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.

Objective: Blended families, due to their unique structure and complex relational dynamics, can create emotional and cognitive challenges for adolescents. Self-help educational programs, by strengthening emotion regulation and cognitive flexibility skills, may enhance adolescents’ adaptation to new family conditions. Therefore, the present study aimed to investigate the effectiveness of a self-help educational package on emotion regulation and cognitive flexibility in adolescents from blended families.
Method: Method: This research employed a quasi-experimental design with pretest–posttest and a control group. The statistical population included 120 female high school students from blended families in Yazd during the 2023–2024 academic year. Based on inclusion criteria (being a female adolescent from a blended family in Yazd, at least six months having passed since the formation of the new family, studying in high school, and voluntary participation with parental consent), 40 participants were selected using purposive sampling and randomly assigned to the experimental (n = 20) and control (n = 20) groups. Data were collected using the Gratz and Roemer Emotion Regulation Questionnaire (2004) and the Dennis and Vander Wal Cognitive Flexibility Inventory (2010). The self-help educational program was conducted for the experimental group in ten 60-minute sessions. Data were analyzed using multivariate analysis of covariance (MANCOVA).
Results: Findings: The results showed that the self-help educational intervention significantly improved emotion regulation (F = 60.30, p < .05) and cognitive flexibility (F = 55.05, p < .05) in the experimental group, while no significant changes were observed in the control group. The findings also indicated that self-help education can effectively enhance adolescents’ self-management skills and cognitive–emotional adjustment in blended families.
Conclusion: Conclusion: The findings suggest that self-help educational interventions can serve as an effective tool for promoting psychological well-being and cognitive–emotional adaptability among adolescents in blended families.