Objective: Early maladaptive schemas (EMSs) Young (2003Young ( , 1990
Background: A variety of psychological factors can manipulate the severity of premenstrual syndrome. Objectives: This study aimed to investigate the role of music therapy in reducing anxiety and depression in premenstrual syndrome. Materials and Methods: This quasi-experimental study was conducted based on a pretest-posttest method with a control group. The statistical population of this study included 30 women with the premenstrual syndrome who were referred to Rah-e-Bartar Clinic, Tehran, Iran, in the first six months of 2019. They were then selected voluntarily and assigned randomly in two groups of experimental and control (15 cases per group). Subsequently, the participants were requested to complete Beckchr('39')s Anxiety Test and Beckchr('39')s Depression Test before and after the intervention. A researcher-made music-therapy program was used as the therapeutic intervention. The experimental group was then asked to participate in 12 sessions of music therapy each lasted for 45 min (two sessions per week). At the end of the intervention, the experimental group re-completed the tests at the posttest phase, and the data were analyzed using one-way analysis of variance. Results: According to the results, after comparing the experimental and control groups at the posttest, the anxiety (Sig=0.06; F=0.12) and depression (Sig=0.09, F=0.10) scores were obtained greater than 0.05. Conclusion: It can be concluded that music therapy was effective in reducing the psychological symptoms of premenstrual syndrome, two of the most important of which are anxiety and depression.
Objective: Smartphone is an important technology device in our lifestyle. It has an important part of our daily lives, but it also has a negative effect, such as cell phone dependency. This research aimed to evaluate the psychometric properties of mobile phone abuse (MPA) in the Iranian population. Method: In this study, data were chosen from 1100 participants who were studying in Tehran universities. The principal version of the scale was translated into Persian using the back translation method. All attendees completed Demographic Questionnaire, MPA Questionnaire, and Mobile Phone Problematic Use Scale (MPPUS). Eventually, a clinical interview (based on the fifth version of DSM) was done for all the participants. For data analysis, internal and external consistency, factor analysis, construct validity and confirmatory factor analysis (CFA) were used. Statistically, less than 0.05 were considered to be significant. Results: According to expert judgments, content validity index was satisfactory. Furthermore, the reliability of the questionnaire was confirmed with Cronbach’s α of 0.90 and test-retest reliability of 0.56 after 3 weeks. The best cutoff point for this questionnaire (MPA) was 46. Also, 4 factors were extracted by principal components method and varimax rotation: “excessive use of cell phone,” “addictive use of social networks,” “mood modification,” and “preoccupation” for both male and female students. Conclusion: MPA could be used in studies on the evaluation of mobile phone addiction. This can be a stepping stone towards the identification of problems and improvement of students’ mobile phone abuse.
emphasized the importance of the role of school in moral education and believed that schools cannot avoid dealing with the moral life of students (2). Proper education for moral development should be provided not only in the times related to moral education, but also in the times related to subjects and
Objective: The aim of this study was to instruct social cognitive protocol based on life skills and parenting skills to parents with teenagers at substance use risk and also to investigate its effectiveness among teenagers. Method: The present study is a quasi-experimental study with a pretest, posttest, and follow-up approach with a group in 3 stages of measurement. The statistical population included 70 adolescents at risk of substance abuse who were selected using the available sampling method. The survey consisted of 40 questions about adolescents' life skills in four subscales of self-control skills, assertiveness and saying no skills, decision-making skills, and problem-solving skills, and the reliability of the entire questionnaire was estimated to be 0.98 using the Cronbach's alpha method. In this study, adolescents were first given a test, and after two weeks, their parents learned the social cognitive protocol over a 12-week period and were asked to impart these skills to their adolescents at home. After that, the adolescents gave the same test after the intervention (posttest). Two months after the posttest, the follow-up test was performed without any training. Results: Comparison of the mean of the three stages of measurement showed that the effect of the overall life skills score, according to the value of Wilkes Lambda multivariate test (0.666) with degrees of freedom two and 40, can be rejected as a null hypothesis (P <0.01). In addition, in the subscales of decision-making skills (0.781), problem-solving (0.688), and self-control (0.816), the mean score of the participants in the three measurements was simultaneously different; and in the follow-up stage, the scores were significantly different than the pretest. However, in terms of assertiveness and the skill of saying no, the scores did not differ simultaneously in the three measurements (0.986). Conclusion: These scores show that teaching social cognitive protocol to parents of adolescents who are at risk of substance abuse is effective.
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