Showing 3 results for Barati
Hamidreza Oreyzi, Hajar Barati,
Volume 8, Issue 1 (6-2014)
Abstract
Organizational downsizing brings about the change of work-related demands for the remaining employees following the modification. This change can lead to the psychological tension and psychosomatic complaints among the staff. However, goal engagement control strategies can decrease these negative outcomes. The aim of this research was to investigate the effect of control strategies and work-related demands on the psychosomatic complaints and psychological tension. Participants of the study included 624 personnel of an industrial company who were selected randomly and then responded to the research instruments namely work-related demands, control strategies, psychosomatic complaints and psychological tension scales. Findings indicated that the relation between the work-related demands and the psychosomatic complaints and that the relation between the work-related demands and the psychological tension were negative and these relations were higher in the group with more lack of goal engagement. Also, the interaction effect was significant. So the use of goal engagement control strategies in stressful situation can decrease the negative effects of work-related demands and can buffer against the psychosomatic complaints and psychological tension.
Mikaya Mahrooz, Mohammad Mahdi Shamsaee, Ruhollah Baratian,
Volume 13, Issue 4 (volume, Issue 4 2020)
Abstract
The purpose of the present study was to investigate the effectiveness of tolerance training on mental health and adjustment in primary school children. The research method was quasi-experimental with pretest-posttest design with control group. The statistical population consisted of all elementary school children in Gorgan. Out of this population, 170 students completed the Mental Health Assessment Questionnaire for Children and Adolescents (CSI-4), Sprafkin et al. (1984) and Dokhanchi Adaptation Questionnaire (1998). Of these, 30 children who achieved a mean score in the tests were randomly divided into two experimental and control groups. Then life value training sessions were conducted in 9 sessions of 90 minutes, one session per week. Multivariate analysis of covariance was used to test the hypotheses using SPSS 22 software. The results showed that tolerance training improved the fitness and mental health of the statistical sample. Given the content of the intervention, it is suggested that life values such as tolerance be taught in group games to take a fundamental step in improving and promoting children's mental health and adaptability.
Marzieh Barati, Zohreh Mortezaei Karahrody,
Volume 19, Issue 2 (Volume19, Issue 2 2025)
Abstract
| The present study aimed to investigate the effectiveness of Acceptance and Commitment Therapy (ACT) on academic burnout and social anxiety symptoms among female upper secondary school students. The study was conducted using a quasi-experimental design with a pretest–posttest control group and a one-month follow-up. The statistical population consisted of female students attending public schools in Tehran, Iran, during the 2024–2025 academic year. Following an initial screening, 30 students with elevated levels of social anxiety were purposively selected and randomly assigned to either an experimental group or a control group.The experimental group participated in eight 90-minute sessions of Acceptance and Commitment Therapy, while the control group received no intervention. Data were collected using the Adolescent Social Anxiety Scale and the Academic Burnout Questionnaire. The data were analyzed using repeated-measures analysis of variance.The results indicated that ACT significantly reduced social anxiety symptoms and academic burnout in the experimental group compared to the control group, and these effects were maintained at the one-month follow-up. Overall, the findings suggest that ACT, through enhancing psychological flexibility and reducing experiential avoidance, can improve students’ academic and social adjustment and may serve as an effective intervention within educational settings. |
