درخت حوزه‌های تخصصی

Objective: The purpose of this research was to evaluate the effectiveness of an educational program based on the threats and opportunities of remote work for dual-career couples during the COVID-19 pandemic on work-family conflict and its dimensions. Method: This was a quantitative, applied research employing a quasi-experimental design, utilizing a pre-test/post-test with a control group. The sample consisted of dual-career couples from Kerman city who sought counseling for various reasons. Collaboration was negotiated with a private counseling center, and agreements were made. Couples scoring above the cutoff on the prepared questionnaires were purposively selected, resulting in 20 couples who were then randomly assigned to either the experimental group (10 couples) or the control group (10 couples). The experimental group underwent the educational program while the control group received no training. The data collection instrument was the work-family conflict questionnaire by Carlson et al. (2000). Data in the quantitative section were analyzed using repeated measures analysis of variance with the help of SPSS software. Findings: Given that the computed F-value for the effect of groups on work-family conflict and its dimensions was statistically significant at the 5% level (p < .05), it can be concluded that there was a significant difference between the experimental and control groups after the intervention, and the intervention significantly impacted work-family conflict and its dimensions. The Benferroni post-hoc test indicated that the effects of the educational program based on opportunities and threats of remote work on work-family conflict and its dimensions showed suitable stability during the follow-up phase. Conclusion: Therefore, it can be concluded that the educational package derived from the lived experiences of dual-career couples during the quarantine period of the COVID-19 outbreak was effective on the dimensions of work-family conflict among couples, and this effect was also stable in the follow-up phase.

Objective: This study aimed to compare the effectiveness of integrated behavioral couple therapy and schema-focused couple therapy on conflict resolution styles among conflicting couples in Shiraz. Methods: The research employed a quasi-experimental design with pre-test, post-test, and one-month follow-up. The statistical population included all conflicting couples who visited the Fajr Counseling Center in Shiraz in 2022, from whom 45 couples were selected through convenience sampling and randomly assigned to three groups: integrated behavioral couple therapy, schema-focused couple therapy, and a control group. The Rahim Conflict Resolution Styles Questionnaire was used as the measurement tool. Experimental group one underwent a 16-session program of integrated behavioral couple therapy, and experimental group two a 13-session program of schema-focused couple therapy, while the control group was placed on a waiting list. Data were analyzed using repeated measures analysis of variance. Findings: Results indicated that both interventions, integrated behavioral couple therapy and schema-focused couple therapy, were effective in addressing conflict resolution styles. There was a difference in the effectiveness of integrated behavioral couple therapy and schema-focused couple therapy on conflict resolution styles. Conclusion: Based on the findings, both treatments are effective for couples' conflict resolution styles, but the effectiveness of integrated behavioral couple therapy is reported to be more effective.

Objective: The aim of the present study was to test the structural model of relationships between personality pathology dimensions and cyberbullying mediated by contingent self-worth in adolescent girls. Methods: This study was tested using the structural equation modeling method. The statistical population of this research included all adolescent female students in District 2 of Tehran during the 2020-2021 academic year. According to the data obtained from the Tehran Department of Education, their total number was 145,398. Based on Michel’s criteria (1993) and using multi-stage cluster sampling, 300 participants were selected as the sample. They responded to the Contingent Self-Worth Questionnaire by Crocker et al. (2003), the Cyberbullying Questionnaire by Antoniadou et al. (2016), and the short form of the Personality Inventory for DSM-5 (PID-5-BF). SPSS.22 and AMOS.22 software were used for data analysis. Findings: The findings from testing the structural model showed that the direct effect of abnormal personality on contingent self-worth was (-0.33), on cyberbullying (0.26), and the direct effect of contingent self-worth on cyberbullying was (-0.40). Contingent self-worth mediated the relationship between abnormal personality and cyberbullying, with the indirect effect of this relationship being (0.13) (P<0.01). Overall, the results indicated that the tested model had a good fit with the conceptual model (RMSEA=0.06; GFI=0.91). Conclusion: It can be concluded that contingent self-worth mediates the relationship between dimensions of abnormal personality and cyberbullying.