KMAN Counseling & Psychology Nexus

This study aims to develop a comprehensive curriculum planning model for teaching social and emotional skills by identifying key components that enhance the effectiveness of social-emotional learning (SEL) in educational settings. Given the increasing recognition of SEL’s role in student well-being and academic success, this research seeks to address gaps in existing SEL curricula by proposing an integrative framework that aligns emotional and social competency development, pedagogical strategies, and institutional support. This qualitative study employed a semi-structured interview approach, gathering insights from 30 participants, including educators, curriculum developers, and policymakers from Tehran. A purposive sampling method was used, and data collection continued until theoretical saturation was achieved. Thematic analysis was conducted using NVivo 24, following a three-stage coding process: open coding to identify initial themes, axial coding to group related themes, and selective coding to develop overarching categories. The model was constructed based on these findings, ensuring a structured approach to SEL curriculum planning. The results revealed three primary dimensions essential for SEL curriculum planning: emotional and social competency development, pedagogical strategies for classroom implementation, and institutional and community support. Key themes included the necessity of teacher training, the role of resilience and emotional regulation, the importance of experiential learning, and the integration of SEL within educational policies. Participants emphasized that effective SEL programs require structured frameworks that support students’ emotional well-being, foster positive relationships, and provide real-world applications for social-emotional skills. This study contributes to the field of SEL by proposing a curriculum planning model that addresses critical gaps in current SEL frameworks. By emphasizing teacher preparedness, experiential learning, and institutional integration, the model provides a structured approach to embedding SEL in education systems. Future research should explore the long-term impact of this model on student development and learning outcomes.

The present study aimed to conduct structural modeling of death anxiety and self-acceptance based on psychological flexibility with the mediating role of self-compassion in elderly residents of nursing homes in Nowshahr and Chalous counties. The research method was descriptive-correlational. The statistical population included all individuals aged 60 and above residing in daily nursing homes in Nowshahr and Chalous counties from February 2024 to August 2024 (N = 232). Given the limited population size, a census sampling method was employed, and the research questionnaires were distributed to all individuals in the population. Ultimately, due to incomplete questionnaires, data from 215 completed questionnaires were analyzed (n = 215). The research instruments included the Templer Death Anxiety Scale (1970), the Unconditional Self-Acceptance Questionnaire by Chamberlain and Haaga (2001), the second edition of the Acceptance and Action Questionnaire by Bond et al. (2007), and the Self-Compassion Scale by Neff (2003). Path analysis findings indicated that the indirect path between cognitive flexibility and death anxiety, mediated by self-compassion, was statistically significant (β = -0.639, p < 0.01). Additionally, the indirect path between cognitive flexibility and self-acceptance, mediated by self-compassion, was also statistically significant (β = 0.769, p < 0.01). Therefore, the structural modeling of death anxiety and self-acceptance based on psychological flexibility with the mediating role of self-compassion in elderly residents of daily nursing homes in Nowshahr and Chalous counties exhibited a good fit. The findings of this study can serve as a guide for developing a comprehensive therapeutic model to enhance psychological well-being in the elderly.

This study aimed to investigate the relationship between childhood adversity and cognitive flexibility, and to examine the moderating role of mindfulness in this relationship. The study employed a descriptive correlational design and was conducted with a sample of 380 adult participants from Tehran, selected based on the Morgan and Krejcie table. Standardized tools were used to measure the variables: the Cognitive Flexibility Inventory (CFI) to assess cognitive flexibility, the Five Facet Mindfulness Questionnaire (FFMQ) to assess mindfulness, and the Childhood Trauma Questionnaire–Short Form (CTQ-SF) to measure childhood adversity. Data were analyzed using SPSS-27 for descriptive statistics and Pearson correlation, and AMOS-21 for structural equation modeling (SEM). Model fit indices and path coefficients were used to evaluate the direct, indirect, and total effects of the variables within the proposed model. Pearson correlation analysis revealed that cognitive flexibility was significantly positively correlated with mindfulness (r = .59, p < .001) and significantly negatively correlated with childhood adversity (r = –.44, p < .001). Additionally, mindfulness was negatively associated with childhood adversity (r = –.36, p < .001). Structural equation modeling confirmed that the proposed model had a good fit (χ²/df = 1.78, RMSEA = 0.044, CFI = 0.96, TLI = 0.95). Direct path analysis showed that childhood adversity had a significant negative effect on cognitive flexibility (β = –0.36, p < .001) and mindfulness (β = –0.39, p < .001), while mindfulness had a significant positive effect on cognitive flexibility (β = 0.48, p < .001). The indirect effect of childhood adversity on cognitive flexibility through mindfulness was also significant (β = –0.19, p < .001), indicating partial mediation. The total effect of childhood adversity on cognitive flexibility was strong and negative (β = –0.55, p < .001). The findings suggest that mindfulness plays a critical buffering role in preserving cognitive flexibility among individuals with a history of childhood adversity, highlighting the potential value of mindfulness-based interventions in promoting cognitive and emotional resilience.

This study aimed to examine the predictive value of health consciousness and distress tolerance on rehabilitation self-efficacy. Rehabilitation self-efficacy is crucial for successful recovery, and understanding its determinants can inform the development of effective interventions. A cross-sectional design was employed, involving 217 participants recruited from rehabilitation centers. The sample size was determined based on the Morgan and Krejcie table. Standardized questionnaires were used to assess rehabilitation self-efficacy, health consciousness, and distress tolerance. Pearson correlation and linear regression analyses were conducted to examine the relationships between variables using SPSS version 27. Descriptive statistics indicated that the mean scores for rehabilitation self-efficacy, health consciousness, and distress tolerance were 3.85 (SD = 0.72), 4.10 (SD = 0.65), and 3.67 (SD = 0.80), respectively. Pearson correlation analysis showed significant positive correlations between rehabilitation self-efficacy and both health consciousness (r = 0.48, p < 0.001) and distress tolerance (r = 0.52, p < 0.001). The regression model was significant (F(2, 214) = 65.41, p < 0.001) and explained 38% of the variance in rehabilitation self-efficacy (R² = 0.38). Health consciousness (B = 0.36, β = 0.30, p < 0.001) and distress tolerance (B = 0.43, β = 0.37, p < 0.001) were both significant predictors of rehabilitation self-efficacy. The findings indicate that both health consciousness and distress tolerance significantly predict rehabilitation self-efficacy. These results underscore the importance of integrating psychological resilience and health awareness into rehabilitation programs to enhance patient outcomes. Future research should explore these relationships longitudinally and experimentally, while practitioners should focus on boosting these factors in rehabilitation settings.

This study aims to investigate the relationships between parental overprotection, family flexibility, and family adjustment. It seeks to determine how family flexibility and adjustment predict levels of parental overprotection. A cross-sectional design was used with a sample of 224 parents of children aged 5-18 years, selected based on the Morgan and Krejcie table. Participants completed standardized questionnaires measuring parental overprotection, family flexibility, and family adjustment. Data were analyzed using Pearson correlation and linear regression analyses with IBM SPSS Statistics Version 27 to explore the relationships between the variables and to identify significant predictors of parental overprotection. Descriptive statistics indicated mean scores of 28.35 (SD = 5.76) for parental overprotection, 45.23 (SD = 6.48) for family flexibility, and 52.67 (SD = 7.34) for family adjustment. Pearson correlation analyses revealed significant negative correlations between parental overprotection and family flexibility (r = -0.45, p < .001), and between parental overprotection and family adjustment (r = -0.52, p < .001). Regression analysis showed that family flexibility and family adjustment significantly predicted parental overprotection, accounting for 32% of the variance (R² = 0.32, adjusted R² = 0.31, F(2, 221) = 52.38, p < .001). Multivariate regression results indicated that both family flexibility (B = -0.31, p < .001) and family adjustment (B = -0.41, p < .001) were significant predictors. The findings suggest that higher levels of family flexibility and adjustment are associated with lower levels of parental overprotection. Interventions aimed at enhancing family adaptability and overall adjustment could potentially mitigate overprotective parenting behaviors, promoting healthier family dynamics and better psychological outcomes for children.

This study aimed to investigate the roles of relationship jealousy and metacognitive beliefs in predicting relationship forgiveness among individuals in romantic relationships. A cross-sectional design was employed, involving 278 participants recruited through convenience sampling. Participants completed self-report measures including the Relationship Forgiveness Scale, the Multidimensional Jealousy Scale, and the Metacognitions Questionnaire-30. Descriptive statistics were calculated for each variable. Pearson correlation coefficients were used to examine the relationships between the dependent variable (relationship forgiveness) and the independent variables (relationship jealousy and metacognitive beliefs). A linear regression analysis was conducted to determine the predictive power of jealousy and metacognitive beliefs on forgiveness. Descriptive statistics revealed mean scores of 3.52 (SD = 0.84) for relationship forgiveness, 2.78 (SD = 0.93) for relationship jealousy, and 3.14 (SD = 0.76) for metacognitive beliefs. Correlation analysis showed a significant negative relationship between relationship forgiveness and jealousy (r = -0.42, p < .001) and a significant positive relationship between forgiveness and metacognitive beliefs (r = 0.36, p < .001). The regression model indicated that jealousy and metacognitive beliefs significantly predicted relationship forgiveness, accounting for 27% of the variance (F(2, 275) = 50.64, p < .001). The study concludes that higher levels of relationship jealousy are associated with lower levels of forgiveness, while adaptive metacognitive beliefs are linked to greater forgiveness. These findings highlight the importance of addressing both emotional and cognitive factors in promoting forgiveness and enhancing relationship satisfaction. Future research should explore these relationships longitudinally and consider cultural influences. Interventions targeting jealousy reduction and cognitive restructuring may be beneficial in fostering forgiveness in romantic relationships.

The objective of this study was to investigate the relationships between team conflict, work burnout, and role ambiguity in organizational settings. Specifically, it aimed to determine how work burnout and role ambiguity contribute to team conflict. This cross-sectional study involved 171 participants from various organizational settings. The sample size was determined using the Morgan and Krejcie table. Data were collected through structured questionnaires measuring team conflict, work burnout, and role ambiguity. Pearson correlation analysis was conducted to explore the relationships between variables, while linear regression analysis was used to assess the predictive power of work burnout and role ambiguity on team conflict. All data analyses were performed using SPSS version 27. Descriptive statistics revealed moderate levels of team conflict (M = 3.45, SD = 0.89), high levels of work burnout (M = 4.12, SD = 1.01), and moderate to high levels of role ambiguity (M = 3.87, SD = 0.94). Pearson correlation results indicated significant positive relationships between team conflict and work burnout (r = 0.53, p < 0.001), and between team conflict and role ambiguity (r = 0.47, p < 0.001). Regression analysis showed that work burnout and role ambiguity significantly predicted team conflict, explaining 40% of the variance (R² = 0.40, F(2, 168) = 55.03, p < 0.001). Both work burnout (B = 0.35, p < 0.001) and role ambiguity (B = 0.29, p < 0.001) were significant predictors. The study highlights the significant impact of work burnout and role ambiguity on team conflict within organizations. Addressing these factors through clear role definitions and comprehensive stress management programs can help mitigate team conflict and improve organizational effectiveness. Future research should explore these relationships longitudinally and consider additional moderating variables.

This study aims to investigate the relationships between job satisfaction, role ambiguity, and psychological capital among employees. Specifically, it examines how role ambiguity negatively impacts job satisfaction and how psychological capital positively influences job satisfaction. Understanding these relationships can provide valuable insights for organizational strategies to enhance employee well-being and performance. A cross-sectional design was employed, with data collected from 212 participants across various organizations. The sample size was determined using the Morgan and Krejcie table to ensure adequate statistical power. Participants completed validated scales measuring job satisfaction, role ambiguity, and psychological capital. Data analysis included Pearson correlation to examine the relationships between variables and linear regression to identify the predictors of job satisfaction. All analyses were conducted using SPSS-27. Descriptive statistics indicated moderate to high levels of job satisfaction (M = 3.75, SD = 0.82) and psychological capital (M = 4.12, SD = 0.75), and moderate levels of role ambiguity (M = 2.45, SD = 0.91). Pearson correlation results showed a significant negative relationship between role ambiguity and job satisfaction (r = -0.52, p < 0.001) and a significant positive relationship between psychological capital and job satisfaction (r = 0.67, p < 0.001). Regression analysis revealed that role ambiguity negatively predicted job satisfaction (B = -0.34, β = -0.31, p < 0.001), while psychological capital positively predicted job satisfaction (B = 0.59, β = 0.53, p < 0.001). The study confirms that reducing role ambiguity and enhancing psychological capital are crucial for improving job satisfaction among employees. These findings align with existing literature, emphasizing the importance of clear job roles and strong psychological resources in fostering a positive work environment. Organizations should prioritize role clarity and invest in developing psychological capital to boost employee satisfaction and overall organizational performance.

This study aims to develop a comprehensive curriculum planning model for teaching social and emotional skills by identifying key components that enhance the effectiveness of social-emotional learning (SEL) in educational settings. Given the increasing recognition of SEL’s role in student well-being and academic success, this research seeks to address gaps in existing SEL curricula by proposing an integrative framework that aligns emotional and social competency development, pedagogical strategies, and institutional support. This qualitative study employed a semi-structured interview approach, gathering insights from 30 participants, including educators, curriculum developers, and policymakers from Tehran. A purposive sampling method was used, and data collection continued until theoretical saturation was achieved. Thematic analysis was conducted using NVivo 24, following a three-stage coding process: open coding to identify initial themes, axial coding to group related themes, and selective coding to develop overarching categories. The model was constructed based on these findings, ensuring a structured approach to SEL curriculum planning. The results revealed three primary dimensions essential for SEL curriculum planning: emotional and social competency development, pedagogical strategies for classroom implementation, and institutional and community support. Key themes included the necessity of teacher training, the role of resilience and emotional regulation, the importance of experiential learning, and the integration of SEL within educational policies. Participants emphasized that effective SEL programs require structured frameworks that support students’ emotional well-being, foster positive relationships, and provide real-world applications for social-emotional skills. This study contributes to the field of SEL by proposing a curriculum planning model that addresses critical gaps in current SEL frameworks. By emphasizing teacher preparedness, experiential learning, and institutional integration, the model provides a structured approach to embedding SEL in education systems. Future research should explore the long-term impact of this model on student development and learning outcomes.

The present study aimed to conduct structural modeling of death anxiety and self-acceptance based on psychological flexibility with the mediating role of self-compassion in elderly residents of nursing homes in Nowshahr and Chalous counties. The research method was descriptive-correlational. The statistical population included all individuals aged 60 and above residing in daily nursing homes in Nowshahr and Chalous counties from February 2024 to August 2024 (N = 232). Given the limited population size, a census sampling method was employed, and the research questionnaires were distributed to all individuals in the population. Ultimately, due to incomplete questionnaires, data from 215 completed questionnaires were analyzed (n = 215). The research instruments included the Templer Death Anxiety Scale (1970), the Unconditional Self-Acceptance Questionnaire by Chamberlain and Haaga (2001), the second edition of the Acceptance and Action Questionnaire by Bond et al. (2007), and the Self-Compassion Scale by Neff (2003). Path analysis findings indicated that the indirect path between cognitive flexibility and death anxiety, mediated by self-compassion, was statistically significant (β = -0.639, p < 0.01). Additionally, the indirect path between cognitive flexibility and self-acceptance, mediated by self-compassion, was also statistically significant (β = 0.769, p < 0.01). Therefore, the structural modeling of death anxiety and self-acceptance based on psychological flexibility with the mediating role of self-compassion in elderly residents of daily nursing homes in Nowshahr and Chalous counties exhibited a good fit. The findings of this study can serve as a guide for developing a comprehensive therapeutic model to enhance psychological well-being in the elderly.