Showing 44 results for Type of Study: Applicable
Seyedehmaryam Farshadan,
Volume 24, Issue 95 (12-2025)
Abstract
Aim: The aim of the present study was to develop a culturally grounded framework for mystical psychotherapy based on Rumi’s teachings; a framework that, drawing on the capacities of Iranian–Islamic mysticism, offers a deeper understanding of human nature, the origins of psychological suffering, and the path of treatment. ▌Methods: This study was conducted using a qualitative approach and thematic analysis. Initially, the fundamental concepts of psychotherapy theories were identified as primary (deductive) themes. Subsequently, the six volumes of the Masnavi Ma‘navi were analyzed as the main data source, and themes related to Rumi’s teachings, along with emergent themes, were inductively extracted. In total, approximately 600 initial codes were generated, which were then integrated and organized into 44 subthemes and 11 main themes. To assess credibility, the findings were reviewed and confirmed by five experts in psychology and mystical literature, and the overall content validity index (S-CVI/Ave) was found to be higher than 0.79. ▌Findings: According to Rumi’s perspective, human beings possess a divine, healthy “authentic self” while simultaneously becoming entangled in “false selves” generated by the mind, which constitute the primary source of psychological suffering. The most significant sources of disturbance include being trapped in mental consciousness, the illusion of perfection, and attachment to transient pleasures. Mental health depends on liberation from illusory selves and a return to authentic presence and the experience of inner unity and integration. Within this framework, interpersonal conflicts are rooted in intrapersonal conflicts, and the ultimate goal of therapy is the unveiling of the authentic self, the attainment of witnessing awareness, the experience of genuine inner peace and joy, and human transcendence. ▌Conclusion: A mystical psychotherapy framework based on Rumi’s perspective can function as a culturally rooted and complementary approach to conventional therapies, contributing to the enhancement of psychological well-being, the management of inner conflicts, the cultivation of wisdom, and individuals’ spiritual growth. By emphasizing self-knowledge, transcending mental identities, and elevating awareness, this framework has the capacity to provide a foundation for developing therapeutic interventions aligned with Iranian–Islamic culture.
Shiva Darvishvand, Ahmad Amani,
Volume 24, Issue 96 (1-2026)
Abstract
▌The present study aimed to investigate the relationship between sexual dissatisfaction and marital conflicts with psychological distress, with the mediating role of addiction to mobile-based social networks, among married teachers in Qazvin Province. ▌Methods: This study employed a correlational design using path analysis. The statistical population consisted of all married male and female teachers in Qazvin City during the year 1403 (Iranian calendar). The research sample included 350 married teachers who were selected using convenience sampling. Participants completed the Psychological Distress Questionnaire (Kessler et al., 2002), the Mobile-Based Social Network Addiction Questionnaire (Ahmadi et al., 1395), the Sexual Satisfaction Questionnaire (Shakib et al., 1400), and the Marital Conflict Questionnaire (Sanaei, 1387). Data were analyzed using path analysis with SPSS and AMOS software. ▌Findings: Examination of the path coefficients indicated that marital conflict and sexual Examination of the path coefficients indicated that marital conflict and sexual dissatisfaction had positive and direct effects on psychological distress. The significance testing of indirect effects also demonstrated that addiction to mobile-based social networks played a mediating role in the relationship between marital conflict and sexual dissatisfaction with psychological distress. ▌Conclusion: Considering the role of addiction to social media in the development of Considering the role of addiction to social media in the development of psychological distress, it is necessary to incorporate social media addiction into the formulation and content development of intervention programs aimed at treating psychological distress.
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Lale Jamalpour, Mohammad Rabiee, Rezvan Salehi Najafabadi,
Volume 25, Issue 98 (9-2026)
Abstract
Aim: This study aimed to examine the effect of interest self-awareness training based on True Colors Theory on career indecision among ninth-grade male students. ▌Methods: This study employed a quasi-experimental pretest–posttest control-group design with a one-month follow-up. The study population consisted of ninth-grade male students in Isfahan during the 2022–2023 academic year. A sample of 44 students was selected through multistage cluster random sampling and assigned to an experimental group (n = 22) and a control group (n = 22). The experimental group received seven 90-minute sessions of interest self-awareness training based on Don Lowry’s True Colors Theory (Kalil, 2005), whereas the control group remained on a waiting list. Data were collected using the Career Decision Scale developed by Osipow et al. (1976) and analyzed using repeated-measures analysis of variance in SPSS version 23. ▌Findings: Interest self-awareness training based on True Colors Theory significantly reduced career indecision among students. The experimental and control groups differed significantly in career indecision at posttest and follow-up, and the reduction in career indecision in the experimental group was maintained at the one-month follow-up (p < .05). ▌Conclusion: Interest self-awareness training based on True Colors Theory was effective in reducing career indecision among ninth-grade male students, with the effects maintained at follow-up. These findings suggest that school counselors, educators, and administrators may use this approach to help students develop greater self-awareness of their interests and address career indecision as they prepare to select an academic track.
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Marieh Abdolghaderi,
Volume 25, Issue 98 (9-2026)
Abstract
Aim: This study aimed to explore the cycle of hope and hopelessness and the fluctuating experiences of suicidal ideation among university students over the course of an academic semester amid escalating tensions between Iran and the United States. Specifically, it sought to understand the dynamic and context-dependent nature of suicidal ideation in relation to individual stressors, university-related factors, and broader sociopolitical crises. ▌Methods: This qualitative study employed a descriptive phenomenological approach. Eleven university students who had experienced fluctuations in suicidal ideation during an academic semester coinciding with escalating Iran–U.S. tensions were selected through purposive sampling. Data were collected through in-depth, semi-structured interviews and analyzed using Colaizzi’s seven-step phenomenological method. The analysis focused on identifying the fundamental structure of participants’ lived experiences rather than achieving statistical generalization. ▌Findings: Seven major themes emerged from the analysis: erosion of the sense of security and stability; accumulation and layering of psychological distress; cyclical fluctuations between hope and hopelessness; suicidal ideation as a language of helplessness and a desire for relief; political crisis as an amplifier and qualitative modifier of distress; protective factors and the reconstruction of hope; and existential reappraisal and meaning-making. The findings indicated that suicidal ideation was not experienced as a static phenomenon, but rather as a fluctuating and cyclical experience shaped by the interaction of individual stressors, academic pressures, and broader sociopolitical threats. ▌Conclusions: Suicidal ideation among university students may fluctuate substantially over time and should be understood within the broader context in which students live and study. The findings highlight the need for university-based screening and intervention systems to move beyond one-time, cross-sectional assessments toward temporally informed, context-sensitive, and multilevel approaches. Clinical interventions should also extend beyond symptom-based assessment by attending to experiences of entrapment, monitoring fluctuations in risk over time, and facilitating the reconstruction of meaning and sources of hope among university students.
