Social Psychology Research

Abstract Introduction: Elderly is thought to be a transition from a life stage to a new one and empty nest syndrome seems to be one prevalent phenomenon in this period. It is essential to identify effective interventions to treat this syndrome. Therefore, the present study was conducted with the objective of the effectiveness of existential consciousness group therapy on social rejection, social adjustment, social sufficiency, and cognitive avoidance in the elderly with empty nest syndrome.     Method: The present study was a quasi-experimental of pretest-posttest and control group design with a follow-up period. The statistical population included all the elderly with empty nest syndrome living in elderly care centers in Tehran, Iran, in 2022. Among whom, 30 were selected using convenience sampling and, according to the inclusion criteria, assigned into experimental and control groups equally (15 people in each group). The experimental group underwent 10 sessions of 90-minute existential consciousness therapy (shariatmadar,1393). Data collection tools were the Penhaligon Perceived Rejection Scale (2009), Bell Adjustment Scale (1961), Fellner, Lees& Phillips Social Sufficiency scale (1990), and Sexton and Dougas Cognitive Avoidance Questionnaire (2008). The data were analyzed using multivariate analysis of variance (MANCOVA). Findings: The results showed that existential consciousness group therapy reduced the feeling of social rejection (F=4/187, P<0/05), cognitive avoidance (F=2/395, P<0/05), and increased social competence (F=2/395, P<0/05) in the elderly with empty nest syndrome, but it had no significant effect on the subjects' social adjustment (F=0/0337, P<0.05). Conclusion: According to the results, in designing programs related to promoting health in the elderly with empty nest syndrome, existential consciousness therapy can be used as an effective intervention for improving social rejection, social sufficiency, and cognitive avoidance.

Abstract Introduction: prosocial- behaviors are purposeful actions that are defined for the well-being of others, regardless of one's motivation, So this study aimed to design a social competence intervention program on the social behavior of gifted students. Method: The present study is quasi-experimental with pre-test-post-test design and follow-up with a control group. The statistical population includes all gifted low-achieving students in 2019. From the whole population, 28 students were randomly selected and randomly assigned to two experimental (14) and control (14) groups. Then, the experimental group was trained in 10 consecutive sessions of the social adequacy intervention program. To comply with the research ethics after the end of the research, a training program was implemented for the control group. A community-based personality questionnaire (saffarinia,2012) was used to collect data. Results: The results of multivariate analysis of covariance and repeated measurements showed that the social competence intervention program significantly (α = 0.05) increased the prosocial behavior of the experimental group. Conclusion: Based on the findings, the social competence intervention program can be used as an effective educational strategy to improve the prosocial behaviors of low-achieving gifted students.

Abstract Introduction:The purpose of this research was to study the effect of acceptance/commitment training on improving social competence among students with Specific Learning Disorder (SLD).
Method: This was an experimental study with the pre-test, post-test and a control group. Research population included all 5th grade male students suffering from specific learning disorder (case study: 5th grade students in Ardabil in 2015). Research sample included 40 male students suffering from specific learning disorder (SLD) who were selected through multi-step cluster sampling and classified into two groups: Experimental group (n= 20) and control group (n= 20). The following tools were used for data collection: Kay Math mathematic Test, Raven Intelligence Test, Reading Test of Shafiei et al, Falahchay Writing Expression, social competence Questionnaire and Diagnostic Interview based on DSM-5. Data were analyzed by multivariate of Covariance analysis (MANCOVA) model in the SPSS software version 22.
Results: The results revealed that acceptance/commitment training was effective on improving social competence in students suffering from specific learning disorder (P< 0.001).
Conclusion: According to the results of this study, We can say the acceptance of emotions and communication problems rather than avoid them to help students to learn ways to deal with negative emotions and prevent the consequences of this deficiency disorders, such as social competence.

Abstract Introduction: This research has studies the effectiveness of logo therapy on social competence in adolescents. Method: Research methodology was semi-experimental. Participants include of high school girls that were studying in 2014-2015 educational year. 40 adolescent were selected by cluster random sampling and divided into control and experimental group randomly (each 20). Both groups was assessed by Felner social competence questionnaires. Collected data was analyzed by Multivariate covariance method. Results: Results showed that there is a significant difference between two groups and post-test of social competence in experimental group are more than control group. Conclusion: This Finding indicated that we can use of logo therapy techniques to improve social competence in adolescent.