1395 22 3 86 251

اثربخشی درمان مبتنی بر پذیرش و تعهد بر کاهش اجتناب شناختی دانش آموزان دارای اختلال یادگیری خاص The Effect of Acceptance and Commitment Therapy in Decreasing Cognitive Avoidance Among Students with Specific Learning Disorder (SLD) 1 1 اهداف هدف این پژوهش، بررسی اثربخشی درمان مبتنی بر پذیرش و تعهد بر کاهش اجتناب شناختی دانش‌آموزان دارای اختلال یادگیری خاص بود.  مواد و روش ها پژوهش به شیوه­ آزمایشی و با طرح پیش‌­آزمون و پس‌­آزمون با گروه کنترل اجرا شد. جامعه آماری شامل کلیه دانش‌آموزان پسر دارای اختلال یادگیری خاص کلاس پنجم ابتدایی بود که در سال تحصیلی 94-1393 در شهر اردبیل مشغول به تحصیل بودند. نمونه پژوهش شامل 40 نفر از این دانش‌آموزان بود که به ‌روش نمونه‌گیری خوشه‌ای چند مرحله‌ای انتخاب و به صورت تصادفی در دو گروه آزمایش و گواه گمارده شدند (20 نفر برای هر گروه). برای جمع‌آوری داده‌­ها از آزمون ریاضی کی‌­مت، آزمون هوشی ریون، آزمون خواندن شفیعی و همکاران، آزمون بیان نوشتاری فلاح چای، پرسشنامه‌ اجتناب شناختی و مصاحبه تشخیصی بر اساس DSM-5 استفاده شد. برای تحلیل داده ها از آزمون آماری تحلیل کوواریانس چند متغیری (MANCOVA) استفاده شد.  یافته ها نتایج نشان داد که آموزش مبتنی بر پذیرش و تعهد باعث کاهش معنی‌­داری در اجتناب شناختی دانش‌آموزان دارای اختلال یادگیری خاص شده است (001/0P<).  نتیجه گیری درمان پذیرش و تعهد با آگاه کردن افراد از هیجانات منفی و کمک به آن­‌ها درپذیرش این هیجانات، موجب کاهش اجتناب شناختی افراد شد. 2 Objectives The purpose of this research was to study the effect of acceptance and commitment therapy in decreasing cognitive avoidance among students with Specific Learning Disorder. Methods This was an experimental study with pre-test, post-test, and a control group. The research population included 40 5th-grade male students suffering from Specific Learning Disorder in Ardabil in 2015. The research sample was selected using multi-step cluster sampling and random assignment classified into two groups: experimental group (n=20) and control group (n=20). The following tools were used for data collection: Kay Math Mathematic Test, Raven Intelligence Test, Reading Test of Shafiei et al., Falahchay Writing Expression, Cognitive Avoidance Questionnaire, and Diagnostic Interview Based on DSM-5. The data were analyzed by multivariate of covariance analysis (MANCOVA) model.  Results The results revealed that the acceptance and therapy was effective in decreasing cognitive avoidance in students suffering from Specific Learning Disorder (P<0.001). In other words, acceptance and commitment therapy help the people to be aware of their negative emotions and accept them to reduce cognitive avoidance. Conclusion The results of this research showed that since acceptance and commitment therapy can have a significant impact on the acceptance of emotions and confrontation with them, this treatment can play an eminent role in decreasing cognitive avoidance in such students. 166 175 2015/12/3 1394/9/12 2016/05/31 1395/3/11 حسن میرزاحسینی Hassan Mirzahosseini دکترای روانشناسی عمومی، استادیار، گروه روانشناسی، دانشکده علوم انسانی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران. ایران سعید پورعبدل Saeed Pourabdol دانشجوی دکترای تخصصی روانشناسی بالینی، گروه روانشناسی بالینی، دانشکده علوم انسانی، دانشگاه شاهد، تهران، ایران. ایران saeed.pourabdol@yahoo.com ناصر صبحی قراملکی Nasser Sobhi Gharamaleki دکترای روانشناسی، دانشیار، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه محقق اردبیلی، اردبیل، ایران . ایران شهزاد سراوانی Shahzad Saravani دانشجوی دکترای روانشناسی تربیتی، گروه روانشناسی، دانشکده علوم انسانی، واحد قم، دانشگاه آزاد اسلامی، قم، ایران. ایران Specific learning disorder Cognitive avoidance Acceptance and commitment اختلال یادگیری خاص اجتناب شناختی پذیرش و تعهد Gorman J. Emotional disorders and learning disabilities in elementary classes Ardabil: Nikamooz Publication; 2003. [Persian]##Diagnostic and statistical manual of mentaldisorders 5th ed. Washington: American Psychiatric Association Publication; 2013.##Sexton KA., and Dugas MJ. (2008). An investigation of the factors leading to cognitive avoidance in worry. Concordia University, Quebec, Canada.##Lavy EH, van den Hout MA. Cognitive avoidance and attentional bias: Causal relationships. Cogn Ther Res. 1994; 18(2), 179-191.##Bogels SM. Mansell W. Attentional processes in the maintenance and treatment of social phobia : Hyper vigilance, avoidance and self- focused attention. Clin Psychol Rev. 2004; 24(7): 827-856.##Fehm L. and Margraf J. Thought suppression: specify in agrophobia versus broad impairement in social phobia? Behav Res Ther. 2002; 40(1):57-66.##Ottenbreit N, Dobson K. Avoidance and depression: The construction of the cognitive behavioral avoidance scale. Behav Res Ther. 2004;42(3):293-313.## Clark DM, McManus F. Information processing in social phobia. Biol Psychiatr. 2009;51(1):92-100.##Danahy L, Stopa L. Post event processing in social anxiety. Behav Res Ther. 2010;45(5):1207-19## Foa A, Franklin M, Perry K, Herbert J. Cognitive biases in generalized social phobia. J of Abnorm Psycho. 1996;105(14):433-9.## Kashdan TB, Roberts JE. Social anxiety, depression and post event rumination: Affective consequences and social contextual influences. J of Anxi Disord. 2004; 21: 284-301.##Pourabdol S, Sobhi-Gharamaleki N, Abbasi M. A comparison of Cognitive failures, Alexithymia and Cognitive avoidance in students with and without specific learning disorder. J Meth psycho models. 2016;6(20):55-71.##Stapinski LA, Abbott MJ, Rapee RM. Evaluating the cognitive avoidance model of generalised anxiety disorder: Impact of worry on threat appraisal, perceived control and anxious arousal. Behav Res Ther. 2010;48(10):1032-40.##Olatunji BO, Moretz MW, Zlomke KR. Linking cognitive avoidance and GAD symptoms: The mediating role of fear of emotion. Behav Res Ther. 2010;48(5):435-41.## McEvoy PM, Moulds ML, Mahoney AEJ. Mechanisms driving pre- and post-stressor repetitive negative thinking: Metacognitions, cognitive avoidance, and thought control. J Behav Ther Exp Psy. 2013;44(1):84-93.##Roditi D, Robinson ME. The role of psychological interventions in the management of patients with chronic pain. Psychol Res Behav Manage. 2011;4:41-9.## Hayes SC. Acceptance and commitment therapy, relational frame theory, and the third wave of behavioral and cognitive therapies. Behav Ther. 2004;35(4):639-665.## Forman EM, Herbert JD. New directions in cognitive behavior therapy: acceptance based therapies, chapter to appear in w. o’donohue, je. fisher, (eds), cognitive behavior therapy: Applying empirically supported treatments in your practice, 2nd ed. Hoboken,NJ: Wiley;2008:263-265.##Hayes SC, Strosahl KD, Wilson K. Measuring experiential avoidance: A preliminary test of aworking model. Psychol Rec. 2004; 54: 553−78.##Swain J, Hancock K, Hainsworth C, Bowman J. Mechanisms of change: Exploratory outcomes from a randomised controlled trial of acceptance and commitment therapy for anxious adolescents. J Con Behav Sci. 2015;4(1):56-67.##Halliburton AE, Cooper LD. Applications and adaptations of Acceptance and Commitment Therapy (ACT) for adolescents. J Context BehavSci. 2015;4(1):1-11.##Hakimpoor S. Effectiveness of acceptance / commitment to academic burnout and math anxiety among sixth grade students in Ardabil [ Master of Clinical Psychology]: Islamic Azad University of Ardabil; 2014. [Persian]##Narimani M, Abbasi M, Abolgasemi A, Ahadi B, Sheikhi S. A study comparing the effectiveness of acceptance/commitment by emotional regulation training on adjustment in students with dyscalculia. J Educ Sch Stud. 2013;4:1-25. [Persian]##Delavar A. Theoretical and Scientific Principles of Research in Human and Social Sciences. Tehran: Roshd Publications; 2001. [Persian]##Shafiei B, Tavakol S, Alinia L, Marasy M, Sedaghati L, Froughi R. Designing and Construction of a Screening Test to Diagnose Reading Disorder among 1st to 5th Grade Primary School Students in Isfahan City. J Medic Sci. 2008;17(2):53-60. [Persian]##Esmaeili M, Hooman H. Conformity and Normalization of Kay-Math Iranian Mathematic Test. J Res Domain Excep Child. 2002(6):323-32. [Persian]##Mohmmad esmaiel E, Homan H. Adaptation and standardization of Kay-Math Mathematic Test. Res Excep Child. 2002;2(4):323-32. [Persian]##Fallahchay H. To Study Reading and Writing Disorders among Primary School Students [Thesis for MA in Public Psychology]: Teacher Training University; 1994.##Seyyed Abbaszade M, Ganji M, Shirzade A. To Study the Relationship between Intelligence and Educational Progress of 3rd Degree Elite Guidance Schools Students in Ardabil City [Thesis for MA in Public Psychology]. Ardabil Management and Planning Organization;2003. [Persian]##Bassak-Nejad S, Moini N, Mehrabizadeh-Honarmand M. The relationship between post event processing and cognitive avoidance with social anxiety among students. J Behav Sci. 2010;4(4):335-40.##Thompson BL, Luoma JB, Terry CM, LeJeune JT, Guinther PM, Robb H. Creating a peer-led acceptance and commitment therapy consultation group: The Portland model. J Contex Behav Sci. 2015;4(3):144-50.##Trompetter HR, Bohlmeijer ET, Fox J-P, Schreurs KMG. Psychological flexibility and catastrophizing as associated change mechanisms during online Acceptance & Commitment Therapy for chronic pain. Behav Res Ther. 2015;74:50-9##Raftery-Helmer JN, Moore PS, Coyne L, Reed KP. Changing problematic parent-child interaction in child anxiety Disorders: The promise of Acceptance and commitment therapy (ACT). J Contex Behav Sci.Article JCBSD1400026.##Kennedy AE, Whiting SW, Dixon MR. Improving novel food choices in preschool children using acceptance and commitment therapy. J Context Behav Sci. 2014;3(4):228-35.## ##

اثربخشی روش درمانی پاسخ محور بر میزان سؤال پرسیدن کودکان دارای اختلال طیف اوتیسم: پژوهش مورد منفرد Effectiveness of the Pivotal Response Treatment on the Degree of Question-Asking of Children With Autism Spectrum Disorder: A Single-Subject Research 1 1 اهداف پژوهش حاضر با هدف بررسی اثربخشی روش درمانی پاسخ محور بر میزان سؤال پرسیدن کودکان دارای اختلال طیف اوتیسم انجام گرفت.  مواد و روش ها جامعه آماری پژوهش شامل کلیه کودکان دارای اختلال طیف اوتیسم بود که به موسسه مشاوره و درمان اوتیسم امید باور در شهر تهران مراجعه می‌کردند. از بین این کودکان، سه کودک زیر 6 سال با روش نمونه‌گیری هدفمند انتخاب شدند. روش پژوهش از نوع مورد منفرد با طرح A-B بود. بدین منظور، پس از موقعیت خط پایه، مداخله آغاز شد و آزمودنی‌ها، 12 جلسه‌ آموزش سؤال پرسیدن با استفاده از روش درمانی پاسخ محور را دریافت کردند. متغیر وابسته (بهبود سؤال پرسیدن) از طریق دو مشاهده‌گر به دقت اندازه‌گیری شد.  یافته ها نتایج تحلیل دیداری نمودار داده‌ها نشان می‌دهد که مداخله در هر سه آزمودنی اثربخش بوده است. درصد داده‌های غیرهمپوشی (PND) در دو موقعیت خط پایه و مداخله برای سه شرکت‌کننده به ترتیب 83%، 100% و 67% بود.  نتیجه گیری با توجه به اهمیت آغازگری سؤال پرسیدن در برقراری ارتباط و تعاملات اجتماعی، پیشنهاد می‌شود که این روش در مراکز درمانی کودکان مبتلا به اختلالات طیف اوتیسم به کار گرفته شود. 2 Objectives One of the prevalent problems in children with autism spectrum disorder is that they face problem related to social initiation and initiation in questions asking. The present study aimed to investigate the effectiveness of the Pivotal Response Treatment  on the degree of question-asking of children with autism spectrum disorder.   Methods The research population included all children with autism spectrum disorder who were referred to the Omid Bavar Institute for Counseling and Treatment of Autism in Tehran. Accordingly, three children below 6 years were selected as the sample using purposive sampling. The research method was a single subject with an A-B design. To conduct the research, after the position of baseline, intervention started and during 12 sessions, training "how to ask" was presented to the subjects using Pivotal Response Treatment . The dependent variable (improving Question-Asking) was measured attentively by two observers.   Results After visual analysis of the charts of data, the intervention in the three subjects was found to be effective. The percentage non-coverage data in the two situations of baseline and intervention was 83%, 100% and 67% respectively.   Conclusion Regarding the significance of initiation in Question-Asking, it is suggested that this method should be applied in treatment centers for children with autism spectrum disorder. 176 187 2015/12/32015/05/7 1394/2/17 2016/05/312016/05/15 1395/2/26 صمد عظیمی گروسی Samad Azimi Garousi دانشجوی کارشناسی ارشد، گروه روانشناسی کودکان استثنایی، دانشکده روانشناسی و علوم تربیتی، دانشگاه تهران، تهران، ایران. ایران smd.azimi@gmail.com احمد عابدی Ahmad Abedi دکترای روانشناسی، دانشیار، گروه روانشناسی کودکان با نیازهای خاص، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران. ایران علیرضا محسنی اژیه Alireza Mohseni Ezhiyeh کارشناس ارشد، گروه روانشناسی کودکان با نیازهای خاص، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران. ایران ناهید وکیلی زاده Nahid Vakilizadeh کارشناس ارشد، گروه روانشناسی کودکان با نیازهای خاص، دانشکده علوم تربیتی و روانشناسی، دانشگاه اصفهان، اصفهان، ایران. ایران Autistic disorder Pivotal response treatment Questions asking اختلال طیف اوتیسم؛ درمان پاسخ محور؛ سؤال پرسیدن American Psychiatric Association. Diagnostic and statistical manual of mental disorders.5thed. Arlington, Virginia. APA; 2013.##Koegel LK, Koegel RL, Green-Hopkins I, Barnes CC. Brief report: Question-asking and collateral language acquisition in children with autism. J Autism Dev Disord. 2010;40(4):509-15. ##Newman B. Self-management of initiations by students diagnosed with autism. Anal verbal behav. 2005;21(1):117. ##Warreyn P, Roeyers H, Van Wetswinkel U, De Groote I. Temporal coordination of joint attention behavior in preschoolers with autism spectrum disorder. J Autism Dev Disord. 2007;37(3):501-12.##Koegel LK. Interventions to facilitate communication in autism. J Autism Deve Disord. 2000;30(5):383-91.##Koegel RL, Koegel LK. The PRT Pocket Guide: Pivotal Response Treatment for Autism Spectrum Disorders: ERIC; 2012.##Koegel LK, Camarata SM, Valdez-Menchaca M, Koegel RL. Setting generalization of question-asking by children with autism. Am J Ment Retard. 1997;102(4):346-57.##Kearsley GP. Questions and question asking in verbal discourse: A cross-disciplinary review. J Psycholinguistic Res. 1976;5(4):355-75.##Oke NJ, Schreibman L. Training social initiations to a high-functioning autistic child: Assessment of collateral behavior change and generalization in a case study. J Autism Dev Disord. 1990;20(4):479-97.##Koegel LK, Koegel RL, Frea WD, Fredeen RM. Identifying early intervention targets for children with autism in inclusive school settings. Behav Modif. 2001;25(5):745-61.##Harper CB, Symon JBG, Frea WD. Recess is time-in: Using peers to improve social skills of children with autism. J Autism Dev Disord. 2008;38(5):815-26..##Koegel RL, Koegel LKE. Teaching children with autism: Strategies for initiating positive interactions and improving learning opportunities: Paul H Brookes Publishing; 1995.##Koegel LK, Ashbaugh K, Koegel RL, Detar WJ, Regester A. Increasing socialization in adults with asperger’s syndrome. Psychol Sch. 2013;50(9):899-909.##Volkmar FR, Lord C, Bailey A, Schultz RT, Klin A. Autism and pervasive developmental disorders. J Child Psychol Psychiatry. 2004;45(1):135-70.##Peck CA. Increasing opportunities for social control by children with autism and severe handicaps: Effects on student behavior and perceived classroom climate. J Assoc Pers Sev Handicaps. 1985.##Mundy P, Crowson M. Joint attention and early social communication: Implications for research on intervention with autism. Journal of Autism and Developmental disorders. 1997;27(6):653-76.##Mundy P, Sigman M, Kasari C. A longitudinal study of joint attention and language development in autistic children. J Autism Dev Disord. 1990;20(1):115-28.##Koegel RL, Bradshaw JL, Ashbaugh K, Koegel LK. Improving question-asking initiations in young children with autism using pivotal response treatment. J Autism Dev Disord. 2014;44(4):816-27. ##Huskens B, Verschuur R, Gillesen J, Didden R, Barakova E. Promoting question-asking in school-aged children with autism spectrum disorders: Effectiveness of a robot intervention compared to a human-trainer intervention. Dev Neurorehabili. 2013;16(5):345-56.##Koegel LK, Singh AK, Koegel RL. Improving motivation for academics in children with autism. J Autism Dev Disord. 2010;40(9):1057-66.##Smith T, Eikeseth S, Klevstrand M, Lovaas OI. Intensive behavioral treatment for preschoolers with severe mental retardation and pervasive developmental disorder. Am J Ment Retard. 1997;102(3):238-49.##Koegel RL, Kern Koegel L. Pivotal Response Treatments for Autism: Communication, Social, and Academic Development: ERIC; 2006.##Koegel LK, Koegel RL, Shoshan Y, McNerney E. Pivotal response intervention II: Preliminary long-term outcome data. Res Pract Persons Severe Disabil. 1999;24(3):186-98.##Pourmohamadreza-Tajrishi, M. Rajabi Shamami, B. Haghgoo, H. Pivotal Response Training (PRT) on Children with Autism, 2013;8(121): 56-61.##Gast DL, Ledford JR. Single-subject research methodology in behavioral sciences: Routledge; 2009. ##Gilliam JE. Gilliam Autism Rating Scale: Examiner’s Manual: Pro-ed; 1995.##Ahmadi S, Safari T, Hemmatian M, Khalili Z. The psychometric properties of gilliamautism rating scale (GARS), 2011;1(1): 87-104. [Persian]##Hassanzade S, Minayi A. Adaption and language development test TOLD-P:3 for children Tehrani Persian language (part I). J Research on Exception Children 2002; 1(2): 34-119. [Persian]##Doggett RA, Krasno AM, Koegel LK, Koegel RL. Acquisition of multiple questions in the context of social conversation in children with autism. J Autism Dev disord. 2013;43(9):2015-25.##Koegel LK, Carter CM, Koegel RL. Teaching children with autism self-initiations as a pivotal response. Top Lang Disord. 2003;23(2):134-45.##Wetherby AM, Prutting CA. Profiles of communicative and cognitive-social abilities in autistic children. J Speech Lang. Hear. Res. 1984;27(3):364-77.##Boucher J, Bigham S, Mayes A, Muskett T. Recognition and language in low functioning autism. J Autism Dev Disord. 2008;38(7):1259-69.##Chiang H-M, Carter M. Spontaneity of communication in individuals with autism. J Autism Dev Disord. 2008;38(4):693-705.##Perkins MR, Dobbinson S, Boucher J, Bol S, Bloom P. Lexical knowledge and lexical use in autism. J Autism Dev Disord. 2006;36(6):795-805.##Rogers SJ. Interventions that facilitate socialization in children with autism. J Autism Dev Disord. 2000;30(5):399-409. ##Nelson C, Nelson AR, McDonnell AP, Johnston SS, Crompton A. Keys to play: A strategy to increase the social interactions of young children with autism and their typically developing peers. Edu Train Dev Disabil. 2007: 42(2), 165–181.##Rajabi Shamami B, Pourmohamadreza-Tajrishi M, Haghgoo H, Vosouqi A, Biglarian A. The Effect of Pivotal Response Training (PRT) on Behavioral Problems of 4-6 years Old Children with Autism. Journal of Rehabilitation. 2014;14(6):50-8.##Pourmohamadreza-Tajrishi M, Rajabi Shamami B, Haghgoo H. Pivotal Response Training (PRT) in Children with Autism Specrum Disorder. Journal of Exceptional Education. 2013; 13(121): 56-61.## ##

تأثیر تمرینات ویژه انفرادی، گروهی و مشارکتی بر عملکرد شناختی کودکان مبتلا به اختلال هماهنگی رشدی 12-9 سال Effect of Individual, Group and Cooperative Special Practices on the Cognitive Function of Children Aged 9-12 Years With Development Coordination Disorder 1 1 اهداف پژوهش حاضر با هدف تعیین تأثیر تمرین‎های ویژه انفرادی، گروهی و مشارکتی بر عملکرد شناختی کودکان 12-9 ساله مبتلا به اختلال هماهنگی رشدی انجام گرفت.  مواد و روش ها 40 نفر از دانش‌آموزان پسر 12-9 سال از مدارس ابتدایی شهر مشهد انتخاب شدند. تشخیص اختلال هماهنگی رشدی با استفاده از پرسش‎نامه ارزیابی اختلال هماهنگی رشدی ونسخه ارزیابی کلی حرکت درکودکان، مصاحبه بالینی و تأیید روان‌پزشک صورت گرفت. شرکت‌کنندگان به صورت تصادفی به چهار گروه (کنترل، انفرادی، گروهی و مشارکتی که از دو زیرگروه تشکیل شده بود) تقسیم شدند. گروه‌ها، تمرین‎های منتخب را به مدت 24 جلسه و هر جلسه 60 دقیقه انجام دادند. آزمودنی‌ها قبل و بعد از تمرینات به وسیله آزمون‌های ارزیابی کلی حرکت درکودکان و آدمک گودیناف ارزیابی شدند.  یافته ها تحلیل داده‌ها با استفاده از تحلیل کواریانس چند متغیره صورت گرفت. نتایج نشان داد تمرینات ویژه انفرادی، گروهی و مشارکتی بر اختلال هماهنگی رشدی و عملکرد شناختی کودکان تأثیر معنا‌دار دارد (05/0>P).  نتیجه گیری به نظر می‎رسد که برنامه‌های تمرینی ویژه انفرادی، گروهی و مشارکتی به بهبود اختلال هماهنگی رشدی و عملکرد شناختی در کودکان مبتلا به اختلال هماهنگی رشدی کمک می‌کند. 2 Objectives The purpose of this research was to determine the effect of the special individual, group and cooperative exercises on the cognitive function of children.   Methods Forty boy students aged 9–12 years were chosen from elementary schools of Mashhad. The diagnosis of development coordination disorder,  was done using Development Coordination Disorder Questionnaire (DCDQ), Movement Assessment Buttery for Children -2 Test, clinical interview and confirmation of a psychiatrist. Participants were randomly divided into four groups (control, individual, group, and cooperative which include two groups in below). They trained with one trainer for 24 sessions, and each session lasted for about 60 minutes. Before and after the exercises, the test groups were evaluated by MABC2 and Goodenough dummy test. Results Data analyses were done using multivariate covariance. The results showed that special individual, group and cooperative exercises had a significant effect on development coordination disorder (P<0.05) and cognitive performance of development coordination disorder children (P<0.05).    Conclusion In conclusion, special individual, group and cooperative exercises can help to improve the development coordination disorder and cognitive performance in development coordination disorder children. 188 199 2015/12/32015/05/72015/10/14 1394/7/22 2016/05/312016/05/152016/06/1 1395/3/12 جواد زارعی Javad Zarei دانشجوی دکتری، گروه رفتار حرکتی، پردیس بین‌الملل، دانشگاه فردوسی مشهد، مشهد، ایران. ایران حمیدرضا طاهری Hamidreza Taheri دکترای تربیت بدنی، استاد، گروه رفتار حرکتی، دانشکده علوم ورزشی، دانشگاه فردوسی مشهد، مشهد، ایران. ایران hamidtaherii@gmail.com مهدی سهرابی Mehdi Sohrabi دکترای تربیت بدنی، استادیار،گروه تربیت بدنی، دانشکده علوم انسانی و اجتماعی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران. ایران عبدالله قاسمی Abdollah Ghasemi دکترای تربیت بدنی، استادیار،گروه تربیت بدنی، دانشکده علوم انسانی و اجتماعی، واحد علوم و تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران. ایران Development coordination disorder Individual Group Cooperative Cognitive اختلال هماهنگی رشدی انفرادی گروهی مشارکتی عملکرد شناختی Polatajko HJ, Cantin N. Developmental coordination disorder (dyspraxia): An overview of the state of the art. Seminars in Pediatric Neurology. 2005; 12(4): 250-258.##Henderson SE, Barnett AL. The classification of specific motor coordination disorders in children: Some problems to be solved. Human Movement Science. 1998;17(4): 449-69.##Baghernia R, Mohammadizadeh M. Prevalence of developmental coordination disorder in 3to11-year-old children in Iran. Research in Rehabilitation Sciences. 2012; 9(6):2-3 [Persian]##Chen IC, Tsai PL, Hsu YW, Ma HI, Lai HA. Everyday memory in children with developmental coordination disorder. Res Dev Disabil. 2013; 34(1): 687-94##Bar-Or O. A commentary to children and fitness: A public health perspective. Research Quarterly for Exercise and Sport. 1987; 58(4): 304-307. ##Fliers E, Rommelse N, Vermeulen SH, Altink M, Buschgens CJ, Faraone SV, Sergeant JA, Franke B, Buitelaar JK. Motor coordination problems in children and adolescents with ADHD rated by parents and teachers: Effects of age and gender. Journal of Neural Transmission. 2008; 115(2): 211-220.##Roulstone S. Exploring interventions for children and young people with speech, language and communication needs: A study of practice. 2012##Ferguson GD, Jelsma D, Jelsma J, Smits-Engelsman BC. The efficacy of two task-orientated interventions for children with Developmental Coordination Disorder: Neuro-motor Task Training and Nintendo Wii Fit training. Research in developmental disabilities. 2013; 34(9): 2449-2461.##Rahmani, M. Pilates exercises effect on improving cognitive performance of elderly disabled man in Kermanshah. Journal of Motor Learning. 2014; 6(3): 347-363. [Persian]##Behpaxho A, Soleimani M, Lavasani M. The effectiveness of social skills training on social adjustment and academic performance of slow-learning students. Journal of Educational Innovations. 2010;33(9):163-170 Academic Center. [Persian]##Asonitou K, Koutsouki D, Kourtessis T, Charitou S. Motor and cognitive performance differences between children with and without developmental coordination disorder (DCD). Research in developmental disabilities.2012; 33(4): 996-1005.##Reboyi h. What developmental disorders or DCD?2012.##Roshd Occupational Theropy Institute.Availableat.www.rcnrc.com.2016 [Persian]##Verret C, Guay MC, Berthiaume C, Gardiner P, Béliveau L. A physical activity program improves behavior and cognitive functions in children with ADHD: An exploratory study. Journal of Attention Disorders. 2010 Sep 13.##Zahedi P, Alizadeh H. Executive functions in children with and without DCD Cognitive Science News. 2004;3,4(6):1-8. [Persian]##Mmarmoqhadam M. The impact of a training program on working memory of children with Attention Deficit / Hyperactivity. 2015. Ferdowsi University of Mashhad.57-67 [Persian]##Salman Z, Sheikh M, S. NARAGHI Maryam, Arab Ameri goddess, Aghapour SM. The effect of perceptual-motor exercises on motor ability of students with developmental coordination disorder in Tehran’s elementary schools.Jornal of Development and Motor Learning ‎2009;1(2):47-63 . [Persian]##Asadidost N . The effect of sensory integration and motor skill training perceptual motor problem of dyslexic children in first grade to third grade Isfahan, Isfahan University School of Psychological and Educational Sciences. Master’s Thesis .Univ Esfahan2008.(Persian)##Farhadi A, Poretemad HR. Indicators of aggression in draw-a-man test in 9 years boys. Journal of Fundamentals of Mental Health. 1999;10(39): 199-207 [Persian]##Amini H, Jabri M. The effect of gymnastics on the neuropsychological characteristics of children with DCD. Growth and motor learning magazine. 2015; 7(2): 2-10 [Persian]##Rivilis I, Hay J, Cairney J, Klentrou P, Liu J, Faught BE. Physical activity and fitness in children with developmental coordination disorder: A systematic review. Research in developmental disabilities. 2011; 32(3): 894-910.##Ghasemi A, Rezaee M. Development of motor coordination in children and its application in the fields of research work. Science and Research. 1998; 159-191 [Persian]##Haga M. Physical fitness in children with high motor competence is different from that in children with low motor competence. Physical therapy. 2009; 89(10): 1089-1097.##U.S. Department of Health and Human Services. Healthy People 2000: National Health Promotion and Disease Prevention Objectives-Nutrition Priority Area. Nutrition Today. 1990 Nov 1;25(6):29-39.##Wigal SB, Emmerson N, Gehricke JG, Galassetti P. Exercise: Applications to childhood ADHD. Journal of attention disorders. 2012 Aug 3:1087054712454192.##Kashi A, Sarlak Z, Naghibi S. The effect of exercise training package on processing speed and reduced mental and neurological complications in men with Down syndrome. Journal of Motor Behavior and Physical Education Institute. 2012; (14): 66-47 [Persian]##Rommel AS, Halperin JM, Mill J, Asherson P, Kuntsi J. Protection from genetic diathesis in attention-deficit/hyperactivity disorder: Possible complementary roles of exercise. Journal of the American Academy of Child & Adolescent Psychiatry. 2013; 52(9): 900-910.##Mosalman M, Shaykh M, Seyf NM, Arab E. The effect of perceptual-motor exercises on motor abilities of children with developmental coordination disorder Tehran’s elementary schools. Quarterly learning and development of motor-sport (movement) 2011;3(7):47-63 [Persian]##CROCK RV, Horvat M, McCarthy ER. Reliability and concurrent validity of the movement assessment battery for children. Perceptual and motor skills. 2001; 93(1): 275-280. ##Kang KD, Choi JW, Kang SG, Han DH. Sports therapy for attention, cognitions and sociality. International journal of sports medicine. 2011; 32(12): 953-959.##Sohrabi M, Fooladian J. Developmental, physical activity and motor development in children than adult”Publications growth:2010.20 -21. [Persian]##Makvandi M ,Behnamiyoshha.IQ tests, scale Weiland, both social development, human drawing Goodenough, Ahvaz.2003.p.5-64[Persian]##Bussing R, Fernandez M, Harwood M, Hou W, Garvan CW, Eyberg SM, Swanson JM. Parent and teacher SNAP-IV ratings of attention deficit hyperactivity disorder symptoms psychometric properties and normative ratings from a school district sample. Assessment. 2008; 15(3): 317-328.##Abbott RA, Smith AJ, Howie EK, Pollock C, Straker L. Effects of home access to active videogames on child self-esteem, enjoyment of physical activity, and anxiety related to electronic games: Results from a randomized controlled trial. GAMES FOR HEALTH: Research, Development, and Clinical Applications. 2014; 3(4): 260-266.##Rodger S, Ziviani J, Watter P, Ozanne A, Woodyatt G, Springfield E. Motor and functional skills of children with developmental coordination disorder: A pilot investigation of measurement issues. Human movement science. 2003; 22(4): 461-478.##Valiniya Z, Heyrani A, Yazdanbakhsh K. The effect of eight weeks of cognitive-motor training on motor capabilities of children with developmental coordination disorder. Motor behavior and sports psychology 2015; 5(2):2-10. [Persian]##Moradi H, Khodashenas A, Sohrabi M, Shayan noshAbadi A. Effect of sensory and motor functions of the program Spark in children with developmental coordination disorder, Ferdowsi University of Mashhad, 2016; 19(5) : 391-398. [Persian]##Pesce C, Crova C, Cereatti L, Casella R, Bellucci M. Physical activity and mental performance in preadolescents: Effects of acute exercise on free-recall memory. Mental Health and Physical Activity. 2009; 2(1): 16-22.##Smyth MM, Anderson HI. Coping with clumsiness in the school playground: Social and physical play in children with coordination impairments. British Journal of Developmental Psychology. 2000; 18(3): 389-413.##Kosari S, Hemayat-talab R, Arab E. The impact of physical activity on the development of fine motor skills in children with attention deficit/ hyperactivity (ADHD).Motor behavior research on sport science 2011;4(11):99-115.[Persian]##Amozadeh F, Shetab-Boshheri N, Mahdipor E. The effect of school games on the growth of the movement skills of students with ADHD. Journal of Lorestan University of Medical Sciences. 2013;15(1):83-91. [Persian]##Fazel J. The effect of school games on retarded childrens’ social growth. Iranian Journal of Health Education and Health Promotion. 2015; 3(3): 268-275 [Persian]##Smits-Engelsaman BO, Blank R, Vanderkaay AC, Mosterd-vander Meijs RI, Vlugt-vanden Brand EL, Polatajko HJ, Wilson PH. Efficacy of interventions to improve motor performance in children with developmental coordination disorder: A combined systematic review and meta-analysis. Developmental Medicine & Child Neurology. 2013; 55(3): 229-237.##Gillberg C, Kadesjö B. Why bother about clumsiness? The implications of having developmental coordination disorder (DCD). Neural plasticity. 2003; 10(1-2): 59-68.##Cantell M, Crawford SG. Physical fitness and health indices in children, adolescents and adults with high or low motor competence. Human movement science. 2008; 27(2): 344-362.##Asonitou K, Koutsouki D, Charitou S. Motor skills and cognitive abilities as a precursor of academic performance in children with and without DCD. Procedia-Social and Behavioral Sciences. 2010; 5: 1702-1707.##Samadi Yazdi, Nazem zadeghan H, Hadiyanfard H. Reliability, validity and standardization of assessment tests in 7 to 8 year old children’s motor. Master’s Thesis .Univ Shiraz, 2015.[Persian]## ##

مقایسه کارکردهای اجرایی مغز در کودکان دارای اختلال بیش‎فعالی و نقص توجه با کودکان دارای اختلال بیش‌فعالی نقص توجه همراه با اضطراب Comparing Executive Cognitive Functions of Brain in Two Groups of ADHD Children With and Without Anxiety 1 1 اهداف هدف پژوهش حاضر مقایسه کارکردهای اجرایی مغز در دوگروه از کودکان دارای اختلال نقص توجه/ بیش‎فعالی دارای اضطراب یا فاقد اضطراب بود.  مواد و روش ها در این مطالعه مقطعی-مقایسه‎ای، 15 کودک و نوجوان مبتلا به بیش‎فعالی/ نقص توجه بدون اضطراب و 15 کودک و نوجوان مبتلای دارای اضطراب، از بین بیماران مراجعه‎کننده به مراکز روان‎پزشکی سه منطقه تهران (مناطق یک، سه و نُه) و با توجه به نتایج حاصل از تکمیل مصاحبه نیمه ساختاریافته تشخیص اختلالات روانپزشکی کودک ونوجوان (K-SADS)، پرسش‎نامه کانرز-فرم والد و مقیاس تجدیدنظرشده اضطراب آشکار کودکان (RCMAS) انتخاب شدند. سپس آزمون‎های برج لندن و ویسکانسین در دو گروه اجرا شدند و نتایج حاصل با استفاده از آزمون تحلیل واریانس تک متغیری مورد ارزیابی قرار گرفت. یافته ها یافته‎ها نشان دادند که میان کارکردهای اجرایی مغز کودکان (قدرت حل مسأله و تصمیم‎گیری؛ انعطاف‎پذیری ذهنی و تفکر انتزاعی؛ قدرت مهار و تکانش‎گری) دارای اختلال نقص توجه/ بیش‎فعالی و دارای نقص توجه/ بیش‎فعالی همراه با اضطراب، تفاوت وجود دارد (05/0=p). نتیجه گیری اضطراب بیمارگون موجب کاهش خطرپذیری، عدم مپهار و تکانش‎گری در افراد دارای اختلال نقص توجه/ بیش‎فعالی می‎شود و تفکر انتزاعی را بهبود می‎بخشد. اما در قدرت تصمیم‎گیری و حل مسأله این افراد، اختلال جدی ایجاد می‎کند. 2 Objectives This study was conducted to compare the executive cognitive functions of the brain in two groups of Attention Deficit Hyperactivity Disorder (ADHD) children with and without anxiety. Methods In this cross-sectional comparative study,15 children with ADHD and 15 children with ADHD and anxiety were compared in terms of executive functions. The study population was chosen from patients in three region of Tehran city (one, three and nine regions) through clinical interviews and questionnaires (Kiddie-Schedule for Affective Disorders and Schizophrenia (K-SADS), ADHD Rating Scale, Kaners, Revised Children's Manifest Anxiety Scale (RCMAS). The executive functions were evaluated using the Tower of London Test (TOL) and Wisconsin Card Sorting Test (WSCT).  Results The results showed a significant difference between ADHD children with and without comorbid anxiety (P=0.05) in terms of executive cognitive functions of the brain (problem-solving and decision making, impulsivity, and abstract thinking).    Conclusion In this study, it was found that children with ADHD and anxiety are better in abstract thinking and flexibility and impulse control (they had fewer errors in WSCT) because anxiety can control risk-taking behaviors and impulsivity, but they have more deficits in decision making. 200 211 2015/12/32015/05/72015/10/142015/10/27 1394/8/5 2016/05/312016/05/152016/06/12016/06/13 1395/3/24 ثاره فلاطونی Sareh Falatooni کارشناس ارشد، گروه روان‎شناسی بالینی، دانشکده علوم تربیتی، واحد گرمسار، دانشگاه آزاد اسلامی، گرمسار، ایران. ایران علیرضا پیرخائفی Alireza Pirkhaefi دکترای روان‎شناسی بالینی، استادیار، گروه روان‎شناسی بالینی، دانشکده علوم تربیتی، واحد گرمسار، دانشگاه آزاد اسلامی، گرمسار، ایران. ایران E-mail: alirezapirkhaefi@yahoo.com نسرین دودانگی Nasrin Dodangi فوق تخصص روان‎پزشکی کودک و نوجوان، استادیار، گروه روان‎شناسی بالینی، دانشگاه علوم بهزیستی و توانبخشی، تهران، ایران. ایران Attention deficit Hyper activity disorder Anxiety Executive functions اختلال بیش‎فعالی/ نقص توجه اضطراب کارکردهای اجرایی Sadock JM. Kaplan and Sadock’s synopsis of Psychiatry, Behavioral sciences/ clinical psychiatry,Amazon. 11th edition. 2015.201-210##Mereugliana M. What is ADHD? Pediatric clinic of America. 2003; 46: 831–843.##Rhodes SM, Coghill DR, Matthews K. Neoropsychological functioning in stimulant – naïve boys with hyperkinetic disorder. Psychol Med. 2005; 35: 1109–1120.##Dowson JH, Blackwell AD, Turner DC, Harvey E, Malhorta T, Robbins TW, Sahakian BJ. Questionair for rating attention deficit/ hyperactivity disorder (ADHD) in adults are associated with spatial working memory. Eur Psychiatry. 2007; 22: 256–263.##Goldberg MC, Mostofsky SH, Cutting LE, Mahone EM, Astor BC, Denckela MB, et al. Subtle executive impairement in children with autism and children with ADHD. Journal of Autism and Developmental Disorder. 2005; 35(3): 279-293.##Biderman J. ADHD across the life cycl., Biological Psychiatry. 1997; 42: 295–297.##Tannock R, Puruis KL & Schachar RJ. Narrative abilitties in children with ADHD and normal peers. Journal of Abnormal Child Psychiatry. 2007; 21(1): 103–117.##Sergeant JA, Geurts H, Oosterlaan J. How specific is a deficit of executive functioning for attention-deficit/hyperactivity disorder? Behavioural Brain Research. 2007; 130: 3-28.##Garoon DE, Moore C, Young B. Decision making in ADHD disorder. Child Psychiatry Jornal. 2013; 46: 37-40##Nigg JT, Blaskey L, Huang-Pollack C, Rappley MD. Neuropsychological executive functions and ADHD DSM-IV subtypes. Journal of the American Academy of Child and Adolescent Psychiatry. 2002; 41: 59–66.##Hilman, P. Pearlman, Emotional Intelligences as Basis of Treatment for Adolescents Diagnosed with Oppositional Defiant Disorder.2008. Available on line: http: proquest.Umi.com##- Barkel ,K. murise , A. Oppositional Defiant Disorder: Information for School Nurses. The Journal of School Nursing,2006. 109-119##Reinolds ,D. Richmond , S. Evaluation of a Brief Group Parent Training Intervention in the Context of an After- School Program for Middle- School Students. University of South Carolina. 1996. Available on line: http: proquestUmi.com##– Volarich ML, Lambert W, Doffing MA, Bickman L , Simmons T , Worley K. psychometric properties of the ADHD diagnostic parent rating scale in a riffered population. J pediatre psychol. 2003 ;28(8):559- 68## M ghasemi.L saberi. R alirezaiee.Role of anxiety and depression in ADHD disorder in shahrekord. the fifth psychosomatic congress [persian].1932##Reynolds CR & Richmond BO. Revised Children’s Manifest Anxiety Scale (RCMAS) Manual. Western Psychological Services‚ Los Angeles. 1994.##Taghavi SM. Validation of child anxiety scale for different educational levels in shiraz. Social science magazine in shiraz university. 1384; 45: 179- 188 [persian]##Mashhadi A, Soltanishal R, Mirdoraghi F, Bahrami B. Psychological specification of RCMAS. Practical psychology. 1390; 6(1): 70-87 [persian]##GP. Parent and teacher ratings of ADHD syptoms. Psychometric properties in a community based sample. J Clin Child Psychol. 1991; 20: 205-245.##Zhang S, Faries DE, Vowls M, Michaelson D. ADHD rating scale: Psychometric properties from a multinatural study as a clinician administered instrument. Int J Methods psychiatr Res. 2005; 14(4): 186- 201.##Willcutt EG, Doyle AE, Nigg JT, Faraone SV & Pennington BF. Validity of the executive function theory of Attention-Deficit/Hyperactivity Disorder: A meta– analytic review. Biological Psychiatry. 2005; 57(11): 1336–1346##Baron IS. Neuropsychological evaluation of the child. New York: Oxford University press. 2004.##Shallice T. Specific impairments of planning. Philosophical Transactions of the Royal Society of London. Series B: Biological Sciences.1982; 298: 199–209.##Krikorian R, Bartok J, Gay N. Tower of London procedure: A standard method and developmental data. Journal of Clinical and Experimental Neuropsychology. 2002; 16: 840–850.##Culbertson WC, Zillmer EA. The Tower of London DX. A standardized approach to assessing executive functioning in children. Archives of Clinical Neuropsychology. 2003; 13: 285-301.##Boghi A, Rasetti R, Avidano F, Manzone C, Orsi L, D’Agata F, Caroppo-Bergui-Rocca P, Pulvirenti L, Bradac GB, Bogetto F, Mutani R & Mortara. The effect of gender on planning: An fMRI study using the Tower of London. 2006.##Rasser PE, Johnston P, Lagopoulos J, Ward PB, Schall U, Thienel R, Bender S, Toga AW & Thompson PM. Functional MRI BOLD response to Tower of London performance of first-episode schizophrenia patients using cortical pattern matching. Neuro Image. 2005; 26: 941–951.##Riccio CA, Wolfe M, Romine C, Davis B & Sullivan JR. The Tower of London and neuropsychological assessment of ADHD in adults. Archives of Clinical Neuropsychology. 2004;19: 661–667.##Papadopoulos TC, Panayiotou G, Spanoudis G, Natsopoulos D. Evidence of Poor Planning in Children with Attention Deficits. Journal of Abnormal Child Psychology. 2007; 33: 611–623.##Kopecky H, Chang H, Klorman R, Thatcher J, Borgstedt A. Performance and private speech of children with attention-deficit/hyperactivity disorder while taking the Tower of Hanoi test: Effects of depth of search, diagnostic subtype, and methylphenidate. Journal of Abnormal Child Psychology. 2005; 33: 625-638.##Del Azar R. Executive function in children with ADHD. [dissertation]tehran: Payamnoor university. 2007. [persian]##Tabares-Siesdedos R, Balanaz-Martinez V, Salazar-Fraile J, Selva-Vera G, Leal-Sercos C, Gomez-Beneyto M. Specific executive/attention deficits in pacients with schizophernia or bipolar disorders who have positive family history of psychosis. Journal of Psychiatric Research. 2003; 37: 479 – 486.##Chan R, Chen E, Law IW. Specific executive dysfunction in patient with first-episode medication-naïve schizophrenia. Schizophrenia Research. 2006; 82: 51-64##Purdon SE, Waldie B. A short from of the Wisconsin card sorting test. Journal of Psychiatry and Neuroscience. 2001; 26: 253-256.##lezak MD. Neuropsychological assessment. New York: Oxford university press. 1995; 356-360.##Naderi N. Information processing functions and some people with obsessive compulsive disorder. [dissertation]; [Tehran] Iran University of Medical Sciences. 1994 [Persian]##Hallahan DP, Kuffman JM. Exceptional learners. Introduction to special education. 9th ed. Allyn and Bacon; 2009.##Ghasemi M, Saberi L, Alirezaiee R. Role of anxiety and depression in ADHD disorder in shahrekord. The fifth psychosomatic congress 1932 [persian]##Garoon D.E. Moore.C. Young B , decision making in ADHD disorder , child psychiatry jornal ,2013. 37-46##Mirenda A. Prevalence notes and correlates of psychiatric disorders among preschool children. Journal of the American Academy of Child and Adolescent Psychiatry, 2010. 204-214##Ropinson A, Bergnolli J. The executive function in ADHD and comorbide disorders. Journal of Consulting and Clinical Psychology. 2014; 56: 41-48.##Holms A, Elliot JB. The executive function in ADHD children. The Journal of the American Academy of Child and Adolescent Psychiatry. 2014; 48 (10): 7-16.##Diagnostic and statistical manuall of mentall disorders (DSM 5). 5th edition.#### ##

آموزش قبل از ازدواج به شیوه برنامه آگاهی و انتخاب‎های بین‎فردی بر انتظارات زناشویی ایده‌آل گرایانه دانشجویان مجرد Premarital Education Program Based on Premarital Interpersonal Choices and Knowledge Program on Idealistic Marital Expectation in Single Students 1 1 اهداف هدف پژوهش حاضر، بررسی اثربخشی برنامه آگاهی و انتخاب‎های بین‎فردی بر کاهش انتظارات زناشویی ایده‎آل‎گرایانه دانشجویان مجرد بود.  مواد و روش ها پژوهش حاضر از نوع ‎آزمایشی با پیش‎آزمون، پس‎آزمون و پیگیری با گروه کنترل بود. 38 دانشجوی مجرد داوطلب دانشگاه‎های شهر اهواز بر اساس کسب نمره یک انحراف معیار بالاتر از میانگین در خرده مقیاس انتظارات زناشویی ایده‎آل‎گرایانه انتخاب شدند و در دو گروه آزمایش (19 نفر) وگروه کنترل (19 نفر) قرار گرفتند. گروه آزمایش در 9 جلسه آموزش برنامه آگاهی و انتخاب‎های بین‎فردی به مدت 90 دقیقه و به صورت دو بار در هفته شرکت کردند.  یافته ها تحلیل واریانس با اندازه‎های تکراری نشان داد که برنامه آموزش آگاهی و انتخاب‎های بین‎فردی منجر به کاهش انتظارات زناشویی ایده‎آل دانشجویان مجرد گروه آزمایش نسبت به گروه کنترل در مرحله پس‎آزمون و پیگیری شده است.  نتیجه گیری به نظر می‎رسد که برنامه آگاهی و انتخاب‎های بین‎فردی، یک روش مناسب برای کاهش انتظارات زناشویی ایده‎آل‎گرایانه دانشجویان مجرد باشد.  2 Objectives The aim of this study was to examine the effectiveness of premarital education based on interpersonal choice and knowledge  program in reducing idealistic marital expectation.   Methods This research was a experimental design with pretest-posttest and follow-up with the control group. From this population, 38 volunteer single students of universities of Ahvaz city  were selected on the basis of 1 standard deviation higher of the mean of idealistic marital expectation subscale and were assigned randomly to experiment group (n=19) and control group (n=19). The experiment group was given a premarital interpersonal choice and knowledge  program of 9 sessions, twice a week for 90 minutes.  Results The results of analysis of variance repeated measures showed that the premarital interpersonal choice and knowledge  program training has led to a reduction in idealistic marital expectation in the experimental group than in the control group at posttest and follow-up.  Conclusion Our results showed that the premarital interpersonal choice and knowledge  program is a suitable method for reducing the idealistic marital expectation singles.  212 221 2015/12/32015/05/72015/10/142015/10/272015/05/29 1394/3/8 2016/05/312016/05/152016/06/12016/06/132016/04/4 1395/1/16 غلامرضا رجبی Gholamreza Rajabi دکترای روان‎شناسی، استاد، گروه مشاوره، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران، اهواز، ایران ایران E-mail: rajabireza@scu.ac.ir قدرت الله عباسی Ghodratollah Abbasi دکترای مشاوره، استادیار، گروه روانشناسی، دانشکده علوم انسانی، واحد ساری، دانشگاه آزاد اسلامی، ساری، ایران. ایران منصور سودانی Mansour Sudani دکترای مشاوره خانواده، دانشیار، گروه مشاوره، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران، اهواز، ایران. ایران خالد اصلانی Khaled Aslani دکترای مشاوره، دانشیار، گروه مشاوره، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید چمران، اهواز، ایران.  ایران Premarital education Premarital interpersonal choice and knowledge program Idealistic marital expectation آموزش قبل از ازدواج؛ برنامه آگاهی و انتخاب‎های بین‎فردی؛ انتظارت زناشویی Bradbury TN, Fincham FD, Beach S. Research on the nature and determinants of marital satisfaction: A decade in review. J Marriage Fam. 2000; 62: 964-980.##Larson JH. The marriage quiz: College students’ beliefs in selected myths about marriage. Fam Relat. 1988; 37: 3-11.##Azzopardi C. Expectations of Marriage before & After Marriage among Maltese Catholic Couples [dissertation]. [London]: University of East London; 2007.p. 295.##Sharp EA, Ganong LH. Raising Awareness About Marital Expectations: Are Unrealistic Beliefs Changed by Integrative Teaching? Fam Relat. 2000; 49(1): 71-76.##Fletcher GJ, Simpson JA, Thomas G. Ideals, perceptions, and evaluations in early relationship development. J Pers Soc Psychol. 2000; 79 (6): 933-940.##Rios CM. The Relationship between Premarital Advice, Expectations and Marital Satisfaction [dissertation]. [Utah]: Utah State University; 2010. p. 67.##Segrin C, Nabi RL. Does Television Viewing Cultivate Unrealistic Expectations about Marriage? J Commun. 2002; 52 (2): 247–263. ##Faubert K. This isn’t a fairy tale: An exploration of marital expectation and coping among marriage women [dissertation]. [Miami]: Family Studies and Social Work Miami University; 2008. p. 40.##Ufholz KE. The effect of peers on marital beliefs and expectations [dissertation]. [Dayton]: The University of Dayton; 2012. p. 112.##Casad BJ, Salazar MM, Macina V. The Real versus the Ideal: Predicting relationship satisfaction and well-being from endorsement of marriage myths and benevolent sexism often associated with unrealistic expectations and fairy-tale. Psychol Women Quart. 2014; 39(1): 1-11. ##Torppa CB. Preparing Adolescents and Young Adults for Marriage: Developing Realistic Expectations for Family Communication. Ohio: The Ohio State University; 2009. p. 1-2.##Dillon HN. Family Violence and Divorce: Effects on marriage expectations [dissertation]. [Tennessee]: East Tennessee State University; 2005. p. 43.##Knutson L, Olson DH. Effectiveness of PREPARE program with pre-marital couples counseling in community settings. Marriage Fam J. 2003; 6(4): 529-546.##Van Epp MC. An exploration of the dating attitudes, beliefs and behavior of singles army soldiers and their perceived readiness to Mary [dissertation]. [Ohio]: The Ohio State University; 2006. p. 118.##Hawkins AJ, Carroll JS, Doherty WJ, Willoughby B. A comprehensive framework for marriage education. Fam Relat. 2004; 53: 547–558.##Valiente CE, Belanger CJ, Estrada AU. Helpful and harmful expectations of premarital interventions. J Sex Marital Ther. 2002; 28(1): 71–77.##Carroll JS, Doherty WJ. Evaluating the effectiveness of premarital education: A review of outcome research. Fam Relat. 2003; 52:105-118.##McGeorge R, Carlson TS. Premarital education: An assessment of program efficacy. Contemp Fam Ther. 2006; 28(1):165-90.##Brotherson SE, Duncan WC. Rebinding the ties that bind: Government efforts to preserve and promote marriage. Fam Relat.2004; 53: 459-468.##Poley JM. A Pre-Marriage Proposal: Getting Ready for Marriage, an Adlerian Design. Master of Arts[dissertation]. [America]: Adlerian Counseling and Psychotherapy; 2011. p. 53.##Van Epp MC, Futris TG, Van Epp JC, Campbell K. The impact of the PICK a partner relationship education program on single army soldiers. Fam Consumer Sci Res J. 2008; 36: 328-349.##Jones GD, Nelson ES. Expectations of marriage among college students from intact and bit-intact homes. J Divorce Remarriage. 1996; 26:171-189.##Nilforooshan P, Abedi A, Navidian A, Ahmadi A. Studying the factor structure, reliability, and validity of the Marriage Expectation Scale (MES). J Behav Sci. 2011; 5(1):11-19. [Persian]##Tornstam L. Loneliness in marriage. J Soc Pers Relat. 1992; 9: 197-217.##Wineer BJ. Statistical principles in Experimental Design. New York: McGraw-Hill.1962.##Tabachnick BG, Fidell LS. Using multivariate statistics. 5th Ed. New York: Pearson. 2006; 33-46.##Yilmaz T, Kalkan M. The Effects of a Premarital Relationship Enrichment Program on Relationship Satisfaction. Educ Sci. 2010; 10(3): 1911-1920.##Johnson VI. The effects of intimate relationship education on relationship optimism and attitudes toward marriage [dissertation]. [Missoula]: The University of Montana; 2009.p. 84.##Manning WD, Longmore MA, Giordano PC. The changing institution of marriage: Adolescents’ expectation to cohabit and to marry. J Marriage Fam. 2007; 69: 559-575.##30. Steinberg SJ, Davila J, Fincham FD. Adolescent romantic expectations and experiences: Associations with perceptions about parental conflict and adolescent attachment security. J Youth Adolescence. 2006; 35: 314-329.##31. Van Epp J. How to avoid falling in love with a jerk: The foolproof way to follow your heart without losing your mind. New York: McGraw-Hill. 2007; PP. 3-15.##32. Omidvar V, Fatehizadeh M, Ahmadi A. The effect of premarital and marital expectations of students in pre-marriage in the city of Shiraz. J Fam Res. 2008; 5(18): 231-246. [Persian]##33. Carnelly KB, Janoff-Bulman R. Optimism about love relationships: General vs. specific lessons from one’s personal experience. J Soc Pers Relat. 1992; 9: 5-20.## ##

پیش‌بینی ابعاد ناگویی هیجانی بر اساس مدل ابعاد نابهنجار شخصیت Prediction of Alexithymia Based on Abnormal Personality Dimension 1 1 اهداف مطالعه حاضر به بررسی سهم هر یک از ابعاد نابهنجار شخصیتی معرفی شده در راهنمای تشخیصی و آماری اختلال‌های روانی- ویرایش پنجم، در پیش‌بینی ابعاد ناگویی هیجانی می‌پردازد.  مواد و روش ها در سال تحصیلی 92-93، از بین دانش‌آموزان مقطع دبیرستان شهرستان رامسر، یک نمونه 250 نفری انتخاب شد که با استفاده از پرسشنامه شخصیت براساس DSM- 5 و مقیاس ناگویی هیجانی تورنتو مورد ارزیابی قرار گرفتند. داده‌ها به‌وسیله نرم‌افزار آماری SPSS18 و به روش رگرسیون هم‌زمان مورد تحلیل قرار گرفتند.  یافته ها یافته‌ها حاکی از این بود که بین ناتوانی در شناسایی هیجان و عاطفه منفی (28/0r=)، مهارگسیختگی (20/0r=) و روان‌پریش‌خویی (16/0r=) روابط معنی‌داری وجود دارد. بین ناتوانی در توصیف هیجان با عاطفه منفی (19/0r=)، گسلش (14/0r=)، مهارگسیختگی (16/0r=) و روانپریش‌خویی (27/0r=) و همچنین بین تفکر عینی با تمام ابعاد نابهنجار شخصیت (عاطفه منفی منفی (74/0r=)، گسلش (59/0r=)، مخالفت ورزی (57/0r=)، مهار گسیختگی (51/0r=) و روانپریش خویی (56/0r=) رابطه مثبت و معنی‌دار (01/0>P) وجود دارد. این ابعاد شخصیتی می‌توانند عامل مؤثری در پیش‌بینی ناگویی هیجانی به شمار آیند.  نتیجه گیری با توجه به همبستگی‌های به دست آمده بین ابعاد ناگویی هیجانی و ابعاد نابهنجار شخصیت، شایسته است هم‌آیندی این دو متغیر در فرایند سبب‌شناسی و درمان اختلال‌های شخصیتی و هیجانی، مورد توجه قرار گیرد. 2 Objectives Alexithymia, as a personality trait, causes malfunctioning in individuals in three areas of recognizing emotions, describing emotions, and defective objective thinking. The present study aims to investigate the role of these three abnormal personality dimensions introduced in the 5th volume of the Diagnostic and Statistical Guide for Mental Disorders in the prediction of aspects of alexithymia. Based on previous works, we have hypothesized that there is a correlation between abnormal personality dimension and alexithymia dimensions.   Methods In order to test the proposed hypothesis, a sample of high-school students of Ramsar County (N=250) were evaluated using the Personality Inventory for DSM-5 (PID-5) and Toronto Alexithymia Scale. Data were analyzed using SPSS18 and by the method of enter regressions.   Results The results indicated that there was a significant relationship between the inability to identify emotion and negative affect (r=0.28), disinhibition (r=0.20) and psychoticism (r=0.16). It was also revealed that there was a significant positive relationship between the description of emotion and negative affect (r=0.19), detachment (r=0.14), disinhibition (r=0.16) and psychoticism (r=0.27) and between objective thinking and all abnormal personality dimensions (P<0.01). Moreover, these personality dimensions can serve as a useful factor for predicting alexithymia.   Conclusion According to the obtained correlations between alexithymia and abnormal personality dimension, it is necessary that the comorbidity of these two variables be considered in the treatment of personality and emotional disorder. 222 229 2015/12/32015/05/72015/10/142015/10/272015/05/292016/01/24 1394/11/4 2016/05/312016/05/152016/06/12016/06/132016/04/42016/05/31 1395/3/11 رضا عبدی Reza Abdi دکترای روانشناسی، استادیار، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران. ایران E-mail: r.abdi@azaruniv.ac.ir غلامرضا چلبیانلو Gholamreza Chalabianloo دکترای روانشناسی، استادیار، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران. ایران افسانه جوربنیان Afsaneh Joorbonyan دانشجوی دکتری، گروه روانشناسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه تبریز، تبریز، ایران. ایران Alexithymia Abnormal personality dimensions Diagnostic and Statistical Manual of Mental Disorders ناگویی هیجانی ابعاد نابهنجار شخصیت راهنمای تشخیصی و آماری اختلال‌های روانی Humphreys TP, Wood LM, Parker JDA. Alexithymia and Satisfaction in Intimate Relationships. Pers Individ Dif. 2009; 46: 43-47.##Bermond B, Oosterveld P, Vorst HCM. Measures of Personality and Social Psychological Constructs. Academic Press; 2015. p. 13-14.##Taylor GJ. Bagby RM. An Overview of the Alexithymia Construct. In: Bar-On R, Parker JD, Editors. The Handbook of Emotional Intelligence: Theory, Development, Assessment, and Application at Home, School and In the Workplace. 1sted. San Francisco: Jossey-Bass; 2000. p.263-76.##Taylor GJ, Parker JD, Bagby RM, Acklin MW. Alexithymia and Somatic Complaints in Psychiatric Out-Patients. J Psychosom Res. 1992; 36: 417–424.## Assar Kashani H, Roshan R, Khalaj A, Mohammadi J. A Study on the Alexithymia and Body Image in the Obese, Over-Weight and Normal Waight Subjects. Health Psychol. 2012; 1: 70-80. (Persian)##Wise TN, Mann LS, Shay L. Alexithymia and the Five-Factor Model of Personality. Compr Psychiatry. 1992; 33: 147-151.##Bach M, Zwaan MD, Ackard D, Nutzinger D, Mitchell JE. Alexithymia: Relationship to Personality Disorders. Compr Psychiatry. 1994; 35: 239-243## Marchesi C, Giaracuni G, Paraggio C, Ossola P, Tonna M. Pre-Morbid Alexithymia in Panic Disorder: A Cohort Study. J Psychiatr Res. 2013; 215: 141-145.##De Haan HA, Hein AJV, Wijdeveld TGM, Buitelaar JK, De Jong CAJ. Alexithymia in patients with substance use disorders: State or trait? J Psychosom Res. 2014; 216: 137-145.## Salminen JK, Saarioi S, Toikka T, Kauhanen J, Aarela E. Alexithymia Behaves As A Personality Trait Over A 5-Year Period In Finnish General Population. J Psychosom Res. 2006; 61: 275-278.##O’Driscoll ‘D, Laing J, Mason O. Cognitive Emotion Regulation Strategies, Alexithymia and Dissociation in Schizophrenia, a Review and Meta-Analysis. Clin Psychol Rev. 2014; 34: 482- 495.##Coolidge FL, Estey AJ, Segal DL, Marle PD. Are Alexithymia And Schizoid Personality Disorder Synonymous Diagnoses? Compr Psychiatry. 2013; 54: 141-148.##De Haan H, Joosten E, Wijdeveld T, Boswinkel P, Palen JVD, Jong CD. Alexithymia Is Not A Stable Personality Trait In Patients With Substance Use Disorders. J Psychiatr Res. 2012; 198:123-129.##Pontone S, Marianetti M, Mina C, Pontone P. Personality of Patients With Upper Gastrointestinal Symptoms: Alexithymia, Anxiety, Depression And Coping Style Investigation In A Preliminary Study. J Gastroenterol. 2011; 140: 468.##Grabe HJ, Schwahn Ch, Barnow S, Spitzer C, John U, Freyberger HJ, Schminke Ulf, Felix S Völzke H. Aexithymia, Hypertension, and Subclinical Atherosclerosis in the General Population. J Psychosom Res. 2010; 68: 139- 147.##Evren C, Cınar O, Evren B. Relationship of Alexithymia and Dissociation with Severity of Borderline Personality Features in Male Substance-Dependent Inpatients. Compr Psychiatry. 2012; 53: 854-859.##Zlotnick C, Tracie Shea M, Teri P, Simpson E, Costello E, Begin A. The Relationship Between Dissociative Symptoms, Alexithymia, Impulsivity, Sexual Abuse, And Self-Mutilation. Compr Psychiatry. 1996; 37: 12-16.##Berenbaum H. Childhood Abuse, Alexithymia and Personality Disorder. J Psychosom Res. 1996; 41: 585-595.##Hund AR, Espelage DL. Childhood Emotional Abuse And Disordered Eating Among Undergraduate Females:M Mediating Influence Of Alexithymia And Distress. Child Abuse Negl. 2006; 30: 393-407.##Zhang TH, Chow a, Wang LL, Dai YF, Xiao X. Role of childhood traumatic experience in personality disorders in China. Compr Psychiatry. 2012; 53: 829-836.##American Psychiatric Association. Diagnostic and Statistical Manual of Mental Disorders (DSM-5). Washington, DC: Author; 2013.##Bagby RM, Taylor GJ, Parker JDA. The Twenty-Item Toronto Alexithymia Scale: II. Convergent, Discriminant, And Concurrent Validity. J Psychosom Res.1994; 38: 33-40.##Besharat MA. Alexithymia and defensive style. J Public Fundam Health. 2007; 3: 181-190.##Krueger RF, Derringer J, Markon KE, Watson D, Skodol AE. Initial construction of a maladaptive personality trait model and inventory for DSM-5. Psychol Med. 2012; 42: 1879-1890.##Abdi R, Chalabianloo GhR. A preliminary study of adaptation and psychometric properties of the short form version of the Diagnostic and Statistical Manual of Mental Disorders of adult personality inventory fifth edition of DSM-5 (PID-5-BF). J New Psychol Res. In Press. (Persian)## De Gucht V, Fischler B, Heiser W. Neuroticism, Alexithymia, Negative Affect, And Positive Affect As Determinants Of Medically Unexplained Symptoms. Pers Individ Dif. 2004; 36: 1655-1667.##Ates MA, Semiz UB, Semiz A, Algul A, Ebrinc C, Basoglu S, Iyisoy O, Gecici O, Cetin M. Alexithymia and Aggression in Patients with Antisocial Personality Disorder. Eur Psychiat. 2008; 23: S. 91##Wout MV, Aleman A, Bermond B, Kahn RS. No words for feelings: alexithymia in schizophrenia patients and first- degree relatives. Compr Psychiatry. 2007; 48: 27-33.##Rus-Calafell M, Gutiérrez-Maldonado J, Ribas-Sabaté J. Affectivity, alexithymia and psychopathology in a psychotic sample. Pers Individ Dif. 2014. 60: S24-S47.##Bagby RM, Taylor GJ, Ryan D. Toronto alexithymia scale: relationship with personality and psychopathology measures. Psychother Psychosom. 1986; 45: 207-215.##Vanheule S, Desmet M, Meganck R, Bogaerts S. Alexithymia and interpersonal problems. J Clin Psychol. 2007; 63: 109–117.##Vanheule S, Meganck R, Desmet M. Alexithymia, social relations andmental processing: An explorative study.Psychiat Res. 2011; 190: 49-51.##Gori A, Craparo G, Iraci Sareri G, Caretti V, Gianninia M, Meringolo P. Antisocial and psychopathic personalities in a sample of addicted subjects:Differences in psychological resources, symptoms, alexithymia and impulsivity. Compr Psychiatry. 2014; 55: 1580- 1586.##Montoro CI, del Paso GA, Duschek S. Alexithymia in fibromyalgia syndrome. Pers Individ Dif. 2016 Nov 30;102:170-9.##Stepp SD, Scott LN, Morse JQ, Nolf KA, Hallquist MN, Pilkonis PA. Emotion Dysregulation as A Maintenance Factor of Borderline Personality Disorder Features. Compr Psychiatry. 2014; 55: 657- 666.##Narimani M, Vahidi Z, Abolqasemi A. Comparison Alexithymia, Impulsivity and Activation and Inhibition of the Students with Symptoms of Obsessive-Compulsive and Paranoid Personality Disorder with Normal Individuals. J Clin Psychol. 2013 Jul 15;5(2):55-65. [Persian]##Wu KD, Clark LA, Watson D. Relations between Obsessive–Compulsive Disorder and Personality: Beyond Axis I–Axis II Comorbidity. J Anxiety Disord. 2006; 20: 695- 717.##Kendler Kenneth S, Aggen Steven H, Patrick Christopher J. A Multivariate Twin Study of the DSM-IV Criteria for Antisocial Personality Disorder. J Biol Phys. 2012; 71: 247-253.##Gross JJ, John OP. Individual Differences in Two Emotion Regulation Processes: Implications for Affect, Relationships, and Well-Being. J Pers Soc Psychol. 2003; 85: 348-362.##Abolghasemi A, Bahari M, Narimani M, Zahed A, mood and alexithymia compare in Psychosis with positive and negative symptoms. J Psychol Sci.2011; 19: 1-10. [Persian]## ##

رابطه ویژگی های شخصیت و بهزیستی مذهبی/ معنوی با صفات شخصیت اسکیزوتایپی Relationship Between Personality Traits and Religious/Spiritual Well-Being With Schizotypal Traits 1 1 اهداف پژوهش حاضر با هدف بررسی رابطه ویژگی های شخصیت و بهزیستی مذهبی/معنوی با صفات شخصیت اسکیزوتایپی انجام شد.  مواد و روش ها این پژوهش از نوع همبستگی- توصیفی است. نمونه پژوهش شامل 351 نفر (208 زن و 143 مرد) از دانشجویان دانشگاه سمنان بودند که به صورت نمونه‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌‌گیری تصادفی خوشه‌ای انتخاب شدند و به پرسشنامه‌های بهزیستی مذهبی/معنوی، ویژگی های شخصیت و صفات شخصیت اسکیزوتایپی پاسخ دادند. داده‌های گردآوری شده با استفاده از همبستگی پیرسون و تحلیل رگرسیون گام به گام تحلیل شد.  یافته ها نتایج نشان دادکه صفات شخصیت اسکیزوتایپی با برون‌گرایی (001/0P<، 22/0=r)، توافق‌جویی (001/0P<، 23/0=r)، وظیفه‌شناسی (001/0P<، 21/0=r)،  امید به آینده (001/0P<،20/0=r) و امید به خدا (001/0P<، 24/0=r) همبستگی منفی و با روان‌نژندی‌گرایی (001/0P<، 49/0=r) و گشودگی (001/0P<، 19/0=r) همبستگی مثبت دارد. نتایج تحلیل رگرسیون چند متغیری نشان داد که روان‌نژندی‌گرایی، گشودگی، امید به خدا و توافق‌جویی توانستند 28% از واریانس صفات شخصیت اسکیزوتایپی را پیش‌بینی کنند.  نتیجه گیری بهزیستی مذهبی/معنوی و صفات شخصیت پیش‌بینی‌کننده‌های مهمی از سلامت روانی می‌باشند. نتایج نشان داد که روان‌نژندگرایی بیشترین توان پیش‌بینی صفات شخصیت اسکیزوتایپی را دارد.  2 Objectives The aim of this study was to examine the relationship between personality traits and religious/spiritual well-being and schizotypal personality traits.   Methods The study was a descriptive-correlation.A total of 351 university students in Semnan (208 females and 143 males) were selected through multi-stage random cluster sampling. The participants responded to the questionnaires on Multidimensional Inventory for Religious-Spiritual Well-Being, Big Five Inventory and Schizotypal Trait Questionnair. Data were analyzed using Pearson correlation and stepwise regression analysis.   Results The results showed that schizotypal personality traits are negatively correlated with extraversion (r=0.22, P<0.001), agreeableness(r=0.23, P<0.001), conscientiousness(r=0.21, P<0.001), hope immanent (r=0.20, P<0.001), and hope transcendent(r=0.24, P<0.001). The schizotypal traits were also found to be positively correlated with neuroticism(r=0.49, P<0.001) and openness(r=0.19, P<0.001). The results of multivariate regression analysis indicated that neuroticism, openness, hope transcendent and agreeableness can predict 28% of the variance of schizotypal personality traits.  Conclusion Religious/spiritual well-being and personality traits are important predictors of mental health. It was found that neuroticism has the highest predictive power for schizotypal personality traits. 230 239 2015/12/32015/05/72015/10/142015/10/272015/05/292016/01/242015/08/12 1394/5/21 2016/05/312016/05/152016/06/12016/06/132016/04/42016/05/312016/07/3 1395/4/13 احمد عاشوری Ahmad Ashouri دکترای روانشناسی، استادیار، گروه روانشناسی، دانشکده علوم رفتاری و سلامت روان، دانشگاه علوم پزشکی ایران، تهران، ایران. ایران علی محمدزاده Ali Mohammadzadeh دکترای روانشناسی، دانشیار، گروه روانشناسی، دانشگاه پیام نور، تهران، ایران. ایران a_mohammadzadeh@pnu.ac.ir محمود نجفی Mahmood Najafi دکترای روانشناسی، استادیار، گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه سمنان، سمنان، ایران. ایران لیلا زراعتکار Leila Zeraatkar دانشجوی کارشناسی ارشد، گروه روانشناسی، دانشکده روانشناسی و علوم تربیتی، دانشگاه سمنان، سمنان، ایران. ایران Religious/spiritual well-being Personality traits Schizotypal traits بهزیستی مذهبی/معنوی ویژگی­‌های شخصیت صفات شخصیت اسکیزوتایپی Kring AM, Davison GC, Neale JM, Johnson SL. Schizophrenia. Abnormal Psychology, Chapter 11: (10th Ed). John Wiley & Sons; 2007 .##Vollema MG, Sitskoorn MM, Appels MC, Kahn RS. Does the Schizotypal Personality Questionnaire reflect the biological-genetic vulnerability to schizophrenia? Schizophr Res. 2002; 54: 39–45.##Clementz BA, Grove WM, Katsanis J, Iacono WG. Psychometric detection of schizotypy: perceptual aberration and physical anhedonia in relatives of schizophrenics. J Abnorm Psychol 1991, 100: 607–612.##McGlashan TH. Testing DSM-III symptom criteria for schizotypal and borderline personality disorders. Arch Gen Psychiatry. 1987; 44: 143–148.##Connor-Smith J.K, Flachsbart C. Relations between personality and coping: A meta-analysis. J Personal & Soci Psychol. 2007; 93: 1080–1107. ##Ano GG, Vasconcelles EB. Religious coping and psychological adjustment to stress: A meta-analysis. J Clin Psychol. 2005; 61: 461–480. ##Masters KS, Spielmans GI. Prayer and health: Review, meta-analysis, and research agenda. J Behav Med. 2007; 30: 329–338. ##Unterrainer HF, Ladenhauf KH, Moazedi ML, Wallner-Liebmann SJ, Fink A. Dimensions of Religious/Spiritual Well-Being and their relation to Personality and Psychological Well-Being .Pers Individ Dif. 2010; 49:192–197.##Unterrainer HF, Ladenhauf KH, Wallner-Liebmann SJ, Fink A. Different types of religious/spiritual well-being in relation to personality and subjective well-being. Int J Psychol Relig. 2011; 21: 115–126.##Unterrainer HF, Huber HP, Sorgo IM, Collicutt J, Fink A. Dimensions of religious/spiritual well-being and schizotypal personality, Pers Individ Dif. 2011; 51: 360–364.##Chapman LJ, Chapman JP, Kwapil TR, Eckblad M, Zinser MC. Putatively psychosis-prone subjects 10 years later. J Abnorm Psychol. 1994; 103: 171–183.##McCrae RR, Costa PT. Personality in adulthood: A Five-Factor Theory perspective. New York: Guilford Press; 2003.##McCrae RR, Costa PT. The Five-Factor Theory of personality. In: John, OP.; Robins, RW.; Pervin, LA., editors. Handbook of personality: Theory and research. 3. New York: Guilford; 2008.##Emmons RA, Paloutzian RF. The psychology of religion. Annu Rev Psychol. 2003; 54: 377–402.##Saroglou V, Muñoz-García A. Individual differences in religion and spirituality: An issue of personality traits and/or values. J Sci Study Relig. 2008; 47: 83–101.##Saroglou V. Religion and the five factors of personality: A meta-analytic review. Pers Individ Dif. 2002; 32: 15–25.##Piedmont RL. Strategies for using the five-factor model of personality in religious research. J Psychol Theol. 1999a; 27: 338–350.##Dyce JA. The big five factors of personality and theirrelationship to personality disorders. J Clin Psychol. 1997; 53: 587– 593.##Dyce JA, O’Connor BP. Personality disorders and the five-factor model: a test of facet-level predictions. J Pers Disord. 1998; 12: 31– 45.##Gurrera RJ, Dickey CC, Niznikiewicz MA, Voglmaier MM, Shenton ME, McCarley RW. The five-factor model in schizotypal personality disorder. Schizophr Res. 2005; 80: 243– 251.##Vollema MJ, van den Bosch RJ. The multidimensionality of schizotypy. Schizophr Bull. 1995; 21: 19–31.##Ross SR, Lutz CJ, Bailley SE. Positive and negative symptoms of schizotypy and the five-factor model: a domain and facet level analysis. J Persl Assess. 2002; 79: 53–72.##Coolidge FL, Becker LA, DiRito DC, Durham RL, Kinlaw MM, Philbrick PB. On the relationship of the fivefactor personality model to personality disorders: four reservations. Psychol Rep. 1994; 75: 11– 21.##Tien AY, Costa PT, Eaton WW. Covariance of personality, neurocognition, and schizophrenia spectrum traits in the community. Schizophr Res. 1992; 7: 149–158.##Costa Jr PT, McCrae RR. Personality disorders and the five-factor model of personality. J Pers Disords1990; 4, 362–371.26. Raine A, Benishay D. The SPQ-B: A brief screening instrument for schizotypal personality disorder. J Pers Disord. 1995; 9(4): 346-355.##27. Roshan chelsi R, Shaeiri MR, Atrifard M, Nikkhah A, Ghaem maghami B, Rahimi rad A. Investigating Psychometric Properties of “NEO Personality 5 factors Inventory (NEO-FFI). J Daneshvar Behav. 2006; 16: 27-36. [Persian]##28. Hagh shenas H. Standardization of NEO Test, revised form. J Thoughts & behave. 1999; 16: 38-48. [Persian]##29. Claridge G, Broks P. Schizotypy and hemisphere function: I. Theoretical considerations and the measurement of schizotypy. Pers Individ Dif 1984; 5, 633-648.##30. Mohammadzadeh A, Goodarzi MA, Taghavi MR, Molazade J. Investigate the factor structure, reliability, validity and Standardization of schizotypal personality scale. J psychol. 2007; 11(1): 3-27. [Persian]##31. Rawlings D, Claridge G, Freeman JL. Principal components analysis of the Schizotypal Personality Scale (STA) and the Borderline Personality Scale (STB). Pers Individ Dif 2001; 31: 409-419.##32. Alilu M, Zarean M, Birami M, Hashemi T, Elhami asl M, Ayat mehr, F. Psychometric properties of farsi version of Multidimensional Inventory for Religious-Spiritual Well-Being. Contemporary Psychol. 2011; 6(1): 23-36. [Persian]##33. Goulding A. Schizotypy models in relation to subjective health and paranormal beliefs and experiences. PersIndivid Dif. 2004; 37: 157–167.##34. Piedmont RL. Does spirituality represent the sixth factor of personality? Spiritual transcendence and the five-factor model. J Pers. 1999b; 67: 985–1013.##35. Cotton S, Zebracki K, Rosenthal SL, Tsevat J, Drotar D. Religion/spirituality and adolescent health outcomes: A review. J Adolesc Health Care . 2006; 38: 472–480.##36. Asai T, Sugimori E, Bando N, Tanno Y. The hierarchic structure in schizotypy and the five-factor model of personality. Psychiatry Res. 2011; 185: 78–83.##37. Mohanty A, Heller W, Koven NS, Fisher JE, Herrington JD, Miller GA. Specificity of emotion-related effects on attentional processing in schizotypy. Schizophr Res. 2008; 103: 129-137.##38. Raine A. The SPQ: A scale for the assessment of schizotypal personality based on DSM-III-R criteria. Schizophr Bul.1991; 17, 555-564.##39. Morey LC, Gunderson JG, Quigley BD, Shea MT, Skodol AE, McGlashan TH, et al. The representation of borderline, avoidant, obsessive–compulsive, and schizotypal personality disorders by the five-factor model. J Pers Disord. 2002; 16: 215– 234.##40. Wiggins J, Pincus AL. Conceptual of personality disorders and dimensions of personality. Psychological Assessment. J Consult Clin Psychol, 1989;1, 305–316.##41. Ashton MC, Lee K, Vernon PA. Fluid intelligence, crystallized intelligence, and the openness/intellect factor. J Res Pers. 2000; 34: 198– 207. #### ##

مقیاس شفافیت در رابطه زناشویی Scale of Marital Relationship Transparency 1 1 اهداف هدف پژوهش حاضر، معرفی مقیاس شفافیت رابطه زناشویی و بررسی روایی و پایایی و ساختار عاملی اکتشافی آن بود.  مواد و روش ها طرح پژوهش از نوع توصیفی و تحلیل همبستگی بود. جامعه آماری شامل مردان و زنان متأهل شهر تهران بود. نمونه پژوهش به تعداد 345 نفر (170 مرد و 175 زن)، با استفاده از روش نمونه‌گیری دردسترس انتخاب شد. برای تعیین اعتبار درونی از روش محاسبه ضریب همبستگی هر سؤال با نمره کل استفاده شد. سپس تحلیل عاملی اکتشافی بر روی 116 گویه مقیاس اجرا شد. در نهایت، آلفای کرونباخ محاسبه و روش‌های باز آزمون و ارزیابی روایی هم‌زمان اجرا شدند.  یافته ها در تحلیل عاملی اولیه، 10 عامل با ارزش ویژه بالاتر از 1 به دست آمد و تحلیل عوامل بعدی با محدود شدن به این ده عامل صورت گرفت. بر اساس محتوای مادههای مربوط، ده عامل به این صورت نامگذاری شدند: «احساسات و عواطف»، «درآمد و امور مالی»، «مسایل شغلی»، «روابط بیرون از خانه»، «مرزبندی»، «خانواده اصلی»، «روابط زناشویی»، «اوقات فراغت»، «رابطه با اقوام و دوستان» و «فرزندان». همچنین این مقیاس از همسانی درونی مناسبی برخوردار بود (آلفای کرونباخ، 87/0 و پایایی باز آزمایی در فاصله ده روزه، 86/0). نتیجه گیری مقیاس شفافیت رابطه زناشویی از ساختار، روایی و پایایی مناسبی در جامعه ایرانی برخوردار است. میتوان گفت که این مقیاس ابزار خودگزارشی مفید و کارآمد برای اهداف پژوهشی و مشاورهای است. این ابزار می‌تواند با تعیین شفافیت روابط زناشویی، امکان پنهانکاری و یا احتمال خیانت زناشویی را بررسی کند.  2 Objectives This study aimed to build a scale of transparency, partnership, validity and reliability and factor structure it.    Methods The research method was descriptive in nature. The sample consisted of 345 patients (170 males and 175 females) in Tehran who were selected using stratified sampling. Transparency scale was used for the marital relationship. The internal validity of the method for determining the correlation of each question with a total score category was used. The exploratory factor analysis was conducted on 116 items of scale. Finally, the procedures for internal consistency (Cronbach's alpha and test-retest) and validity were used.   Results The primary factor analysis, 10 factors with eigenvalues greater than 1 were next and factor analysis were limited to ten. Based on the content of the article, the ten factors were "emotions", "finance income", "employment issues", "relationships outside the home", "boundary", "family home", "marriage", "leisure", "relationship with family and friends" and "children". The scale had good internal consistency (Cronbach's alpha and test-retest reliability within ten days of 0.87, 0.86).   Conclusion The results showed that the scale transparent relationship of the structure is satisfactorily reliable and valid in the Iranian society. It can be said that the self-report scale tool is useful for research purposes. This tool can help determine the transparency of the relationships, the possibility of secrecy or predict the likelihood of marital infidelity. 240 251 2015/12/32015/05/72015/10/142015/10/272015/05/292016/01/242015/08/122015/12/27 1394/10/6 2016/05/312016/05/152016/06/12016/06/132016/04/42016/05/312016/07/32016/07/19 1395/4/29 طاهره سعیدی فرد Tahereh Saeedifard دانشجوی دکتری، گروه مشاوره، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران. ایران الهه نژاد کریم Elahe Nejadkarim کارشناس ارشد مشاوره ،گروه مشاوره، دانشکده علوم انسانی و اجتماعی، واحد علوم تحقیقات، دانشگاه آزاد اسلامی، تهران، ایران. ایران نرگس وحیدنیا Narges Vahidniya کارشناس ارشد مشاوره خانواده، گروه مشاوره، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه خوارزمی، تهران، ایران. ایران خدابخش احمدی Khodabakhsh Ahmady دکترای مشاوره، دانشیار، مرکز تحقیقات علوم رفتاری، دانشگاه علوم پزشکی بقیه الله (عج)، تهران، ایران. ایران E-mail: kh_ahmady@yahoo.com Transparency Relationship Marriage Infidelity Secrecy شفافیت رابطه زناشویی خیانت زناشویی پنهانکاری McManus TG, Donovan S. Communication competence and feeling caught: Explaining perceived ambiguity in divorce-related communication. Communication Quarterly. 2012; 60(2): 255-277. ##Rainer H, Smith I. Education, communication and wellbeing: An application to sexual satisfaction. Kyklos. 2012; 65(4): 581-598.##Blanchard VL, Hawkins AJ, Baldwin SA, Fawcett EB. Investigating the effects of marriage and relationship education on couples’ communication skills: A meta-analytic study. Journal of Family Psychology. 2009; 23(2): 203. ##Ahmadi K, Marzabadi A, Molazemani E. Evaluation of marriage and marital adjustment among army personnel. 2005; 7 (2): 141-152. [Persian]##Ahmadi K. Investigating affecting factors on marital adjustment and comparison of two methods on reducing marital conflict. [dissertation]; [Tehran]: University of Medical Sciences, Behavioral Sciences Research Center. 2003; [Persian]##Epstein NB, Baucom DH. Enhanced cognitive-behavioral therapy for couples: A contextual approach. American Psychological Association; 2002.## Silliman B. Patterns of adjustment, first three years. Marriage enrichment & Domestic violence information. 1998. Retrived March 2001 from the word wide web: http://www.uwyo.edu/ag/ces/family/Ben/marriage.stages/stage patterns.htmKaslow F, Robison JA. Long-term satisfying marriages: Perceptions of contributing factors. American Journal of Family Therapy. 1996; 24(2): 153-170.## Greeff P, Hildegarde L, Malherbe A. Intimacy and marital satisfaction in spouses. Journal of Sex & Marital Therapy. 2001; 27(3): 247-257.## Young ME, Long LL. Counseling and therapy for couples. Thomson Brooks/Cole Publishing Co; 1998.## Zahrakar K, Jafari F. Family Counseling (concepts, history, process and theory). Tehran: Arasbaran. 2012 ]Persian[## Sanaei b. Measures of family and marriage. Tehran: The Institute mission publications. 2008 ]Persian[## Ahmadi K, Fathi-Ashtiani A, Navabinejad SH. The study of contextual-personal and relationship mutual factors on marital adjustment. Family research, 2005, 1.3:221-237.Henry RG, Miller RB. Marital problems occurring in midlife: Implications for couples’ therapists. The American Journal of Family Therapy. 2004; 32(5): 405-417.## Douglass FM, Douglass R. The Marital Problems Questionnaire (MPQ): A short screening instrument for marital therapy. Family relations. 1995; 238-244.##Larson JH, Wilson SM, Beley R. The impact of job insecurity on marital and family relationships. Family Relations. 1994; 138-143.##Jackson, D. L. Revisiting sample size and number of parameter estimates: Some support for the N: q hypothesis. Structural Equation Modeling, 2003, 10.1: 128-141.##Fowers, B J; Olson, D H. ENRICH Marital Inventory: A discriminant validity and cross-validation assessment. Journal of marital and family therapy, 1989, 15.1: 65-79.##Sanayi, B; Hooman, A; Alaghmand, S. The measurement scales in family and marriage, Besat, 2015. ]Persian[.## Pourmedani, S; Noori, A; Shafti, S. A. Relationship Between Life Style and Marital Satisfaction, Journal of Family Research, 2014, 10. 3: 331-344. ]Persian[.#### ##