Showing 3 results for Talepasand
Nasim Ahmadi, Siavash Talepasand, Eshagh Rahimianboogar,
Volume 17, Issue 1 (6-2019)
Abstract
Background and Aim: The aim of the present study was to investigate the relationship of hope and life satisfaction with students bullying and bullying victimization with the mediating role of school connectedness.
Materials and Methods: This was a cross-sectional study, the statistical population being high school students of Tehran city in the school year 2015-16. A sample of 300 students was selected using the stratified random sampling method. The data collection tools were the Snyder’s hope scale, Diener et al. life satisfaction scale, Waters and Cross School Connectedness scale and the Espelage and Holt Bullying scale. The hypothetical model was analyzed using path analysis with the LISREL8.57 software.
Results: Analysis of the data showed the following: 1. Hope and life satisfaction had a structural positive direct effect on school connectedness; 2. Life satisfaction had a direct negative effect on bullying; 3. Bullying had a direct effect on bullying victimization; 4. School connectedness had no direct effect on students bullying and bullying victimization. 5. Life satisfaction had an indirect effect on bullying victimization through bullying; 6. Finally, the indirect effects of hope and life satisfaction on bullying and bullying victimization through school connectedness were not confirmed.
Conclusion: In can be concluded that life satisfaction is a facilitating factor for the school connectedness, serving as a protective factor against bullying. Hope and school connectedness may act as protecting factors in the prevention of bullying.
Afzal Akbari Balootbangan, Siavosh Talepasand, Ali Mohammad Rezaei, Eshagh Rahimian Boogar,
Volume 17, Issue 2 (9-2019)
Abstract
Background and Aim: In recent years bullying behaviors among school adolescent have risen and have raised concerns for psychologists, teachers and their families around the world. The use of bullying control methods in schools is important. Therefore, the purpose of this study was to evaluate the effectiveness of bullying control training program on health promotion behaviors in bullying adolescents in Tehran.
Materials and Methods: The statistical population consisted of students aged 12 to 17 years old in public schools in Tehran. A total of 40 subjects (20 controls and 20 experimental groups) were randomly assigned into two groups of experimental and control groups. Using a pilot, pre-test, post-test and one month follow up with the control group, Hartler's bullying questionnaire and health promotion behaviors were implemented on both groups. Then, experimental testing of bullying control training was performed in 8 sessions on the experimental group and after the completion of the sessions the post-test was presented to both groups. After that, a month's follow-up was carried out. For data analysis, multivariate analysis of repeated measurements was performed using SPSSV22 software.
Results: The results showed that the cognitive-behavioral bullying control training program on health promotion behaviors between the two groups was significantly different in three stages (p<0.05).
Conclusion: According to the results of this study, bullying control education can be effective on health promotion behaviors of adolescents aged 12 to 17 years and can be used to improve their health. Parents, teachers, managers and other professionals can learn from these trainings.
Monire Mohammadinezhad Motlagh, Siavash Talepasand, Eshagh Rahimian Bouger,
Volume 19, Issue 2 (9-2021)
Abstract
Background and Aim: The aim of this study was to investigate the effectiveness of emotional working memory education on the ability to control emotions and cognitive emotion regulation in women hurt by infidelity.
Materials and Methods: This was a pre-test, post-test and follow-up single-blind intervention study. From among the women hurt by infidelity referring to the Social Emergency Department of Sabzevar City, Iran between September and January 2021, a sample of 42 were randomly selected and assigned to either an experimental (n = 21) or a control group (n = 21). They completed 2 questionnaires, namely, an Inhibition of Emotions Questionnaire (27) and a Cognitive Emotion Regulation Questionnaire (29), initially and after the intervention. The education was carried out in 20 sessions using emotional working memory education software (32). The data were analyzed using the repeated measures multivariate analysis of variance.
- : Analysis of the data showed that emotional working memory education can affect the ability to control emotions and regulate cognitive emotion in women hurt by infidelity.
- : A complementary treatment strategy for controlling emotions and cognitive emotion regulation in women hurt by infidelity is emotional work-based education. Practical implications of the findings of this study were discussed.
