Background:In the present era, delinquency in children and adolescents is undoubtedly a difficult and upsetting issue attracting the attention of many experts such as psychologists, sociologists, and criminologists. These experts often try to answer why a number of children and adolescents engage in various crimes such as aggressive and anti-social crimes. They also try to find out how these crimes can be prevented.Objectives:The present study investigates the effectiveness of mindfulness-based cognitive therapy training (MBCT) in reducing aggression in a juvenile correction and rehabilitation center of Zahedan province during years 1991 to 1992.Materials and Methods:This experimental study included an experimental and a control group with a pretest, posttest, and follow-up approach. The Buss and Perry aggression questionnaire (1992) was used for data collection. The sample group included 22 (10 experimental and 12 control groups) adolescent males in a juvenile correction and rehabilitation center of Zahedan province who were selected through a census method. Using a matching method based on the pre-test scores of the aggression questionnaire, they were then divided into two equivalent categories and were randomly assigned to the two groups. Mindfulness-based cognitive training took the group training in 8 sessions administered on experimental group. The follow-up test was conducted two weeks after the end of the posttest sessions. The results were analyzed using ANCOVA.Results:The results of ANCOVA showed that mindfulness-based cognitive training could significantly reduce aggression during posttest and follow-up test phases in the experimental group, compared to the control group (P < 0.01). Moreover, the results indicated the effectiveness of this method in significantly reducing anger, physical aggression, and hostility during posttest and follow-up test phases (P < 0.05). However, no significant reduction was observed in the verbal aggression subscale.Conclusions:According to the results of the present study, mindfulness-based cognitive training seems to be effective for reducing aggressive behaviors.
Background and Objectives: Multiple sclerosis is one of the most prevalent chronic diseases of the central nervous system, which has a disabling nature. This study aimed at investigating the relationship of body image with emotion regulation, stress, and aggression and to compare them between males and females with multiple sclerosis (MS). Methods: The current study was correlational with a casual-comparative design. The statistical population of this study included all MS patients referred to the MS society of Zahedan from November 2016 to January 2017. Among these individuals, 60 patients (30 males and 30 females) were selected using a convenience sampling method and were asked to fill out four questionnaires including the Cash, Winstead, and Janda body image questionnaire, Abell index of stress, self-regulation inventory (SRI-25), and buss and perry aggression questionnaire. Results: The obtained data was analyzed using the Pearson correlation coefficient, stepwise regression analysis, multiple analysis of variance (MANOVA), and t-test. Results of the correlation test indicated that body image was significantly and negatively correlated with stress (r = -0.259, P < 0.05) and aggression (r = -0.258, P < 0.05). However, no significant correlation was found between body image and emotion regulation (r = 0.156, P > 0.05). Results of the regression analysis demonstrated that body image was a predictor of stress and among its 6 subscales, appearance evaluation, body area satisfaction, and fitness orientation were able to determine 0.27 of variances in stress. Moreover, aggression was a predictor of body image, such that among its six subscales, fitness evaluation and body area satisfaction explained a total of 0.23 of variances in aggression. Results of the MANOVA and t-test revealed that considering body image, stress, emotion regulation, and aggression, there were significant differences between males and females with MS (P < 0.05). Conclusions: Given the obtained results, through training skills aimed at improving body image among MS patients, these patients could be aided to decrease their stress in the face of stressful events and, consequently, control their aggressive behaviors.
The purpose of this study was to investigate the effect of teaching critical thinking on meta-cognitive awareness and epistemological beliefs of high school students. Methodology: The present study was a semi-experimental study with pre-test, post-test and follows up with control group. The statistical population of this study was all second grade high school students in Zahedan. The sample consisted of 30 subjects who were selected by randomized cluster sampling and were randomly assigned to either experimental (15 subjects) or control (15 People). The data collection tool was a meta-cognitive awareness questionnaire by Schraw and Dennison (1994) and epistemological questionnaire (EQ) (Schumer, 1990(Schumer, , 1993. At first, subjects of both groups were pre-test and then the experimental group received 12 critical thinking training sessions. While the control group did not receive any intervention. For analyzing the data, covariance analysis was used by SPSS software. Findings: The results showed that there is a significant difference between the mean scores of meta-cognitive awareness and epistemological beliefs in the experimental and control groups in the post-test (P <0.01). The effect of teaching critical thinking on metacognitive awareness and epistemological beliefs of students in the follow up phase has continued. Conclusion: teaching critical thinking was effective on metacognitive awareness and epistemological beliefs of students. Teaching students to improve the effective use of abilities improve their performance and provide them with reasonable decision making and thinking.
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