یاسر رضاپور میرصالح

Objective: The present study aimed to examine the effectiveness of wisdom-based couples therapy on the sense of coherence, cognitive-affective empathy, and emotion regulation in conflicted couples. Methods: The research method was quasi-experimental, utilizing a pre-test–post-test design with a control group and follow-up. The statistical population included all couples with less than five years of marital life in Tehran who sought counseling at Andisheh, Athena, and Golchin Raz counseling centers during the summer and fall of 2023 to improve their intimate relationships. For sample selection, an announcement regarding session formation and initial registration conditions was disseminated to clients and consulting colleagues for referrals. After registration, eligible couples were selected through an initial interview based on the inclusion criteria. A total of 40 individuals were selected using convenience sampling and were randomly assigned to an experimental group (n = 20) and a control group (n = 20). Notably, each group consisted of eight couples experiencing conflict. The research instruments included the Marital Conflicts Questionnaire (Barati & Sanai, 1996), the Sense of Coherence Scale (Antonovsky, 1993), the Empathy Scale (Baron-Cohen, 2004), and the Emotion Regulation Scale (Williams et al., 1997). Descriptive statistics (charts, tables, frequency, percentage, mean, variance, etc.) were used to organize, summarize, and present the collected data. To test the research hypotheses, repeated measures analysis of variance (ANOVA) and Bonferroni post-hoc tests were employed for pairwise comparisons among research groups. Data analysis was conducted using SPSS version 24. Findings: The results indicated that wisdom-based couples therapy significantly influenced the sense of coherence, cognitive-affective empathy, and emotion regulation in conflicted couples. Conclusion: Based on the research findings, it can be concluded that wisdom-based couples therapy contributes to the improvement of the sense of coherence, cognitive-affective empathy, and emotion regulation in conflicted couples.

Female heads of households face various psychological and social challenges that significantly impact their lives. The objective of this study was to explore the impact of an intervention focused on teaching problem-solving and decision-making skills on the critical thinking abilities of female heads of households. This research employed a semi-experimental design with pre-test and post-test measures, including a control group. The study population comprised all female heads of households under the jurisdiction of the Welfare organization of Meybod city. Thirty participants were selected via purposive sampling and randomly assigned to either the experimental or control group (15 participants per group). The experimental group underwent a ten-session training program on problem-solving and decision-making skills, while the control group received no intervention. Both groups completed the California Critical Thinking Questionnaire before and after the intervention. The data were analyzed using multiple analysis of covariance (MANCOVA). The findings revealed that teaching problem-solving and decision-making skills significantly enhanced critical thinking among participants in the experimental group. This effect was observed across all three subscales of critical thinking (p < .01). These results suggest that instructing problem-solving and decision-making skills can effectively enhance the quality of critical thinking among female-headed households.

Child-teacher relationship is one of the determinants of students’ behaviors, especially those with specific problems, which in turn can be affected by other factors. The present study was conducted to investigate the mediating role of homework problems in child-teacher relationship, behavior problems, and social adjustment amongst students with learning disability. Among the elementary students with learning disability referred to the learning disability education centers affiliated to Yazd Education Organization, Iran, 231 ones were selected randomly. The data were gathered using the Student-Teacher Relationship Scale, Teacher-Child Rating Scale, and Homework Problems Checklist and were then analyzed by Path analysis. The findings showed that homework problems were positively correlated to child-teacher conflict and negatively associated with child-teacher closeness among Learning Disabled (LD) students. Overall, the child-teacher relationship affected homework problems, eventually leading to behavioral or social adjustment problems. In other words, homework problems played a mediating role in the relationship between the quality of child-teacher relationship and LD students’ behavioral problems and social adjustment. Hence, improving the child-teacher relationship can reduce homework problems and, as a result, promote social adjustment among LD students.