Journal of Counseling Research

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This qualitative study was done for the purpose of comparing the couple relationships in the view of mothers of children with disability and mothers of normal children. For doing this qualitative study , 12 mothers with mentally retarded children in the daily rehabilitation center of Ahang and 12 mothers with normal children who referred to quarter houses of Nabi Akram and Chaharsad Dastgah , were chosen by convenience sampling method. General and open questions in the subject of co-parent communication were expressed through in-depth interview. The information gained from interviews analyzed and coded with content - analysis method and with the Strauss-Corbin model. The results have also shown that parents of normal children communicate better than parents of mentally retarded children. In terms of self-attention and having talking skills , paying attention to life partner and using healthy communicational patterns , parents of normal children are in a better situation , but there was no noticeable difference in the problem-solving methods in both families. Relationships among couples are one of the crucial basics of the family which play an important role in adapting family members with the suffering member. Thus , it needs more researches in the context of couple relationships in these families. furthermore , since mothers have closer relationship with the disabled child , they face more impairment both physically and emotionally. So they need more educational programs and incorporeal supports.

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Purpose: The purpose of this study was to investigate the effect of socioeconomic status on individual and combination effects, and resilience to academic performance. Methods: For this purpose, 600 students who were selected by two stage cluster sampling methodology completed the Martin and Marsh Resiliency Questionnaire (2006) and their parents answered the International Socioeconomic Status Questionnaire. TIMSS (Which is repeated every four years for the country's performance in science and mathematics education to determine the trend of educational change and even the rate of decline and increased performance of students in participating countries after these years). Parents were also identified in three groups with high socioeconomic status, moderate, and low levels of this variable. Findings: Multilevel structural Equation Model was used to study and analyze the data. The results showed that socioeconomic status had a significant direct effect on academic performance in both levels of the student and the family, and the effect of resilience on academic performance was significant. Conclusions: The model has a good fit and 22% of students' performance variance at the student level and 28% of the variance in the performance of students at the family level was explained.

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Paradox therapy model, as a new and comprehensive model for treatment of anxiety disorders. Based on this, the aim of the research was evaluating the effectiveness of paradox therapy (PTC) on test anxiety and self-confidence of Female high school students in Tehran. This plan used 4 participants in an ABA single subject design. Unlike traditional designs, in this design each person acts as their own control. The three stages of this design are as follows: Baseline phase: This phase lasted three weeks and the test anxiety level of the subject was measured and recorded using the Friedman and Jacob (1997) questionnaire and self-confidence using the Eysenck standard (1979) in three sessions. After determining a stable baseline, the study entered the intervention. 2. Intervention phase (B): This phase lasts for three weeks and in three 45-minute sessions, PTC paradox approach techniques were presented to the subject and 3. Follow-up phase (A): In this phase, during three weeks, the stability of the changes was measured. The results of the intervention were presented in several stages in the form of a eyes chart and effect size. The results of the intervention showed that the scores of self-confidence and test anxiety tests before and after the intervention of all 4 students were significantly different, indicating that the PTC paradox therapy had an effect on reducing the test anxiety of the students participating in this study and increasing their self-confidence. School counselors can use this treatment for students' anxiety disorders and increasing their self-confidence.