Comparison of Object Relations, Personality Organization, and Personal and Relational Meaning of Life in Psychology Graduates vs. other Students in Lahijan Azad University

IF 1.2 Q3 PSYCHOLOGY, CLINICAL Clinical Practice in Pediatric Psychology Pub Date : 2023-04-01 DOI:10.32598/jpcp.11.4.905.1

Mahyar Arzpeyma, Tahereh Hamzehpoor Haghighi

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Abstract

Aim: We conducted the present study to compare Object relations, personality organization, personal meaning of life, and Relational meaning in life among Islamic Azad University, Lahijans branch's students. Method: The research design was post-event (causal-comparative). The sample included 200 (100 psychology students and 100 students from other majors) selected based on convenience sampling criteria for this study. We used The Bell Object Relations and Reality Testing Inventory (BORRTI), Kernberg's Inventory of Personality Organization (IPO), Steger's Meaning in Life Questionnaire (MLQ), and Relational Meaning in Life Questionnaire (RMLQ) in this study. The collected data were analyzed using multivariate analysis of variance and SPSS-24 software. Result: The results showed no significant differences between the scores of Object Relations among psychology students and students from other majors of Islamic Azad University, Lahijan. On the other hand, there were significant differences between the variables of personality organization, personal meaning in life, and Relational Meaning in Life in psychology students and other university students. Conclusion: Based on the results of this study, the overall status of psychology students was better than other students in terms of personality organization, personal meaning in life, and Relational Meaning in Life. However, it is recommended that therapists, counselors, and educational administrators pay more attention to Object Relations and some personality organization variables (such as primary defenses and identity confusion) in themselves or their students, as examining and improving these variables through psychotherapy can provide a better basis for future services and prevent potential harm to clients.

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阿扎德大学心理学专业毕业生与其他学生客体关系、人格组织、个人与关系生活意义的比较

目的:比较伊斯兰阿扎德大学拉希扬分校学生的客体关系、人格组织、个人生活意义和关系生活意义。方法:采用事后(因果比较)研究设计。样本包括200名(100名心理学专业学生和100名其他专业学生)，根据本研究的方便抽样标准选择。本研究采用Bell客体关系与现实测试量表(BORRTI)、Kernberg人格组织量表(IPO)、Steger人生意义问卷(MLQ)和关系人生意义问卷(RMLQ)。采用多变量方差分析和SPSS-24软件对收集的数据进行分析。结果:心理学专业学生的客体关系得分与伊斯兰阿扎德大学其他专业学生的客体关系得分无显著差异。另一方面，心理专业学生的人格组织变量、个人生活意义变量、关系生活意义变量与其他专业学生存在显著差异。结论:基于本研究结果，心理专业学生在人格组织、个人生活意义和关系生活意义方面的整体状况优于其他专业学生。然而，建议治疗师、咨询师和教育管理人员更多地关注自己或学生的客体关系和一些人格组织变量(如初级防御和身份混淆)，因为通过心理治疗检查和改善这些变量可以为未来的服务提供更好的基础，并防止对来访者的潜在伤害。

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来源期刊

Clinical Practice in Pediatric Psychology Psychology-Clinical Psychology

CiteScore

2.30

自引率

18.20%

发文量

期刊介绍： Clinical Practice in Pediatric Psychology® publishes articles representing the professional and applied activities of pediatric psychology. The journal comprehensively describes the breadth and richness of the field in its diverse activities;complements the scientific development of the field with information on the applied/clinical side;provides modeling that addresses the ways practicing pediatric psychologists incorporate empirical literature into day-to-day activities;emphasizes work that incorporates and cites evidence from the science base; andprovides a forum for those engaged in primarily clinical activities to report on their activities and inform future research activities. Articles include a range of formats such as commentaries, reviews, and clinical case reports in addition to more traditional empirical clinical studies. Articles address issues such as: professional and training activities in pediatric psychology and interprofessional functioning;funding/reimbursement patterns and the evaluation of the cost-effectiveness of clinical services;program development;organization of clinical services and workforce analyses;applications of evidence based interventions in "real world" settings with particular attention to potential barriers and solutions and considerations of diverse populations;critical analyses of professional practice issues;clinical innovations, e.g., emerging use of technology in clinical practice;case studies, particularly case studies that have enough detail to be replicated and that provide a basis for larger scale intervention studies; andorganizational, state and federal policies as they impact the practice of pediatric psychology, with a particular emphasis on changes due to health care reform.