University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. Journal of Applied Psychological Research 2251-8126 1 2 2011 02 20 Effectiveness of Training Life Skills on Decreasing Symptoms of Conduct Disorder: Teacher report Effectiveness of Training Life Skills on Decreasing Symptoms of Conduct Disorder: Teacher report 1 12 52327 FA Journal Article 2009 04 04 Conduct disorder is a repetitive and persistent pattern of behavior in children and adolescents in which the rights of others or basic social rules are violated,that, is one of the most difficult and intractable mental health problems in children and adolescents,that, very common among children and adolescent.So, the purpose of this study was to investigate the effectiveness of life skills training on decreasing conduct disorder. From those who had acquired higher scorein Child Symptoms Inventory-4 (CSI-4) (teacher form) 30 students were selected using multistage clustersampling. They were, then, randomly assigned to two groups (experimental and control). The experimental group attended life skills training (coping with violence, interactions and being a responsible citizen) for 10 sessions. The control group did not receive any treatment. After administrating the post-test, the results of ANCOVA revealed that the life skills training significantly decreased the symptoms of the conduct disorder (F=62/69, P < 0.001). The results revealed that life skills training can be employed as an effective method for conduct disordered students in schools and educational and therapeutic centers. This result has implications in systems, and which calls for consoling and psychological services to prevent conduct disorder in schools. This very issue can be useful in planning, budget allocation and educational polices. Conduct disorder is a repetitive and persistent pattern of behavior in children and adolescents in which the rights of others or basic social rules are violated,that, is one of the most difficult and intractable mental health problems in children and adolescents,that, very common among children and adolescent.So, the purpose of this study was to investigate the effectiveness of life skills training on decreasing conduct disorder. From those who had acquired higher scorein Child Symptoms Inventory-4 (CSI-4) (teacher form) 30 students were selected using multistage clustersampling. They were, then, randomly assigned to two groups (experimental and control). The experimental group attended life skills training (coping with violence, interactions and being a responsible citizen) for 10 sessions. The control group did not receive any treatment. After administrating the post-test, the results of ANCOVA revealed that the life skills training significantly decreased the symptoms of the conduct disorder (F=62/69, P < 0.001). The results revealed that life skills training can be employed as an effective method for conduct disordered students in schools and educational and therapeutic centers. This result has implications in systems, and which calls for consoling and psychological services to prevent conduct disorder in schools. This very issue can be useful in planning, budget allocation and educational polices.

University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. Journal of Applied Psychological Research 2251-8126 1 2 2011 02 20 The effect of cognitive behavioral training (CBT) on perfectionism in a non-clinical Population The effect of cognitive behavioral training (CBT) on perfectionism in a non-clinical Population 13 28 52329 FA Journal Article 2009 12 26 The present study examined the effect of cognitive behavioral training (CBT) in reducing levels of perfectionism and its dimensions in a non-clinical sample. The participants were selected and placed randomly in case and control groups with pre, post, and follow up tests. The population includes all master students in Al-Zahra university that at first, 167 master students were selected by means of cluster sampling and filled out Frost Multi Perfectionism Scale. Thirty students who got the highest scores were selected and randomly divided into two groups (15 experimental and 15 in control groups). The experimental group participated in workshop series held over 6 weeks. At the end of training, both experimental and control groups had a test again. Data were analyzed by using t test and repeated measures test. The results showed that the cognitive behavioral intervention caused significant reduction (p<0.01) in total perfectionism, concern over mistakes, personal standards, and doubting of action. These results were persistent in a measurement taken one month later. Based upon the results of current research, cognitive behavioral training (CBT) can be used as an efficient way to improve perfectionism in non-clinical population. The present study examined the effect of cognitive behavioral training (CBT) in reducing levels of perfectionism and its dimensions in a non-clinical sample. The participants were selected and placed randomly in case and control groups with pre, post, and follow up tests. The population includes all master students in Al-Zahra university that at first, 167 master students were selected by means of cluster sampling and filled out Frost Multi Perfectionism Scale. Thirty students who got the highest scores were selected and randomly divided into two groups (15 experimental and 15 in control groups). The experimental group participated in workshop series held over 6 weeks. At the end of training, both experimental and control groups had a test again. Data were analyzed by using t test and repeated measures test. The results showed that the cognitive behavioral intervention caused significant reduction (p<0.01) in total perfectionism, concern over mistakes, personal standards, and doubting of action. These results were persistent in a measurement taken one month later. Based upon the results of current research, cognitive behavioral training (CBT) can be used as an efficient way to improve perfectionism in non-clinical population.

University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. Journal of Applied Psychological Research 2251-8126 1 2 2011 02 20 Relation between Identity, Self efficacy and Basic needs with General Health in Students: A Canonical Correlation Relation between Identity, Self efficacy and Basic needs with General Health in Students: A Canonical Correlation 29 44 52332 FA Journal Article 2010 02 26 The main puropose of this research was to study the role of identity, self-efficacy and components of basic needs(love, power, survival, freedom and fun) in middle class students' physical and mental health. Puplation of this study included all of students (girls and boys) in middle class that lives in Tarem from Ghazvin proviance.140 students, included both girls (70 cases) and boys (70 cases) were selected by accessible sampling method. Samples were answered Student's Need Survey, Identity scale, Self-efficacy and General Health questionnaire. Data analyzed by Simple Pearson’s correlation and multivariate canonical correlation. Results showed that two canonical correlations revealed. In one hand Identity as a basic predictor and depression as a criterion in first set, and the other hands fun as a predictor and social dysfunction as a criterion in second set, revealed as basic elements for students’ physical and mental health. The main puropose of this research was to study the role of identity, self-efficacy and components of basic needs(love, power, survival, freedom and fun) in middle class students' physical and mental health. Puplation of this study included all of students (girls and boys) in middle class that lives in Tarem from Ghazvin proviance.140 students, included both girls (70 cases) and boys (70 cases) were selected by accessible sampling method. Samples were answered Student's Need Survey, Identity scale, Self-efficacy and General Health questionnaire. Data analyzed by Simple Pearson’s correlation and multivariate canonical correlation. Results showed that two canonical correlations revealed. In one hand Identity as a basic predictor and depression as a criterion in first set, and the other hands fun as a predictor and social dysfunction as a criterion in second set, revealed as basic elements for students’ physical and mental health.

University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. Journal of Applied Psychological Research 2251-8126 1 2 2011 02 20 Protective and risk factors of substance abuse among state universities students Protective and risk factors of substance abuse among state universities students 45 62 52337 FA Journal Article 2010 03 11 Identifying variables that affect substance abuse is one of necessary actions to design any prevention programs. This study has been performed among students of state universities to investigate through protective and risk factors in case of substance abuse (cigarette, hookah, opium, and alcoholic drinks). Current research is basic research according to aim and causal- effect according to method. Research population consisted all of bachelor students of state universities. Sample of study was selected by using multistage stratified random sampling method. The sample included 8373 students who were randomly selected considering sex, faculty, and dormitory distribution factors. As data collection instrument, Substance Abuse Prevalence Questionnaire (Bolhari, Taromian & Peiravi, 1385) was used.The collected data are analyzed by t-test and Chi-Square. The findings showed that being male, age between 18-21, single parent experience, psychological and economic problems are of risk factors lead to substance abuse. Attending parents, family emotional support and acceptance, religious attitudes, religious and cultural activities were of protective factors to prevent individual from substance abuse. Based on the study findings, universities, by implementing proper creational, cultural and religious programs, could play a protective role in preventing students from substance use. Identifying variables that affect substance abuse is one of necessary actions to design any prevention programs. This study has been performed among students of state universities to investigate through protective and risk factors in case of substance abuse (cigarette, hookah, opium, and alcoholic drinks). Current research is basic research according to aim and causal- effect according to method. Research population consisted all of bachelor students of state universities. Sample of study was selected by using multistage stratified random sampling method. The sample included 8373 students who were randomly selected considering sex, faculty, and dormitory distribution factors. As data collection instrument, Substance Abuse Prevalence Questionnaire (Bolhari, Taromian & Peiravi, 1385) was used.The collected data are analyzed by t-test and Chi-Square. The findings showed that being male, age between 18-21, single parent experience, psychological and economic problems are of risk factors lead to substance abuse. Attending parents, family emotional support and acceptance, religious attitudes, religious and cultural activities were of protective factors to prevent individual from substance abuse. Based on the study findings, universities, by implementing proper creational, cultural and religious programs, could play a protective role in preventing students from substance use.

University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. Journal of Applied Psychological Research 2251-8126 1 2 2011 02 20 Effectiveness of integrative and instrumental reminiscence therapies on depression symptoms reduction of Institutionalized elder adults Effectiveness of integrative and instrumental reminiscence therapies on depression symptoms reduction of Institutionalized elder adults 63 76 52338 FA Journal Article 2010 02 13 Depressionis a common symptom in many older adults.The degree of depression is higher between older adults living in sanitarium than older adults who live in the society. Reminiscence therapy is a psychological intervention which is specifically designed to address the issues of particular relevance to older adults such as depression. The aim of this study was to examine the therapeutic effectiveness of integrative and instrumental type of reminiscence for the treatment of depression in institutionalized older adults women in Kermanshah. This study was experimental with a pretest -posttest control group design. Institutionalized older adult’s with mild, moderate to sever symptom constituted the sample. They were randomly assigned into three groups containing two experimental (instrumental and integrative reminiscence) and one control group(active social group).The intervention were implemented in a short –time group format. Each group was consisted of six sessions . Each session was held 90 minutes weekly. The instrument for collecting the data was Geriatric Depression Scale (GDP) and Mini Mental State Examination (MMSE). The data was analyzed through Analysis of variance. Analysis of data showed that integrative reminiscence therapy led to significant reduction in symptoms of depression. There was no significant difference between instrumental reminiscence therapy group and control group. Basedonthe findings of this study, it can be concluded that integrative therapy reminiscence can be applied along with current therapies. Depressionis a common symptom in many older adults.The degree of depression is higher between older adults living in sanitarium than older adults who live in the society. Reminiscence therapy is a psychological intervention which is specifically designed to address the issues of particular relevance to older adults such as depression. The aim of this study was to examine the therapeutic effectiveness of integrative and instrumental type of reminiscence for the treatment of depression in institutionalized older adults women in Kermanshah. This study was experimental with a pretest -posttest control group design. Institutionalized older adult’s with mild, moderate to sever symptom constituted the sample. They were randomly assigned into three groups containing two experimental (instrumental and integrative reminiscence) and one control group(active social group).The intervention were implemented in a short –time group format. Each group was consisted of six sessions . Each session was held 90 minutes weekly. The instrument for collecting the data was Geriatric Depression Scale (GDP) and Mini Mental State Examination (MMSE). The data was analyzed through Analysis of variance. Analysis of data showed that integrative reminiscence therapy led to significant reduction in symptoms of depression. There was no significant difference between instrumental reminiscence therapy group and control group. Basedonthe findings of this study, it can be concluded that integrative therapy reminiscence can be applied along with current therapies.

University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. Journal of Applied Psychological Research 2251-8126 1 2 2011 02 20 Eclectic and Coherent Combination in Psychological and Educational Theories Eclectic and Coherent Combination in Psychological and Educational Theories 77 88 52339 FA Journal Article 2010 05 10 Providing a synthesis of psychological and educational theories is an inevitable necessity. However, there is always a risk in doing so. This risk is consists of combination of incoherent and contradictory parts of theoeirs due to the underlying and implicit layers or basic assumptions of the theories. Combination of theoretical and practical findings of theories that have different basic assumptions leads to incoherent and finally shaky structures and this is what referred to as eclectic combination. In this article, I have tried to clarify the basic differences between eclectic and integrated combination and to articulate the phases needed for providing an integrated combination. Because of the analytic nature of the discussion, the method used in this article is analytic. In this article, three types of eclectic combination are distinguished under the rubrics of methodical, explanatory, and foundational. In contrast to eclectic combination, there is the coherent combination. This article suggests three phases for providing a coherent combination: setting a metalanguage for theories concerned, deciding which theroies can be combined, modification of the chosen theoreies, and reexamining the new synthesis. Providing a synthesis of psychological and educational theories is an inevitable necessity. However, there is always a risk in doing so. This risk is consists of combination of incoherent and contradictory parts of theoeirs due to the underlying and implicit layers or basic assumptions of the theories. Combination of theoretical and practical findings of theories that have different basic assumptions leads to incoherent and finally shaky structures and this is what referred to as eclectic combination. In this article, I have tried to clarify the basic differences between eclectic and integrated combination and to articulate the phases needed for providing an integrated combination. Because of the analytic nature of the discussion, the method used in this article is analytic. In this article, three types of eclectic combination are distinguished under the rubrics of methodical, explanatory, and foundational. In contrast to eclectic combination, there is the coherent combination. This article suggests three phases for providing a coherent combination: setting a metalanguage for theories concerned, deciding which theroies can be combined, modification of the chosen theoreies, and reexamining the new synthesis.

University of Tehran, Psychology and Educational Science Faculty, Institute of Psychology and Educational Science. Journal of Applied Psychological Research 2251-8126 1 2 2011 02 20 A Structural Model of Studying National and Religious Identity Relationships with Self-esteem Regarding the Mediatiton Role of Identity Status A Structural Model of Studying National and Religious Identity Relationships with Self-esteem Regarding the Mediatiton Role of Identity Status 89 108 52340 FA Journal Article 2010 04 09 This study was aimed to investigate the structural model of national identity, religious identity, with self esteem and the mediating role of ego identity status. In present study the fitness of the two models were tested. In the both models the role of identity status as a mediator variable was measured. The first model was designed to examine the relation of accepting national identity and religious identity with self esteem. The second model was designed to explore the relation of rejecting national identity and rejecting religious identity with self esteem. All participants were asked to complete National and Religious Identity Questionnaires (developed by Rahiminezhad and Ahmadi, 1995), Farsi Version of Adams’ Ego Identity Questionnaire (1986; EOM-EIS 2), and Farsi translated Cooper Smith Self Esteem Scale (1981). Using path analysis revealed that there were good fitness for the first model and rather good model for the second one Other findings revealed that in the model one, the highest amount of the indirect positive effect of accepting religious identity on self-steem with mediating role of identity achievement status equaled to 0.44. In the model two, also the highest indirect coefficient for the negative effect of rejecting identity on sefl-steem was -0.06. This study was aimed to investigate the structural model of national identity, religious identity, with self esteem and the mediating role of ego identity status. In present study the fitness of the two models were tested. In the both models the role of identity status as a mediator variable was measured. The first model was designed to examine the relation of accepting national identity and religious identity with self esteem. The second model was designed to explore the relation of rejecting national identity and rejecting religious identity with self esteem. All participants were asked to complete National and Religious Identity Questionnaires (developed by Rahiminezhad and Ahmadi, 1995), Farsi Version of Adams’ Ego Identity Questionnaire (1986; EOM-EIS 2), and Farsi translated Cooper Smith Self Esteem Scale (1981). Using path analysis revealed that there were good fitness for the first model and rather good model for the second one Other findings revealed that in the model one, the highest amount of the indirect positive effect of accepting religious identity on self-steem with mediating role of identity achievement status equaled to 0.44. In the model two, also the highest indirect coefficient for the negative effect of rejecting identity on sefl-steem was -0.06.