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Examining the role of primary maladaptive schemas in predicting high-risk behaviors of students

Number of pages: 136 File Format: word File Code: 30260
Year: 2013 University Degree: Master's degree Category: Psychology
Tags/Keywords: Inconsistent schema - Initial Inconsistent Schema - Risky behaviors
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  • Summary of Examining the role of primary maladaptive schemas in predicting high-risk behaviors of students

    Investigating the role of primary maladaptive schemas in predicting high-risk behaviors of students

    Abstract

    Incompatible schemas as cognitive infrastructures lead to the formation of irrational beliefs. When primary maladaptive schemas are activated, levels of excitement are released and directly or indirectly lead to various forms of psychological disturbances such as depression, anxiety, inability to work, drug abuse, interpersonal conflicts, and the like. Paying attention to the above contents, the present study intends to comprehensively examine these two variables in relation to each other due to the extent and close relationship between the primary maladaptive schemas and high-risk behaviors.

    The research sample includes 415 third-year high school and pre-university students of Freeman city (204 boys, 211 girls) who were selected by cluster sampling method. (Rajaei, Shafiei, 2013) and the Young Schema short questionnaire was used to measure the primary maladaptive schema. The results show that there is a positive and significant relationship between the primary maladaptive schema components and high-risk behaviors. Also, the components of vulnerability to illness (0.26), emotional deprivation (0.33), emotional dependence (0.36), entitlement/greatness Secretary (0.39), self-restraint (0.4) and stubbornness (0.41) explain the most variance of high-risk behaviors in students.

    Keywords: early maladaptive schema, high-risk behaviors,

    Adolescence is considered one of the most difficult, stressful and at the same time the most exciting period of life, both for the teenager himself and for parents and teachers. During this period, the pleasure of independence and autonomy, intimacy, optimism and hope for the future are among the new pleasures that have not been experienced before.

    Psychosocial, cognitive and biological changes during adolescence provide countless developmental opportunities for the adolescent to engage in behaviors that are implicitly important in adopting a healthy lifestyle or endangering health (Harris, Duncan and Bice-Jolly, 2002). On the other hand, teenagers tend to discover risky situations, and this has increased their capacity to not live long and even die (Steiber and Gadd [1], 1995).

    Kirkmer and Green [2] (2000) consider risk-taking as the tendency to engage in behaviors that are threatening or harm a person's mental and physical health. There are various theories about the factors that make some people want to engage in risky behaviors.

    Schemas form the core of a person's self-concept and guide the processing of information about themselves, the world, and others. According to Young's theory, the primary maladaptive schemas are fixed, inclusive and stable subjects that consist of memories, emotions, cognitions and bodily sensations. These schemas are formed through the interaction of the child's mood with his negative and continuous experiences and help the person adapt to his family or environment. However, these schemas may be incompatible in the later stages of life, because schemas are inflexible and resistant to change. These schemas stimulate negative spontaneous thoughts and severe psychological distress. In this way, schemas may be the main core of pathology in many disorders (Fetti et al., 2018).

    Since schemas also form the cognitive foundations of a person and can shape and direct a person's behavior, therefore, a relationship can be established between the initial maladaptive schemas as the underlying and hard part of people's cognitions, which are often formed in developmental periods of development, with maladaptive behaviors in the later stages of people's development. The appearance of schemas is one of the individual and psychological causes that are of particular importance in the study of substance dependence, schemas cause bias in the individual's interpretations of events and these biases show themselves in the form of distorted attitudes, false assumptions, unrealistic goals and expectations, primary incompatible schemas are deep and pervasive patterns or themes that are related to a person's relationship with himself or others and are extremely ineffective (truth) Menesh, 1386).

    In this research, the role of primary incompatible schemas on the high-risk behaviors of third-level high school and pre-university students of Freeman city has been examined.

    1-2-Statement of the problem

    In today's era, due to technological advances and its direct impact on the quality of human life, addressing the issue of health and the factors affecting it has gained special importance, and ensuring the health of the members of the society is considered one of the most important basic issues in any country (Nidoo[3], 2000). Law enforcers and social policy makers have been paying attention as one of the most important problems in the society is the prevalence of risky behaviors among different strata (Porafkari, 2013). For example, it is predicted that by 2030, the number of diseases and deaths caused by smoking alone will reach ten million people per year (Slaski[4], 2004). Although none of the social classes are safe from the consequences of health-threatening behaviors, some social groups, including teenagers, are at greater risk. So that many victims of risky behaviors in the future will be among today's teenagers. Many teenagers engage in behaviors that threaten their current and future health in dealing with difficulties and crises during adolescence. Substance abuse, violence, and unsafe sexual behaviors are factors in many cases of death in adolescence and early adulthood (Lindberg, Bagset, and Williams [5], 2000). While adults are more affected by diseases such as cancer, cardiovascular failure and diabetes (Ozer [6] et al., 2003). According to the statistics predicted by the World Bank in relation to the global development indicators, in 2005, about 8.5 million people in our country were teenagers aged 14 to 18, which was equivalent to 12.5% ??of the country's population. We are facing young people. Studies have shown that most risky behaviors, including smoking, alcohol, drugs, and unsafe sexual behaviors, begin before the age of 18 (Bergman and Scott [7], 2001).

    Attention to risky behaviors among adolescents and efforts to recognize and prevent them began in the United States in the late 1980s and has been expanding to other societies. Since 1991, the United States has a national school-based program under designed and implemented the title "System for monitoring high-risk behaviors of young people [8]". which includes the evaluation of 9 categories of high-risk behaviors in teenagers - including violence, suicide, carelessness in driving, consumption of tobacco, alcohol and drugs, high-risk sexual behaviors that have the possibility of contracting AIDS or sexually transmitted diseases, unhealthy eating behaviors and lack of physical and sports activities. In Iran, it has been some time that attention has been paid to high-risk behaviors in teenagers and ways to deal with them.

    The reasons for risk-seeking behaviors are different. Among them are thrill-seeking motivations, fears of inadequacy, the need to consolidate male identity, and group motivations such as peer pressure. This behavior may also be a reflection of the all-powerful imagination of some teenagers who imagine themselves invulnerable to injuries and injuries (Porafkari, 2013).

    A group of researchers have also emphasized the central role of cognitive schemas in maintaining and stabilizing risky and aggressive behavior in various times and situations. (Eron and Heusman [9], 1991; Heusman, 1988) Dudij [10] (1994) by presenting the social information processing model, considered the role of mental structures, especially cognitive schemas, important in regulating risky and aggressive behaviors. Huisman (1988) also believes that aggressive behavior occurs due to the internalization of a large number of aggressive schemas in the structure of the individual's mind.

    Primary maladaptive schemas are basically non-obvious and unconscious themes. which are maintained by people. These schemas are used as a pattern for processing experiences and thus extend throughout life and determine behaviors, thoughts, feelings, and interpersonal relationships. Early maladaptive schemas are often dysfunctional and stable.

  • Contents & References of Examining the role of primary maladaptive schemas in predicting high-risk behaviors of students

    List:

    List

    Title

    Abstract.. 2

    Chapter One: Research Introduction

    1-1-Introduction.. 3

    1-2-Statement of the problem.. 4

    1-3-Importance and necessity of the research.. 7

    1-4-Objectives Research.. 8

    1-5- Research hypotheses.. 8

    1-6-Theoretical and operational definition of variables.. 9

    Chapter Two: Background of the research

    2-1- First part: Theoretical foundations of the research.. 12

    2-1-1- Initial incompatible schemas.. 12

    2-1-2- Schema :.. 13

    2-1-3- The roots of schema formation. 15

    2-1-4- Primary incompatible schemas.. 18

    2-1-5- Schema areas and primary incompatible schema:. 19

    2-1-5-1- the first area; cut/rejection.. 19

    2-1-5-2- the second area; Impaired self-management and performance. 20

    2-1-5-3- The third area: impaired restrictions. 21

    2-1-5-4- the fourth area, other direction. 22

    2-1-5-5- The fifth area: listening to excessive ringing and inhibition. 23

    2-1-2- Risky behaviors.. 24

    2-1-2-1- Narcotics and psychoactive substances.. 26

    2-1-2-1-1- Definition of addiction and its diagnosis criteria. 26

    2-1-2-1-2- underlying factors predisposing to addiction. 28

    1- Individual risk factors.. 28

    2- Interpersonal and environmental risk factors. 30

    3- Social risk factors.. 31

    2-1-2-1-3- Effective factors in continued use:. 31

    2-1-2-1-4- Effective factors in the continuation of consumption:. 31

    2-1-2-1-5- Prominent psychological viewpoints in the field of substance abuse. 32

    1- Psychoanalytic view.. 32

    2- Biological view.. 34

    3- Opposite process view.. 34

    4- View of positive reinforcement patterns.. 35

    5- Bandura's social learning theory.. 35

    6- View of conditioning and learning patterns. 36

    2-1-2-1-6- The role of personality development in addiction:. 36

    2-1-2-1-7- The role of adolescence in addiction:. 37

    2-1-2-1-8- The role of personality traits in addiction:. 38

    2-1-2-1-9- Islam's view on addiction. 40

    2-1-2-2-tobacco.. 40

    2-1-2-2-1- Causes of teenagers and young people's tendency to smoke. 41

    2-1-2-3- Alcoholic beverages.. 41

    2-1-2-3-1- Effects of alcoholic beverages on the body:. 42 2-1-2-4 AIDS.

    2- Environmental theory.. 52

    3- Psychological refinement theory.. 52

    4- Failure-aggression theory.. 53

    5- Exchange theory.. 53

    6- Social monitoring theory.. 54

    7- Functionalism theories.. 54

    8- Resource theory.. 55

    9- System theory.. 55

    10- Social learning theory.. 55

    2-2- The second part: Internal and external studies. 56

    2-2-1- Records related to initial inconsistent schemas:. 56

    2-2-2- Records related to risky behaviors. 58

    Chapter 3: Research method

    3-1- Research method.. 65

    3-2- Statistical population.. 65

    3-3- Statistical sample.. 65

    3-4- Research tool.. 66

    3-4-1- Short form of Yang Schema Questionnaire (YSQ-SF). 66

    3-4-2- Questionnaire created by the researcher on risky behaviors. 67

    3-5- The research implementation method.. 68

    3-6- Statistical method.. 68

    Chapter four: Research findings

    4-1- Introduction.. 71

    4-2- Data description.. 71

    4-3- Research data analysis.. 75

    Chapter five: Discussion and conclusion Giri

    5-1-Introduction.. 90

    5-2-Research proposals.. 95

    5-3-Research limitations.. 95

    List of sources:.. 103

    Appendices.. 111

    Source:

    List of sources:

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