KMAN Counseling & Psychology Nexus

The present study aimed to examine the effectiveness of cognitive-behavioral family therapy on communication skills, family functioning, and conflict resolution styles in couples with an insecure attachment style in the city of Ramsar. This study was a quasi-experimental research with a pretest-posttest design and a control group. The statistical population included all couples experiencing marital problems who had referred to the Counseling Center of the Health and Treatment Network of Ramsar County in 2023. The sample consisted of 30 couples who were selected using convenience sampling and were randomly assigned to experimental and control groups. The questionnaires used for data collection from the sample included the Relationship Scales Questionnaire by Griffin and Bartholomew (1994), the Revised Communication Skills Questionnaire by Queendom (2004), the Family Assessment Device by Epstein et al. (1983), and the Conflict Tactics Scale by Straus et al. (1979). The experimental group participated in eight sessions of couple therapy based on the cognitive-behavioral approach. The research findings were analyzed using covariance analysis. The results indicated a significant difference in the posttest scores of communication skills, family functioning, and conflict resolution styles between the experimental and control groups at the significance level of (P < 0.01). Therefore, cognitive-behavioral family therapy is an effective method for improving communication skills, family functioning, and conflict resolution styles in couples with an insecure attachment style.

The aim of this study was to examine the effectiveness of intensive short-term psychodynamic therapy on feelings of frustration and psychological hardiness in Iranian immigrants. This study employed a quasi-experimental design with a pre-test, post-test, and two-month follow-up, along with a control group. The statistical population consisted of Iranian immigrants who met the inclusion criteria. A total of 30 participants were randomly assigned to experimental and control groups (15 participants in each group). Research instruments included the Frustration Scale by Gilbert and Allen and the Psychological Hardiness Scale by Kobasa. Data were analyzed using repeated-measures analysis of variance in SPSS version 25. Findings indicated that intensive short-term psychodynamic therapy significantly reduced feelings of frustration and increased psychological hardiness in the experimental group compared to the control group (P<0.01). Moreover, these changes remained stable at the follow-up stage. The results of this study suggest that psychodynamic therapy can have a positive impact on reducing feelings of frustration and enhancing psychological hardiness in Iranian immigrants. Accordingly, it is recommended that this therapeutic approach be utilized to improve the mental health of immigrant individuals.

The present study was conducted with the aim of providing a model for training environmental protection attitudes in schools. This research is developmental-applied in terms of its objective and a cross-sectional survey in terms of methodology. Given the research implementation method, the statistical population of this study included all public school teachers in Tehran (42,248 individuals). To determine the sample size, 250 individuals were selected as the sample. The data analysis method involved a validated questionnaire, which was distributed, and quantitative data were collected. For quantitative data analysis in this study, confirmatory factor analysis was used to test the model. The obtained results led to the categorization of factors influencing the training of environmental attitudes into the components of attitude, insight, behavior, and skills, as well as internal and external dimensions.

This article aims to explore the impact of educational psychology on the development and implementation of innovative pedagogies. It seeks to understand how psychological theories and research can inform teaching methods to enhance student learning outcomes, engagement, and adaptability in a rapidly evolving educational landscape. The study employs a comprehensive literature review, analyzing theoretical frameworks and empirical studies within educational psychology that support innovative teaching practices. It also includes case studies and practical examples of how these pedagogies are applied in diverse educational settings. The findings highlight the effectiveness of integrating technology, reflexive pedagogy, and personalized learning experiences into teaching methods. Innovative pedagogies, grounded in educational psychology theories such as TPACK, Self-Determination Theory, and constructivist approaches, show significant potential in improving student motivation, engagement, and learning outcomes. The integration of educational psychology into pedagogical practices offers a promising avenue for enhancing the effectiveness of teaching and learning processes. Future research should focus on interdisciplinary approaches, longitudinal studies, and the global applicability of these methods to further refine and expand the impact of innovative pedagogies in education.

The aim of this study was to compare psychological empowerment and moral distress in male and female nurses in District 6 of Tehran. The study population included all nurses working in hospitals in District 6 of Tehran in 2024. Using an exploratory method and referring to similar previous studies, the sample size was determined to be 60 participants (30 female nurses and 30 male nurses), selected through simple random sampling and assigned to the groups. The research instruments included the Spreitzer Psychological Empowerment Questionnaire and the Hamric et al. Moral Distress Questionnaire. The obtained data were analyzed using SPSS version 26 software in two sections: descriptive statistics (measures of dispersion, frequency, and charts) and inferential statistics (multivariate analysis of variance). The results of the statistical analysis indicated that the significance level obtained for psychological empowerment and moral distress in male and female nurses was less than 0.05. Therefore, the research hypothesis was accepted, and the null hypothesis was rejected. Thus, it can be concluded that there is a significant difference in psychological empowerment and moral distress between male and female nurses. Based on the results, there is a significant difference in psychological variables such as psychological empowerment and moral distress between male and female nurses in District 6 of Tehran, which is highly important.

The present study aimed to compare the effectiveness of the central nervous system reorganization method (Doman-Delacato) and neurofeedback on improving reading skills in children with dyslexia. This research is applied in terms of its objective and is a quasi-experimental study with a pre-test, post-test, and control group design in terms of the nature of the data. The statistical population included all students aged 10 to 13 with reading disorders who attended the Omid Learning Disorders Center in Quchan during the 2019–2020 academic year. The sample consisted of 45 participants selected through convenience sampling based on inclusion and exclusion criteria and randomly assigned to three groups: experimental group 1 (15 participants), experimental group 2 (15 participants), and a control group (15 participants). Data collection was conducted using the Reading and Dyslexia Test by Karami Nouri and Moradi (2005). Before implementing the independent variables, namely the central nervous system reorganization method (Doman-Delacato) and neurofeedback, the participants in all three groups were assessed using a pre-test measuring reading skills in children with dyslexia. Experimental group 1 underwent the central nervous system reorganization method (Doman-Delacato), and experimental group 2 underwent neurofeedback training, while no independent variable was applied to the control group. At the end of the intervention, the dependent variable (reading skills in children with dyslexia) was measured in all three groups using a post-test. For statistical analysis, parametric one-way analysis of variance (ANOVA) and repeated measures ANOVA were performed using SPSS software. The results of the ANOVA test, conducted to examine differences in mean scores between the groups at the pre-test, post-test, and follow-up stages for reading skills, revealed no statistically significant differences between the groups at any stage (p > 0.05). However, the results of the repeated measures ANOVA indicated that over time, significant differences in mean scores were observed in the Doman-Delacato and neurofeedback groups (p < 0.05), while no significant difference was found over time in the control group. The findings of the study and the hypotheses testing demonstrated that the central nervous system reorganization method (Doman-Delacato) and neurofeedback are effective approaches for improving reading skills in children with dyslexia.

The present study aimed to compare the effectiveness of group schema therapy and mindfulness-based stress reduction (MBSR) on psychological symptoms and resilience in individuals seeking divorce. The research method was a quasi-experimental design with a pre-test, post-test, and a control group, along with a three-month follow-up period. The statistical population included individuals seeking divorce who referred to Family Court Complex No. 2 in Velenjak, Tehran, between December 2023 and March 2024, totaling 501 individuals. A sample of 60 eligible participants was selected based on inclusion and exclusion criteria using convenience sampling and was randomly assigned to two experimental groups and one control group (each group consisting of 20 individuals). The data collection instruments included the Depression, Anxiety, and Stress Scale (DASS) (Lovibond & Lovibond, 1995) and the Connor-Davidson Resilience Scale (CD-RISC) (Connor & Davidson, 2003). All three groups underwent a pre-test using the research instruments. Then, group schema therapy and MBSR interventions were separately administered to their respective experimental groups over eight 90-minute sessions, while the control group was placed on a waitlist. Upon completion of the interventions, a post-test was conducted for both experimental and control groups, followed by a follow-up test three months later. The data were analyzed using repeated-measures analysis of covariance (ANCOVA). The findings indicated that both group schema therapy and MBSR significantly impacted psychological symptoms and resilience in individuals seeking divorce (p < .05). The results of the Scheffé test demonstrated a statistically significant difference in the effectiveness of the two interventions on psychological symptoms (p < .05; MD = 2.50), with MBSR being more effective than group schema therapy in reducing psychological symptoms. However, there was no statistically significant difference between the two interventions regarding resilience enhancement (p > .05; MD = 2.97), suggesting that both therapies equally contributed to increasing resilience. The effects remained stable at the three-month follow-up. This study suggests that group schema therapy and MBSR can significantly help reduce psychological disorders such as stress, anxiety, and depression while enhancing resilience in individuals undergoing divorce.

This study examines the impact of family psychological functioning on the quality and progress of English language learning skills in children with disabilities, highlighting the role of emotional support and family dynamics in second language acquisition. The study employed a descriptive-correlational design, utilizing a survey method to collect data from 223 parents of children with disabilities aged 8 to 12 years in Tehran. The Family Assessment Device (FAD) was used to measure family psychological functioning, while the TOEFL Primary Test assessed English language learning quality and progress. Pearson correlation analysis was conducted to determine the relationship between the dependent and independent variables, and linear regression analysis was performed to assess the predictive power of family psychological functioning on language learning outcomes. Data analysis was conducted using SPSS-27. The results indicated a significant positive correlation between family psychological functioning and English language learning quality (r = 0.61, p < 0.01) and progress (r = 0.58, p < 0.01). Regression analysis confirmed that family psychological functioning significantly predicted both English learning quality (β = 0.53, p < 0.001) and progress (β = 0.49, p < 0.001). Children from emotionally supportive families demonstrated higher motivation, better vocabulary acquisition, and improved language retention, while those from psychologically distressed families exhibited lower engagement and slower progress in English learning. The study underscores the critical role of family psychological well-being in facilitating second language acquisition among children with disabilities. Emotional support and structured family engagement significantly enhance English language learning quality and progress, suggesting the need for family-centered interventions in language education policies.