Journal of Counseling Research

Aim: The present study aimed to comprise clinical model of antisocial and borderline personality disorders in divorced and normal women.

 Method: The research method was causal- comparative which is categorized as descriptive research methods. The sample included 100 women (50 divorced, and 50 normal who were living in seaman city) that by considering of entry criteria’s selected by convenience sampling. Both groups matched on age, social- economic status, residential area, and the years who they lived with their spousal.in this research Millon Multiaxial and Enrich’s marital satisfaction questionnaires administered among selected samples.

Results: The results showed divorced women in in comparison of normal women had scored higher an antisocial and borderline personality clinical model.

Conclusion: with considering of results it seems considering of borderline personality and antisocial cues can be useful in preventive programs divorce

Purpose: The present study aimed to investigate the effect of socio-dynamic counseling on the vocational identity of Isfahan university students. Methods: For this study, quasi-experimental method, with pretest-posttest and follow-up design, and a control group were used. The study population included all of the students at Isfahan university who were studying for their bachelor’s degree during the year 2015-2016. In this study, 30 subjects were randomly selected through voluntary sampling and were divided into two experimental and control groups (15 subjects in each group). The experimental group underwent socio dynamic counseling, but the control group did not receive any interventions. Data were collected using My Vocational Identity Scale (MVS) of Holland, Digger and Power (1980) and analyzed using SPSS-22 and analysis of variance through repeated measures. Findings: The results showed that socio-dynamic counseling had a significant effect on the vocational identity of students in post-test and follow-up stages (p0.05). The results also showed that socio-dynamic counseling had a significant effect on the vocational information and environmental and personal barriers (p0.05). Conclusions: The results suggested that socio-dynamic counseling could be used as an auxiliary process in career counseling and education.

Aim: Blended families, due to their distinct structure and specific relational challenges, may create emotional and cognitive pressures for adolescents. Self-help education that strengthens emotion regulation and cognitive flexibility skills can facilitate adolescents’ adaptation to new family conditions. Therefore, the present study aimed to examine the effectiveness of an acceptance- and social skills–based self-help educational package on emotion regulation and cognitive flexibility in adolescents from blended families. ▌Methods: This study employed a quasi-experimental design with a pretest–posttest control group. The statistical population consisted of 120 female adolescents from blended families enrolled in lower and upper secondary schools in Yazd during the 2023–2024 academic year. Based on inclusion criteria (female adolescents from blended families in Yazd; at least one year having passed since the formation of the new family; enrollment in lower or upper secondary school; low scores on emotion regulation and cognitive flexibility measures; and adolescents’ and parents’ willingness and informed consent to participate), 40 participants were selected through purposive sampling and then randomly assigned to an experimental group (n = 20) and a control group (n = 20). Data were collected using the Gratz and Roemer Emotion Regulation Questionnaire and the Dennis and Vander Wal Cognitive Flexibility Inventory. The acceptance- and social skills–based self-help educational program was implemented for the experimental group in ten 60-minute sessions. Data were analyzed using multivariate analysis of covariance (MANCOVA). ▌Findings: The results indicated that the acceptance- and social skills–based self-help educational intervention led to a significant increase in emotion regulation (F = 60.30, p < .05) and cognitive flexibility (F = 55.05, p < .05) among adolescents in the experimental group, whereas the control group showed no significant changes in these variables. The findings also demonstrated that acceptance- and social skills–based self-help education can effectively enhance adolescents’ self-management abilities and cognitive–emotional adaptation in blended families. ▌Conclusion: The findings suggest that acceptance- and social skills–based self-help educational interventions can serve as an effective tool for promoting mental health and improving cognitive and emotional adjustment among adolescents in blended families.