ABSTRACT
Introduction: Dietary patterns and psychological health have strong relationship. People with unfit body may experience few mental problems. The present study examined the association between dietary patterns and anxiety in middle school students
Methods: The research is descriptive and correlational. The study population included guidance school students who were studying in the academic year 2013-14 in the Baharestan city, in Tehran province. The population sample of 220 students from schools was chosen by multi-stage cluster sampling method. Research measurements including, Spence Children's Anxiety Scale, and food-frequency questionnaire [FFQ] were utilized. The Data were analyzed using inferential statistics factor analysis, logistic regression, and Spearman correlation coefficients
Results: Factor analysis showed that both healthy and unhealthy dietary patterns among subjects had the highest dispersion Justifying 34.11 percent of the total Variance of consumption. Spearman correlation showed a significant positive correlation between anxiety and unhealthy eating patterns [P<0.0005]. Logistic regression analysis showed that most students with unhealthy eating patterns are more likely to suffer from anxiety [P<0.0005]. The other part of the logistic regression model showed that students who show unhealthier dietary pattern have a worse body image
Conclusion: the present results indicated that there is a relationship between dietary patterns, body image, and anxiety. Furthermore, people with unhealthy food patterns have a poorer body image and are more anxious
ABSTRACT
Introduction: family environment is very vital and important to development of family members. Children who are rising up in Dynamic family environment are resilience to facing life problems. Some children and adolescents like orphans do not have enough chance to experience the warmth and emotional atmosphere of family. The present study aimed to compare early maladaptive schemas, irrational beliefs and communicational skills between orphan and non-orphan adolescences
Methods: The research method was a causal- comparative approach. The sample of research consisted of 116 female adolescences [56 of them were orphan and 60 others were non-orphan adolescences], the participants mean age was between 12-18 years old. The nonorphan adolescents were selected by available sampling and the other orphan group was elected by targeting sampling. The data gathering was carried out according to three questionnaires including; Young schema questionnaire short form, factor Irrational beliefs Test-Ahwaz [4IBT-A] and communication skills Test-Revised. The research data were analyzed by descriptive statistical methods including; Mean and Standard Deviation. Also, inferential statistical methods like; one -way analysis of variance [ANOVA], Multiple-way analysis of variance [MANOVA] and t-test student for independent groups. Then all data were entered to computer using SPSS package version 16
Results: The findings indicated that there was a significant difference between total early maladaptive schemas scores and the sub-scales including; emotional deprivation, abandonment/instability, distrust/misbehave, social isolation/alienation defectiveness/ shame, failure, depended/incompetence, harm to self and obedience among orphan and non- orphan adolescences[p<0.01]. While, there was no significant difference between two research groups in irrational beliefs and communicational skills except the assertiveness score. This difference was one of the sub-scales in relationship skills. The non-orphan adolescents had acquired better score than orphan adolescents in assertiveness skill
Conclusion: the results indicated that create proper conditions in childhood period for satisfying the basics needs of children like secure attachment especially for orphans child is very vital and important. Orphans are deprived from secure and stable family atmosphere. So, for better bringing up and preventing those from psychological problems creating the secure and healthy attachment in childhood period is necessary
ABSTRACT
Introduction: Assertiveness skills provides strategies for handling conflict, communicating assertively and developing relationships that can be applied both at work and in your personal life. The aim of this study was to study the effects of assertiveness training skills on the assertive and self-esteem male students of secondary schools
Method: This study was experimental study before and after control group test. The participants of this research were selected form 30 students in secondary school in Khoramabad city 2012-2013. Data gathering was used via Cooper Smith Self Esteem Inventory [CSEI] and Assertiveness Self Report Inventory [ASRI]. The experimental group was given 8 sessions' weekly education assertiveness training skills. The control group did not receive intervention. In order to, explore the effects of assertiveness training skills on assertiveness and self-esteem among participants. For analyses the data were tested by t-test and covariate [ANCOVA]
Results: The results from ANCOVA Test revealed that assertiveness training group therapy increases self-esteem and the assertiveness training skills in experimental group. [P<0.001]
Conclusion: The educational assertiveness training and other social skills training are recommend in all students group to prevent mental disorder and help promote students mental health in youth community