors in the community, which will result in a decrease in the quality of life in various social, family, and family aspects. Now these consequences will be manifested in shame. Based on the results, communication skills training is effective in emotion management in order to improve the modesty of Farhangian University students in Alborz province.
Communication is one of the oldest and best outputs of humans, which is the reason for the continuity of life and getting help from others in the past and now. The present research was conducted with the aim of effectively teaching communication skills and emotion management in order to improve the self-esteem of Farhangian University students in Alborz province.
Methods: The research method is a quasi-experimental pre-test-post-test type with a dependent group (pair). The statistical population of the present study included all students of Farhangian University in the academic year 2023-2024 of which 150 people participated in this workshop voluntarily according to the educational call using the available sampling method. The educational certificate was announced as a necessary condition to participate in all meetings. Admission criteria for students: 1- Age range, 2- Not having a mental disorder according to the existing medical record, 3- Attending all the meetings, 4- Willingness to participate in the meetings. First, a pre-test was conducted at the beginning of the sessions for each group before the skills training, then the educational intervention (skills training) was presented during 5 sessions of 2 hours for the experimental group during 2 months and after the completion of the training program, the post-test It was performed for this group.
Results: The results of the Kolmogorov-Smirnov test, the results showed that the significance level of all three variables in this group is less than 0.05, which indicates the normality of the distribution of scores in these three groups. The variable is before and after training. In the next step, using paired t-analysis, the post-test and pre-test scores of communication skills and emotion management were compared to determine whether the communication skills training had a change in the variable of modesty and chastity after the training or not. The correlation of the modesty test in Table No. 3 before and after the training period shows a relatively good correlation between the scores in the pre-test and post-test periods. The average score of students' modesty in the pre-test was 3.41, which decreased to 2.64 in the post-test. As can be seen, the average difference of the post-test of modesty and chastity compared to the pre-test is equal to 0.77. In this table, the amount obtained from the t-test is equal to 19.69, which shows it at a significance level of 0.000. This difference is significant, and according to the average obtained from the pre-test and post-test, it can be said that teaching communication skills and emotion management with 0.95 confidence and an alpha error rate of 0.05 after the study increases modesty. And chastity becomes after education. The results of dependent (paired) t, to compare the mean of modesty, in the two stages of pre-test - post-test, and the difference in the mean and standard deviation of two variables of emotion and communication skills at two different times, after training, show a significant difference (p < 0.05 between the two groups It is dependent. The average modesty of the students in the pre-test was 3.41, which decreased to 2.64. The difference in the average modesty compared to the pre-test is 77 19/ which is a significant difference at the significance level = 000sig.
Conclusion: The results showed that teaching communication skills and emotion management has an effect on improving the modesty of Farhangian University students. The results showed that modesty is also a form of self-control and communication skills and emotional management is one of the most rooted moral concepts that many moral examples go back to this concept. Every human being needs an inner force to control and regulate his thoughts, feelings, and behavior in order to save himself both in his personal and social life. Since modesty is mostly known as a religious or cultural construct, there are few studies on this issue in psychology. The field should be done and there is still a lot of room for study and research. Shyness is caused by the fear of evaluation due to the lack of correct verbal and non-verbal communication and high self-control in people. However, excitement and lack of proper communication are caused by low self-esteem and weak self-control. These two variables will have different consequences, in other words, failure to manage communication skills and emotional regulation will lead to wrong social behavior and a lack of control over environmental behaviors in the community, which will result in a decrease in the quality of life in various social, family, and family aspects. Now these consequences will be manifested in shame. Based on the results, communication skills training is effective in emotion management in order to improve the modesty of Farhangian University students in Alborz province.
Leila Alsadat Karimi, Nadereh Sohrabi Shakfati, Majid Barzegar, Hossein Bagholi,
Volume 31, Issue 1 (3-2024)
Volume 31, Issue 1 (3-2024)
Abstract
Background & Aims: Autism is a type of developmental disorder that manifests itself with defects in communication and social interactions and has been described as a lifelong neurological disorder. People with autism disorder are not able to perform their social skills and roles, and the symptoms of this disorder appear before the age of three. Children with autism disorder have problems in verbal and non-verbal communication, and social interactions, and have stereotyped and repetitive behaviors. Several studies have investigated the role of psychological flexibility processes in parents of children with an autism spectrum disorder. To prevent challenging behaviors, self-efficacy is a fundamental concept to improve the behavior of parents with autistic children. If parents can increase their self-efficacy in preventing their children's problematic behaviors, they can improve their empowerment in response to such behavior. In this way, parents can respond to their children's feelings, get an opportunity to provide mental peace, and ensure the physical safety of their children. As a result, parents acquire, maintain, and improve opportunities for social participation of their children and promote their growth and development. According to the mentioned materials, this research aims to investigate the mediating role of parents' self-efficacy in the relationship between parents' psychological flexibility and communication skills, social skills, and behavioral performance of children with autism spectrum disorders.
Methods: The current research is descriptive and has a correlation model in which the path analysis model was used to obtain the relationship between the variables. The statistical population included mothers of children with an autism spectrum disorder in Shiraz city, and the sampling method was available. In this research, all children with autism spectrum disorder who were being trained in autism centers for at least one year are included, and all members of the sample were diagnosed with autism by a special is Parents completed the parent questionnaires, and the child questionnaire by the teacher. Questionnaires used in this research included Gresham and Elliott's (1990) social skills scale, Nomeka et al.'s (1996) parenting self-efficacy scale, and acceptance and action questionnaire.
Results: The results showed that there is a positive and significant relationship between acceptance and action with parents' self-efficacy; there is a positive and significant relationship between social skills and social skills at an error level of less than 0.05, and there is a significant negative relationship between parental self-efficacy and problematic behaviors at an error level of less than 0.05. Also, the results showed that all the index values of the modified model are close to the suitability criteria and indicate the desirable and acceptable adequacy of the structural model. It was also observed that the path coefficient between psychological flexibility and social skills without mediating variables is 0.52, which is significant at an error level of less than 0.05. With the inclusion of the mediating variable of parental self-efficacy, the path coefficient between psychological flexibility and social skill has decreased to 0.48; the coefficient of the path between psychological flexibility and problematic behaviors without mediating variables is 0.41, which is significant at an error level of less than 0.05. With the inclusion of the mediating variable of parental self-efficacy, the path coefficient between psychological flexibility and problematic behaviors has decreased to 0.31. Therefore, it can be said that the mediator variable has played its role well, and the hypothesis of the research that parental self-efficacy plays a mediating role in the relationship between parents' psychological flexibility and social skills and problematic behaviors is confirmed.
Conclusion: In explaining the results of this research, it can be said that the family plays an important role in bearing the effects of an accident or illness of a family member, especially children, and one of the most stressful experiences for any family is managing a disabled or sick child. Autistic parents' reaction to their child's disorder depends on their flexibility in facing the problem. Accepting having a child with autistic disorder, instead of experiencing tolerance and avoidance, can to a large extent cause psychological flexibility so that parents can change their attitude towards the situation and, as a result, improve other functional indicators of autistic children. Also, other dimensions of acceptance, including fault, self as a context and connection with the present time by strengthening the observer's self, gives a person the ability to observe the painful events of life without interpretation and interpretation, and the dimensions of value and commitment also lead to practical and objective actions for Improving the quality of a person's life will be equal to what he likes. In explaining the mediation of parents' self-efficacy in the relationship between parents' psychological flexibility and communication skills, and the social and behavioral performance of children with autism spectrum disorders, it can be said that parents' low self-efficacy is related to symptoms of anxiety, depression, and high psychosomatic symptoms. In the high self-efficacy of parents, they choose the challenging issues and goals of their children as tasks that they can do skillfully, and they have a deep commitment towards them. It is this self-efficacy that makes them continue to help their children with social skills and better behavioral performance after being disappointed or facing a disappointing experience.
Methods: The current research is descriptive and has a correlation model in which the path analysis model was used to obtain the relationship between the variables. The statistical population included mothers of children with an autism spectrum disorder in Shiraz city, and the sampling method was available. In this research, all children with autism spectrum disorder who were being trained in autism centers for at least one year are included, and all members of the sample were diagnosed with autism by a special is Parents completed the parent questionnaires, and the child questionnaire by the teacher. Questionnaires used in this research included Gresham and Elliott's (1990) social skills scale, Nomeka et al.'s (1996) parenting self-efficacy scale, and acceptance and action questionnaire.
Results: The results showed that there is a positive and significant relationship between acceptance and action with parents' self-efficacy; there is a positive and significant relationship between social skills and social skills at an error level of less than 0.05, and there is a significant negative relationship between parental self-efficacy and problematic behaviors at an error level of less than 0.05. Also, the results showed that all the index values of the modified model are close to the suitability criteria and indicate the desirable and acceptable adequacy of the structural model. It was also observed that the path coefficient between psychological flexibility and social skills without mediating variables is 0.52, which is significant at an error level of less than 0.05. With the inclusion of the mediating variable of parental self-efficacy, the path coefficient between psychological flexibility and social skill has decreased to 0.48; the coefficient of the path between psychological flexibility and problematic behaviors without mediating variables is 0.41, which is significant at an error level of less than 0.05. With the inclusion of the mediating variable of parental self-efficacy, the path coefficient between psychological flexibility and problematic behaviors has decreased to 0.31. Therefore, it can be said that the mediator variable has played its role well, and the hypothesis of the research that parental self-efficacy plays a mediating role in the relationship between parents' psychological flexibility and social skills and problematic behaviors is confirmed.
Conclusion: In explaining the results of this research, it can be said that the family plays an important role in bearing the effects of an accident or illness of a family member, especially children, and one of the most stressful experiences for any family is managing a disabled or sick child. Autistic parents' reaction to their child's disorder depends on their flexibility in facing the problem. Accepting having a child with autistic disorder, instead of experiencing tolerance and avoidance, can to a large extent cause psychological flexibility so that parents can change their attitude towards the situation and, as a result, improve other functional indicators of autistic children. Also, other dimensions of acceptance, including fault, self as a context and connection with the present time by strengthening the observer's self, gives a person the ability to observe the painful events of life without interpretation and interpretation, and the dimensions of value and commitment also lead to practical and objective actions for Improving the quality of a person's life will be equal to what he likes. In explaining the mediation of parents' self-efficacy in the relationship between parents' psychological flexibility and communication skills, and the social and behavioral performance of children with autism spectrum disorders, it can be said that parents' low self-efficacy is related to symptoms of anxiety, depression, and high psychosomatic symptoms. In the high self-efficacy of parents, they choose the challenging issues and goals of their children as tasks that they can do skillfully, and they have a deep commitment towards them. It is this self-efficacy that makes them continue to help their children with social skills and better behavioral performance after being disappointed or facing a disappointing experience.
Sajjad Zendehdel, Seyedeh Hamidehi Salimbahram, Mohammadkazem Fakhri,
Volume 31, Issue 1 (3-2024)
Volume 31, Issue 1 (3-2024)
Abstract
Background & Aims: Separation anxiety disorder (SAD) is one of the most common childhood anxiety disorders. SAD involves significant distress when a child is unexpectedly separated from home or a close attachment figure. When a person with a separation anxiety disorder is separated from loved ones such as parents or caregivers, they may experience constant worry about possible harm or loss to the person they are attached to and experience separation nightmares. They may exhibit behaviors such as refusing to go to school or being overly attached to their caregivers. Symptoms are usually seen in children or young adults but can continue into adulthood. School phobia/school avoidance and separation anxiety disorder are not the same thing. School phobia/school avoidance cannot be officially diagnosed. Instead, the result is that a child or teenager suffers from diseases such as separation anxiety disorder, panic disorder and social anxiety disorder. According to the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders, the prevalence of separation anxiety disorder in children is reported to be about 4 percent, and the main feature of this disorder is excessive fear and worry of being separated from home and loved ones. Separation anxiety disorder is one of the most common childhood anxiety disorders, therefore, the present study aims to compare the effectiveness of philosophy education for children (P4C) and game-based learning (GBL) on communication skills in children with separation anxiety disorder.
Methods: In terms of experimental method, this research was semi-experimental with a pre-test, post-test and two-month follow-up design with two experimental groups and one control group. The statistical population in this research was all children suffering from separation anxiety disorder (SAD) aged 8 to 12 years, who visited one of the 60 psychiatric centers in Sari in the second 6 months of 2012, and the number of these children was 180. . The number of sample sizes in experimental studies is considered between 10 and 30 people (Hasanzadeh, 1402). Therefore, in the current research, the number of people in each group was 15 people. Therefore, the statistical sample size included 45 people, of which 30 people were in two experimental groups (15 people teaching philosophy for children and 15 people game-based learning) and 15 people were in the control group. In this research, an available sampling method was used, and the participants were randomly divided into two experimental groups (15 people in each group) and a control group (15 people). In this research, March et al.'s (1997) multi-dimensional children's anxiety questionnaire was used to diagnose separation anxiety disorder, and Barton's (1990) communication skills questionnaire was used for communication skills. To analyze the data, the method of variance test with repeated measurements and SPSS21 software was used.
Results: The findings indicated that there is a significant difference between P4C and GBL in the communication skills of children with separation anxiety disorder, so P4C is more effective than GBL in the communication skills of children with separation anxiety disorder. Also, the results of the average post-test and follow-up in P4C and GBL indicated the lasting effects of both approaches on communication skills. The results of the Bonferroni post hoc test to check the difference between the averages in the three stages of pre-test, post-test, and follow-up are shown in Table 6. According to Table 6, there is a significant difference between the scores of communication skills in the stages of pre-test with post-test and pre-test with follow-up. However, there is no significant difference between the post-test and the follow-up, which is due to the stability of the educational intervention. The comparison of the averages shows that the scores of communication skills have increased significantly in the post-test and follow-up phases compared to the pre-test phase.
Conclusion: In general, it can be concluded that to improve the communication skills of children with separation anxiety disorder, both philosophy education for children and game-based learning can be used, but the effectiveness of P4C is greater. The results show that there is a significant difference between philosophy education for children and game-based learning on the communication skills of children with separation anxiety disorder. The results show that both philosophy education for children and game-based learning are effective on children's communication skills, but according to the pre-test, post-test, and follow-up averages, philosophy education for children has a greater effect than learning. It is based on the game on the communication skills of children with separation anxiety disorder. Besides, according to the pre-test, post-test, and follow-up averages, the results show the stability of the changes made by both approaches to communication skills. This type of learning helps children learn different concepts in a way that appeals to them through practical and concrete experiences. In this method, children actively participate in the learning process and gain new experiences and learning through interaction with the environment, peers, and teachers. This method allows them to improve their communication and social skills without formal pressures, as the game naturally provides a context for communication and cooperation. Also, game-based learning can help children to get to know their feelings better and thus achieve better control of anxiety and stress. One of the important features of this type of learning is the emphasis on creativity and flexibility. Children discover and experience the world around them through play, and this process helps to develop creative thinking and problem-solving. Also, games can help children understand complex concepts more only because games naturally use elements of storytelling and engaging interactions. Since games give children the opportunity to learn in an environment without fear of making mistakes, their confidence in performing various activities also increases. Despite the many advantages of this method, game-based learning may be less effective in strengthening critical thinking skills and deeper analysis than other methods such as teaching philosophy to children, but overall it is still an effective method in strengthening social skills.
Methods: In terms of experimental method, this research was semi-experimental with a pre-test, post-test and two-month follow-up design with two experimental groups and one control group. The statistical population in this research was all children suffering from separation anxiety disorder (SAD) aged 8 to 12 years, who visited one of the 60 psychiatric centers in Sari in the second 6 months of 2012, and the number of these children was 180. . The number of sample sizes in experimental studies is considered between 10 and 30 people (Hasanzadeh, 1402). Therefore, in the current research, the number of people in each group was 15 people. Therefore, the statistical sample size included 45 people, of which 30 people were in two experimental groups (15 people teaching philosophy for children and 15 people game-based learning) and 15 people were in the control group. In this research, an available sampling method was used, and the participants were randomly divided into two experimental groups (15 people in each group) and a control group (15 people). In this research, March et al.'s (1997) multi-dimensional children's anxiety questionnaire was used to diagnose separation anxiety disorder, and Barton's (1990) communication skills questionnaire was used for communication skills. To analyze the data, the method of variance test with repeated measurements and SPSS21 software was used.
Results: The findings indicated that there is a significant difference between P4C and GBL in the communication skills of children with separation anxiety disorder, so P4C is more effective than GBL in the communication skills of children with separation anxiety disorder. Also, the results of the average post-test and follow-up in P4C and GBL indicated the lasting effects of both approaches on communication skills. The results of the Bonferroni post hoc test to check the difference between the averages in the three stages of pre-test, post-test, and follow-up are shown in Table 6. According to Table 6, there is a significant difference between the scores of communication skills in the stages of pre-test with post-test and pre-test with follow-up. However, there is no significant difference between the post-test and the follow-up, which is due to the stability of the educational intervention. The comparison of the averages shows that the scores of communication skills have increased significantly in the post-test and follow-up phases compared to the pre-test phase.
Conclusion: In general, it can be concluded that to improve the communication skills of children with separation anxiety disorder, both philosophy education for children and game-based learning can be used, but the effectiveness of P4C is greater. The results show that there is a significant difference between philosophy education for children and game-based learning on the communication skills of children with separation anxiety disorder. The results show that both philosophy education for children and game-based learning are effective on children's communication skills, but according to the pre-test, post-test, and follow-up averages, philosophy education for children has a greater effect than learning. It is based on the game on the communication skills of children with separation anxiety disorder. Besides, according to the pre-test, post-test, and follow-up averages, the results show the stability of the changes made by both approaches to communication skills. This type of learning helps children learn different concepts in a way that appeals to them through practical and concrete experiences. In this method, children actively participate in the learning process and gain new experiences and learning through interaction with the environment, peers, and teachers. This method allows them to improve their communication and social skills without formal pressures, as the game naturally provides a context for communication and cooperation. Also, game-based learning can help children to get to know their feelings better and thus achieve better control of anxiety and stress. One of the important features of this type of learning is the emphasis on creativity and flexibility. Children discover and experience the world around them through play, and this process helps to develop creative thinking and problem-solving. Also, games can help children understand complex concepts more only because games naturally use elements of storytelling and engaging interactions. Since games give children the opportunity to learn in an environment without fear of making mistakes, their confidence in performing various activities also increases. Despite the many advantages of this method, game-based learning may be less effective in strengthening critical thinking skills and deeper analysis than other methods such as teaching philosophy to children, but overall it is still an effective method in strengthening social skills.
Leila Kosari Esfahani, Toktam Sadat Jafar Tabatabaee, Samaneh Sadat Jafar Tabatabaee, Jalil Jarrahi Feriz,
Volume 31, Issue 1 (3-2024)
Volume 31, Issue 1 (3-2024)
Abstract
Background & Aims: In today's world, interpersonal relationships have been affected by widespread changes in lifestyle and technological advancements. One of the emerging phenomena that has affected the quality of social interactions is phoobbing; a concept that refers to the neglect of face-to-face interactions due to excessive use of mobile phones or other digital devices. This phenomenon can lead to the formation of inappropriate communication patterns during adolescence and, in the long term, affect an individual's perception of childhood attachment and their ability to regulate emotional behavior. Childhood attachment refers to a child's sense of security and emotional bond with their primary caregivers, which has a profound impact on their future relationships. People who have experienced secure attachment in childhood have deeper and more adaptive relationships in adolescence and adulthood. However, if this attachment is insecure, the individual may have difficulty establishing social relationships and managing their emotions. Meanwhile, emotional behavioral regulation, i.e., the ability of an individual to control emotions and emotional reactions in different situations, is considered one of the key factors in adolescent mental health. In recent years, cognitive-behavioral therapy has been recognized as one of the effective methods in improving emotional regulation and correcting maladaptive cognitive and behavioral patterns. By changing negative thoughts and dysfunctional behaviors, this method can help adolescents have better social and emotional interactions. On the other hand, phubbing-based communication skills training packages focusing on communication problems caused by excessive use of technology can provide solutions to improve adolescents' social interactions. Despite extensive research in the fields of attachment, emotional regulation, and cognitive-behavioral interventions, it is still unclear which intervention method can be more effective in improving adolescents' perception of attachment and emotional regulation. This highlights the importance of comparing the effectiveness of these two methods and shows the need for comprehensive research in this field.
Methods: This study was a comparative causal study in terms of its fundamental purpose and methodology. The statistical population in this study was all male adolescents in Garmsar city. The sample was based on purposive sampling according to the inclusion criteria of 60 students. All sample subjects responded to the Armsden and Greenberg (1987) attachment perception questionnaire and Garnevsky and Kraij (2006) emotional behavioral regulation questionnaire in the pre-test stage, then they were randomly divided into three groups of 20 people (20 control subjects, 20 people in the first experimental group, 20 people in the second experimental group). The first experimental group received eight sessions of training on researcher-made communication skills based on phubbing, and the second experimental group received eight sessions of Hoffman and Otto cognitive behavioral therapy. At this stage, the control group remained without intervention. After completing the training sessions, the sample subjects responded to the research questionnaires.
Results: A comparison of the two treatment groups shows that phubbing-based communication skills training is more effective in reducing rumination and increasing trust, communication, acceptance, and refocusing on planning in adolescents. The results of this study showed that phubbing-based communication skills training and cognitive-behavioral therapy interventions had a positive and significant effect on adolescents' perception of childhood attachment and emotional behavioral regulation. In contrast, the control group that did not receive any intervention showed no significant changes.
Conclusion: The results of this study showed that both phubbing-based communication skills training and cognitive-behavioral therapy interventions had a positive and significant effect on adolescents' perception of childhood attachment and emotional behavioral regulation. However, phubbing-based communication skills training was more effective in reducing rumination and increasing trust, communication, acceptance, and refocusing on planning. Overall, these findings emphasize the important role of communication skills training in improving adolescents' interpersonal relationships and indicate that addressing communication challenges caused by digital technologies can have more favorable outcomes in improving adolescents' mental and social health. These findings indicate that communication problems caused by excessive use of digital technologies can have negative effects on adolescents' interpersonal relationships and that educational interventions that directly target these challenges can have more favorable outcomes. Cognitive-behavioral therapy is known as one of the common methods in improving emotional regulation, but in this study, the phubbing-based intervention performed better in some indicators, including reducing rumination and improving communication skills. This difference may be due to the practical and targeted nature of communication skills training, which helps adolescents understand the negative effects of phubbing-related behaviors in their social lives and acquire practical solutions to improve them. In contrast, the control group, which did not receive any intervention, did not show significant changes, which confirms the need for educational and therapeutic methods in this area. These results highlight the importance of designing and implementing educational programs in schools and counseling centers and indicate that addressing adolescents' communication challenges, especially in the context of technology use, can play an important role in improving their mental health and emotional regulation. It seems that the combination of communication skills training methods and cognitive-behavioral therapies can be more effective in improving the quality of social interactions and emotional regulation in adolescents.
Methods: This study was a comparative causal study in terms of its fundamental purpose and methodology. The statistical population in this study was all male adolescents in Garmsar city. The sample was based on purposive sampling according to the inclusion criteria of 60 students. All sample subjects responded to the Armsden and Greenberg (1987) attachment perception questionnaire and Garnevsky and Kraij (2006) emotional behavioral regulation questionnaire in the pre-test stage, then they were randomly divided into three groups of 20 people (20 control subjects, 20 people in the first experimental group, 20 people in the second experimental group). The first experimental group received eight sessions of training on researcher-made communication skills based on phubbing, and the second experimental group received eight sessions of Hoffman and Otto cognitive behavioral therapy. At this stage, the control group remained without intervention. After completing the training sessions, the sample subjects responded to the research questionnaires.
Results: A comparison of the two treatment groups shows that phubbing-based communication skills training is more effective in reducing rumination and increasing trust, communication, acceptance, and refocusing on planning in adolescents. The results of this study showed that phubbing-based communication skills training and cognitive-behavioral therapy interventions had a positive and significant effect on adolescents' perception of childhood attachment and emotional behavioral regulation. In contrast, the control group that did not receive any intervention showed no significant changes.
Conclusion: The results of this study showed that both phubbing-based communication skills training and cognitive-behavioral therapy interventions had a positive and significant effect on adolescents' perception of childhood attachment and emotional behavioral regulation. However, phubbing-based communication skills training was more effective in reducing rumination and increasing trust, communication, acceptance, and refocusing on planning. Overall, these findings emphasize the important role of communication skills training in improving adolescents' interpersonal relationships and indicate that addressing communication challenges caused by digital technologies can have more favorable outcomes in improving adolescents' mental and social health. These findings indicate that communication problems caused by excessive use of digital technologies can have negative effects on adolescents' interpersonal relationships and that educational interventions that directly target these challenges can have more favorable outcomes. Cognitive-behavioral therapy is known as one of the common methods in improving emotional regulation, but in this study, the phubbing-based intervention performed better in some indicators, including reducing rumination and improving communication skills. This difference may be due to the practical and targeted nature of communication skills training, which helps adolescents understand the negative effects of phubbing-related behaviors in their social lives and acquire practical solutions to improve them. In contrast, the control group, which did not receive any intervention, did not show significant changes, which confirms the need for educational and therapeutic methods in this area. These results highlight the importance of designing and implementing educational programs in schools and counseling centers and indicate that addressing adolescents' communication challenges, especially in the context of technology use, can play an important role in improving their mental health and emotional regulation. It seems that the combination of communication skills training methods and cognitive-behavioral therapies can be more effective in improving the quality of social interactions and emotional regulation in adolescents.
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