The effectiveness of hypnotherapy with physiotherapy: Pain intensity, functional disability, and psychological distress among patients with non-specific low back pain

BACKGROUND: It has been demonstrated in previous investigations that non-specific low back pain is caused by multiple factors. Evidently, integrative therapies should be used in order to improve this disorder. Documents exhibit that integrative ‎therapies are capable of improving different aspects of low back pain and preventing the recurrence of clinical symptoms. The aim of the present study was to determine the effectiveness of hypnotherapy with physiotherapy on low back pain.METHODS: The statistical sample included 28 women who were randomly divided into two groups. One group received hypnotherapy with physiotherapy and the other received pure physiotherapy. The Depression Anxiety and Stress Scales (DASS-21), the Numerical Rating Scale (NRS), the Roland Morris Disability Questionnaire (RDQ) were used to measure the trend of changes (pretest, mid-test, and posttest) of psychological distress, pain intensity, and functional disability. The Hypnotic Induction Profile (HIP) was used to measure suggestibility. In order to analyze data, repeated measures analysis of variance (ANOVA) was used in SPSS software.RESULTS: The results revealed that hypnotherapy with physiotherapy affects pain intensity in the same way as pure physiotherapy (P < 0.050). Furthermore, it was found that hypnotherapy with physiotherapy is more effective than pure physiotherapy on functional disability (P < 0.050). It was also discovered that only hypnotherapy with physiotherapy can improve psychological distress (P < 0.050).CONCLUSION: It can be concluded that hypnotherapy with physiotherapy can improve pain intensity, functional disability, and psychological distress, and the total effectiveness of hypnotherapy with physiotherapy is more than the total effectiveness of pure physiotherapy

The Role of Parents' Motivation in Students' Autonomous Motivation for doing Homework:Testing a Model on Basis of Self –Determination Theory

The aim of this study was to investigate the role of parents' motivation in students' autonomous motivation for doing homework and testing a model on basis of self –determination theory. This study was a correlational study. The statistical population included 7260 students (3510 girls and 3750 boys) from the fourth grade elementary school students of Yazd public schools in the academic year 2016-2017. Participants were 230 students who were chosen through the clustering multistage sampling method. Participants completed Students' motivation for homework (SMH), Parents' motivation for help in homework (PMHH), Parents' attitudes towards homework (PAH), Parents' perceived competence (PPC) and Parents' need supportive behavior (PNSB) The results showed that the parents’ motivations in helping the children to do their homework, the parents’ viewpoints in doing the children’s homework and finally the perceived competence by the parents, can directly influence on the report of parents’ supporting of the independence. The children’s beliefs regarding parents’ independency supporting plays a mediation role between parents’ autonomous motivation, their attitude and perceived competence with students' autonomous motivation

The effectiveness of hypnotherapy with physiotherapy: Pain intensity, functional disability, and psychological distress among patients with non-specific low back pain

BACKGROUND: It has been demonstrated in previous investigations that non-specific low back pain is caused by multiple factors. Evidently, integrative therapies should be used in order to improve this disorder. Documents exhibit that integrative ‎therapies are capable of improving different aspects of low back pain and preventing the recurrence of clinical symptoms. The aim of the present study was to determine the effectiveness of hypnotherapy with physiotherapy on low back pain. METHODS: The statistical sample included 28 women who were randomly divided into two groups. One group received hypnotherapy with physiotherapy and the other received pure physiotherapy. The Depression Anxiety and Stress Scales (DASS-21), the Numerical Rating Scale (NRS), the Roland Morris Disability Questionnaire (RDQ) were used to measure the trend of changes (pretest, mid-test, and posttest) of psychological distress, pain intensity, and functional disability. The Hypnotic Induction Profile (HIP) was used to measure suggestibility. In order to analyze data, repeated measures analysis of variance (ANOVA) was used in SPSS software. RESULTS: The results revealed that hypnotherapy with physiotherapy affects pain intensity in the same way as pure physiotherapy (P < 0.050). Furthermore, it was found that hypnotherapy with physiotherapy is more effective than pure physiotherapy on functional disability (P < 0.050). It was also discovered that only hypnotherapy with physiotherapy can improve psychological distress (P < 0.050). CONCLUSION: It can be concluded that hypnotherapy with physiotherapy can improve pain intensity, functional disability, and psychological distress, and the total effectiveness of hypnotherapy with physiotherapy is more than the total effectiveness of pure physiotherapy

The Effects of Feedback on Students Achievement Goals: Interaction between Comparative Reference and Regulatory Focus

This study was conducted to investigate the effects of the type of feedback and regulatory focus and interaction on the alignment of student achievement goals. This study is an applied study. An experimental research method with a four-group pretest-posttest design was used. The statistical population of this study includes all sixth grade students of schools in district 6 of Mashhad in the academic year 2019-2020. A random cluster sampling method was used. The participants were 128 students and were randomly divided into four groups. Before and after the intervention, they all completed the Elliott and McGregor Achievement Goal Orientation Questionnaire. Data were analyzed using the factor covariance analysis model and SPSS-24 software. Results showed that self-referential feedback increased approach achievement goal orientation in conditions that served promotion, but did not increase avoidance achievement goal orientation in conditions that served prevention. Normative feedback increased approach-performance goal orientation when it was the promotion focus and avoidance-performance goal orientation when it was the prevention focus. According to the results of this study, it can be said that feedback is one of the most important factors in the formation of student achievement goals. The type of selective orientation leads students to pursue different behaviors and emotional consequences. The practical implications of the results were discussed

اثربخشي برنامه آموزش کنترل قُلدري بر عزت نفس و خودپنداره تحصيلي دانش آموزان قُلدر

Background and Objectives: Today, bullying and its methods of prevention and control have attracted the attention of researchers in the field of education. Therefore, the purpose of this study was to examine the effectiveness of control bullying training on self-esteem and school self-concept in bully students. &nbsp;Materials and Methods: The statistical population included male students in the range 14-17-year-old of public schools in Tehran during the academic year of 2018-19.&nbsp; A total of 40 subjects (20 controls and 20 experimental groups) were randomly assigned into two groups of experimental and control groups. Using a pilot, pre-test, post-test, and follow-up one month with the control group, Hartler's bullying and Rosenberg self-esteem and school self-concept questionnaires were completed. Then, experimental testing of control bullying training was performed in 8 sessions on the experimental group and after the completion of the sessions the post-test was presented to both groups. After that, a month's follow-up was carried out. For data analysis, analysis of repeated measurements was used. Results: The results showed that the control bullying training program on self-esteem (F=10.796 and p=0.002) and school self-concept (F=7.971 and p=0.008) between the two groups made a significant difference in the three stages of evaluation. This means that control bullying training helped to promote self-esteem and self-concept of bullying victims. Conclusion: Based on the results of bullying control training, self-esteem, and self-concept of students aged 14-17 years have been effective and can be used to control the students' bullying and anger. Therefore, the awareness of parents, teachers, managers and other professionals is important for these training. How to cite this article: Akbari Balootbangan A, Talepasand S, Mohammad Rezaei A, Rahimian Boogar I. The Effectiveness of Control Bullying Training on Self-Esteem and School Self-Concept in Bully Students. J Saf Promot Inj Prev. 2020; 8(1):1-10.سابقه و هدف: امروزه قلدري و روش‌هاي پيشگيري و کنترل آن مورد توجه عموم پژوهشگران حوزه تعليم و تربيت قرار گرفته است. لذا هدف از پژوهش حاضر تعيين اثربخشي برنامه آموزش کنترل قلدري بر عزت‌نفس و خودپنداره تحصيلي دانش‌آموزان قلدر بود. روش بررسي: جامعه آماري شامل دانش‌آموزان پسر 14 تا 17 ساله مدارس دولتي شهر تهران در سال تحصيلي 98-97 بود. تعداد 40 نفر (20 نفر گروه کنترل و 20 نفر گروه آزمايش) به روش تصادفي در دو گروه آزمايش و کنترل گمارده شدند. با بهره‌گيري از يک طرح آزمايشي پيش‌آزمون-پس‌آزمون و پيگيري يک‌ماهه با گروه کنترل، دانش‌آموزان ابتدا پرسشنامه‌هاي قلدري Harter، عزت‌نفس روزنبرگ و خودپنداره تحصيلي را تکميل کردند و سپس کاربندي آزمايشي آموزش کنترل قلدري در 8 جلسه بر روي گروه آزمايش اجرا و بعد از اتمام جلسات پس‌آزمون براي هر دو گروه ارائه شد. پس از آن پيگيري يک‌ماهه به اجرا درآمد. براي تحليل داده‌ها از روش تحليل واريانس با اندازه‌گيري‌هاي تکراري استفاده شد. يافته‌ها: نتايج نشان داد که برنامه آموزشي کنترل قلدري بر عزت‌نفس (796/10=F و 002/0=p) و خودپنداره تحصيلي (971/7=F و 008/0=p) بين دو گروه در سه مرحله ارزيابي تفاوت معني‌داري ايجاد کرده است. به اين معني که آموزش کنترل قلدري باعث ارتقاي عزت‌نفس و خودپنداره تحصيلي دانش‌آموزان قلدر شد. نتيجه‌گيري: بر اساس نتايج آموزش کنترل قلدري بر عزت‌نفس و خودپنداره تحصيلي دانش‌آموزان 14 تا 17 ساله اثربخش بوده و مي‌توان از اين آموزش جهت کنترل قلدري و خشم دانش‌آموزان استفاده کرد. لذا آگاهي والدين، معلمان، مديران و ساير متخصصان از اين آموزش‌ها حائز اهميت است. How to cite this article: Akbari Balootbangan A, Talepasand S, Mohammad Rezaei A, Rahimian Boogar I. The Effectiveness of Control Bullying Training on Self-Esteem and School Self-Concept in Bully Students. J Saf Promot Inj Prev. 2020; 8(1):1-10

The effect of spiritual/religious intervention on inner strength in women with breast cancer

For downloading the full-text of this article please click here.Background and Objective: Cancer is accompanied with psycho-social aspects that require complementary spiritual/religious interventions along with medical interventions for treating these patients. Thus, the present study aimed at examining the effect of religious/spiritual interventions on the inner strength of women suffering from breast cancer.Method: This study adopted a quasi-experimental design with pretest and posttest in three groups–namely experimental, placebo, and control. Convenience sampling was used to select 41 participants out of the women referring to Omid radiotherapy and chemotherapy center, and Bandar-Abbas specialized clinics from Mehr 95 through Tir 96. The participants were randomly assigned to experimental (14 persons), placebo (14 persons), and control (13 persons) groups. The experimental group underwent individual spiritual/religious intervention in 10 sessions and the placebo group was exposed neutral training, while the control group received no treatment. Data were collected by questionnaires on inner strength and demographic features in pretests and posttests and analyzed through repeated measures multivariate analysis of variance. All ethical issues were observed in this study and the researchers declared no conflict of interests.Results: The findings indicated significant differences between the intervention group and placebo/control group in terms of the rise of inner strength, and the subscales of Engagement, Connectedness, Anguish and Searching, and Movement (p&lt;0.05).Conclusion: Based on the findings, as a complement to typical medical cares, individual spiritual/religious intervention has positive effects on internal power and its subscales in women suffering from breast cancer. It is possible to use this intervention to enhance the psychological status in cancer treatment.For downloading the full-text of this article please click here.Please cite this article as: Davari S, Rahimian Boogar I, Talepasand S, Evazi MR. The effect of spiritual/religious intervention on inner strength in women with breast cancer. J Res Relig Health. 2019; 4(5): 27- 44

The Structural Relationship between Mathematical Self-Schema and Math Enthusiasm: The Mediating Role of Ability-Expectancy Beliefs and Task Value

The aim of the present study was to investigate the structural relationship between mathematical self-schemas and math Enthusiasm with the mediating role of ability-expectation beliefs and task value. This study was a correlational research using structural equation modeling. The sample included 500 female students in the 11th grade studying mathematics and science courses in Tehran. The participants were selected through multi-stages clustering method. All subjects completed the Math Self-Schemas, Semnan Expectancy-Value Questionnaire, Task Cost and Math Enthusiasm Questionnaires. The internal relationships of the variables were tested using the structural equation modeling method. The findings showed that mathematical self-schemas had a direct and positive effect on ability-expectancy beliefs. The effect of self-schemas on task value was also mediated by ability-expectancy beliefs. Ability-expectancy beliefs also directly affected the math task value. Although the direct effect of mathematical self-schemas on math enthusiasm was not significant; its indirect effect seemed to be significant. The effect of ability-expectancy beliefs on math enthusiasm was also mediated by task value. The path indicating the direct effect of the math task value on math enthusiasm was also significant. Thus, based on the findings, math self-schemas seem to influence math enthusiasm through beliefs about the ability to expect, and the math task value

Psychometric properties of the Baruth Protective Factors Inventory among nursing students

This is the final version. Available from the publisher via the DOI in this record.The Baruth Protective Factors Inventory is an instrument which assesses the risk and protective factors behind resilience. However, there is no valid or reliable Persian instrument for measuring resilience amongst nursing students in Iran. This study aimed to evaluate the psychometric properties of the Persian version of The Baruth Protective Factors Inventory among nursing students. This methodological study was done in 2017. The participants were 200 nursing students who were randomly recruited from Neyshabur city. Construct validity was assessed using exploratory and confirmatory factor analysis. Reliability was also assessed through the internal consistency assessment method. Exploratory factor analysis indicated a three-factor structure for the Inventory which accounted for 48.21% of its total variance. Confirmatory factor analysis confirmed the first-order model. The internal consistency values of the Inventory and its domains were good, confirming its great internal consistency and reliability. The Persian version of the Baruth Protective Factors Inventory was found to have acceptable validity and reliability to assess resilience amongst nursing students. Therefore, the Persian version of The Baruth Protective Factors Inventory can help nursing authorities identify non-resilient students, promote their resilience, and thereby improve their academic and clinical performance. Nursing students’ improved performance can positively affect both the quality of care and patient outcomes

Prevalence and Correlates of Psychiatric Disorders in a National Survey of Iranian Children and Adolescents

Objective: Considering the impact of rapid sociocultural, political, and economical changes on societies and families, population-based surveys of mental disorders in different communities are needed to describe the magnitude of mental health problems and their disabling effects at the individual, familial, and societal levels. Method: A population-based cross sectional survey (IRCAP project) of 30 532 children and adolescents between 6 and 18 years was conducted in all provinces of Iran using a multistage cluster sampling method. Data were collected by 250 clinical psychologists trained to use the validated Persian version of the semi-structured diagnostic interview Kiddie-Schedule for Affective Disorders and Schizophrenia-PL (K-SADS-PL). Results: In this national epidemiological survey, 6209 out of 30 532 (22.31%) were diagnosed with at least one psychiatric disorder. The anxiety disorders (14.13%) and behavioral disorders (8.3%) had the highest prevalence, while eating disorders (0.13%) and psychotic symptoms (0.26%) had the lowest. The prevalence of psychiatric disorders was significantly lower in girls (OR = 0.85; 95% CI: 0.80-0.90), in those living in the rural area (OR = 0.80; 95% CI: 0.73-0.87), in those aged 15-18 years (OR = 0.92; 95% CI: 0.86-0.99), as well as that was significantly higher in those who had a parent suffering from mental disorders (OR = 1.96; 95% CI: 1.63-2.36 for mother and OR = 1.33; 95% CI: 1.07-1.66 for father) or physical illness (OR = 1.26; 95% CI: 1.17-1.35 for mother and OR = 1.19; 95% CI: 1.10-1.28 for father). Conclusion: About one fifth of Iranian children and adolescents suffer from at least one psychiatric disorder. Therefore, we should give a greater priority to promoting mental health and public health, provide more accessible services and trainings, and reduce barriers to accessing existing services

The Effect of Perceived Motivational Structure of Classroom on Achievement Behaviors

The aim of the study was to investigate the effect of perceived motivational structure of classroom on achievement behaviors (the choice of problem, effort, persistence in solving algorithm and flowchart problems). There were 45 high school male students (Mean age = 17 years old) in the third grade of computer field in three classes. Classes were divided into two experimental and one control group. Instructional content was given in 10 sessions for 180 minutes. The variables of choice, effort, and persistence were collected by direct as-sessment method. A pre-test and post-test design was used. The Data were analyzed by using multivariate analysis of variance. Results indicated that mastery structure had positive effect on the amount of effort and persistence in solving algorithm and flowchart problems in comparison with control group. Mastery structure in comparison with performance structure increased the amount of effort in solving problems significantly. In addition, an interactive effect between previous achieve-ment and perceived structure of classroom was achieved in a mastery level. The amount of persistence in that of students with very weak previous achievement was more than students with average previous achievement. The find-ing of this study is compatible with the theory of achievement goal and illustrates that the mastery structure plays an effective role in forming achievement behaviors