امیرحسین سبحانی نیا

Aim: Parenting after divorce is one of the most important tasks for divorced parents. This research was conducted to investigate the mediating role of grief and sadness caused by separation and perceived stress in the quality of parental participation and release from the previous relationship in divorced women with children in Yasuj city. Method: Research method This correlation study and was based on structural equation modeling. the population of included all the women in divorcees with children who were referred to the counseling centers of Yasouj city, 314 people who in 2023 voluntarily declared their readiness to participate in this research. From among the volunteers, 202 people who were eligible to participate in the research responded to the indicators of release from the previous relationship (DFPR, Fisher and Bierhaus, 2007), perceived stress (PSS, Cohen et all, 1983), Quality of parental Coparental Communication (QCCS, Constance and Aarons, 1981) and sadness caused by separation (SCS, Fisher and Bierhaus, 2007). The data were analyzed using the path analysis of structural equations method. Finding: The results showed that the proposed model is a good fit. The results showed that the two variables of perceived stress and sadness caused by separation had an indirect and significant effect on the relationship between the quality of parental involvement and separation from the previous relationship (p = 0.001) and also found shows a direct effect on the quality of the shared relationship on separation of the previous relationship (p = 0.001). According to the obtained findings,

Objective: This study aimed to investigate the effectiveness of premarital education based on the Interpersonal Awareness and Choice Method in enhancing marital stability and emotional expressiveness among engaged couples. Methods and Materials: A randomized controlled trial design was used involving 30 participants recruited from premarital counseling centers in Tehran. Participants were randomly assigned to an experimental group (n = 15), which received a ten-session premarital education program, and a control group (n = 15), which received no intervention during the study period. The intervention was delivered in weekly 60-minute group sessions focusing on interpersonal awareness, emotional literacy, and decision-making in romantic relationships. Standardized instruments were used to measure marital stability and emotional expressiveness at three time points: pretest, posttest, and five-month follow-up. Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests in SPSS-27 to assess within-group and between-group differences over time. Findings: Results indicated a significant interaction effect between time and group for marital stability (F(2, 56) = 14.72, p < 0.001, η² = 0.34), with the experimental group showing greater improvements compared to the control group. Similarly, emotional expressiveness demonstrated a significant group-by-time interaction (F(2, 56) = 17.59, p < 0.001, η² = 0.38), with post-hoc comparisons revealing that the experimental group had significantly higher scores at both posttest and follow-up phases. All assumptions for repeated measures ANOVA were confirmed prior to analysis. Conclusion: The findings suggest that premarital education based on the Interpersonal Awareness and Choice Method is an effective intervention for promoting emotional expressiveness and marital stability among engaged individuals. These results highlight the value of incorporating structured emotional and interpersonal training into premarital counseling services to support relationship resilience and long-term satisfaction. Keywords: Premarital education, interpersonal awareness, emotional expressiveness, marital stability.