Ensiyeh Sadeghi; Ilnaz Sajjadian; Mohamad Ali Nadi
Abstract
This study aimed comparison of the effectiveness of mindfulness-based compassion and mindfulness-based cognitive therapy education on students' dysfunctional attitudes, self-control, and mental health. This study was a semi-experimental study with a pre-post-test and follow-up design with the control ...
Read More
This study aimed comparison of the effectiveness of mindfulness-based compassion and mindfulness-based cognitive therapy education on students' dysfunctional attitudes, self-control, and mental health. This study was a semi-experimental study with a pre-post-test and follow-up design with the control group. Forty-five students of Islamic Azad University, Chalus Branch, were selected through the convenience method and randomly replaced in two intervention groups (15 people) and one control group. (15 people). Participants in the intervention groups participated for eight weeks (90 minutes each session) in mindfulness-based compassion and mindfulness-based cognitive therapy. The control group did not receive any intervention during this period. All participants were assessed before, after, and one month after the interventions with Goldberg Health Questionnaires, Weizmann's &Beck's Dysfunctional Attitudes, and Tangeni Self-Control Scale. The collected data analyzed using the Repeated Measure of Variance. The results showed both intervention groups had a significant difference with the control group in the scores of dysfunctional attitude, mental health, and self-control. A comparison of mindfulness-based compassion and mindfulness-based cognitive therapy indicated no significance between the two groups' scores of dysfunctional attitude, mental health, and self-control in pre, post-test, and follow up stages. According to this study's findings, mindfulness, based cognitive therapy, and mindfulness-based compassion effectively improved dysfunctional attitudes, mental health, and self-control of students.
Marjan Razvani; Ilnaz sajjadian
Abstract
The aim of this research was to determine the mediator role of self-compassion in the effect of personality traits on positive psychological functioning among female university students of Isfahan city. For this purpose from among female students of Isfahan university, Isfahan University of Medical Science ...
Read More
The aim of this research was to determine the mediator role of self-compassion in the effect of personality traits on positive psychological functioning among female university students of Isfahan city. For this purpose from among female students of Isfahan university, Isfahan University of Medical Science and Islamic azad University of Isfahan(khorasgan) at second term of 2014-2015 and on the basis of determination table of sample size, (Kohen et al) 378 subjects were selected. The subjects responded to Neo Personality (Costa & McCrae), Self-compasion (Neff), Subjective Happiness (Lepper & Lyubomirsky), Optimism (Scheier & Carrer), Intellectuality (Ardelt), and Positive Affect (Watson, Clark & Tellegen) questionnaires. According to the results self-compassion mediated the effect of personality traits (neoroticism and extraversion) on positive psychological functions. The results of this study can help university administrators advance educational programs to increase self- compassion and positive psychological functions in students and improve their academic performance.
Reihaneh Honarmand Zadeh; Ilnaz Sajjadian
Abstract
This study was conducted to investigate the effectiveness of positive group intervention on psychological well-being, resiliency and happiness of foster care adolescent girls under the surveillance of Isfahan Welfare Organization. The study was a quasi-experimental research and conducted through the ...
Read More
This study was conducted to investigate the effectiveness of positive group intervention on psychological well-being, resiliency and happiness of foster care adolescent girls under the surveillance of Isfahan Welfare Organization. The study was a quasi-experimental research and conducted through the pre-test, post-test, and follow up design with control group. By using purposeful sampling method, 3 centers were selected in Autumn and Winter 2015 and from among them 30 foster care adolescent girls were selected based on inclusion criteria and assigned to the experimental and the control group randomly (15 personseach group). The experimental group received 10 sessions of 90 minutes’ positive group intervention, but the control group received no intervention. All subjects completed the Psychological Well-being Scale (Riff), Resilience Scale (Connor & Davidson) and Oxford Happiness Inventory (Argyle, Martin & Crossland) at the pre-test and post-test as well as after 45 days at the follow-up stages, The results of multivariate covariance indicated significant and considerable increase in the psychological well-being, resiliency and happiness in the experimental’ as compared with the control group at the post-test stage. These results were maintained in the 45 days’ follow-up stage, too. Based on the results of the present study, positive intervention can be used for improvement of psychological well-being, resiliency, and happiness in foster care adolescent girls.
