Year:2022 | Volume:2 | Issue:2 (3)|Papers Count:30

Background and Aim: The overweight and obesity have spread among many communities and countries in recent years. Therefore, the present study aimed to examine the effectiveness of mindfulness training on emotion self-regulation and self-compassion in obese girls. Methods: The present study was quasi-experimental and had a pre-test-post-test design with a control group. The statistical population consisted of all obese girls who visited Mehr Counseling Clinic of Tehran in 2020. A total of 40 girls were selected by the convenience sampling method and randomly divided into experimental (n=20) and control (n=20) groups. Research tools included the emotion regulation questionnaire (Gross and John, 2003), and self-compassion scale (Neff, 2006). The experimental group received 10 one-hour sessions of mindfulness training twice a week but the control group did not receive any intervention. Data analysis was performed by descriptive statistics (mean and standard deviation), and analysis of covariance by SPSS 26 Results: The results indicated that mindfulness training had a positive and significant effect on increasing the self-compassion score in participants in the experimental group (P<0. 05). There was a significant difference in emotion regulation scores between the two groups in the post-test (P<0. 05). Conclusion: The research results indicated that mindfulness training was effective in improving self-compassion and emotion regulation of girls with obesity. The researcher suggests a 3-month follow-up period to achieve reliable results.

Background and Aim: Disability is a global phenomenon that has been discussed in all societies throughout history, so that 10% of the world's population is physically, mentally, psychologically, and socially disabled according to the World Health Organization (WHO). So, officials and macropolicymakers in the field of the disabled should provide appropriate conditions to promote the mental health of families with children with special disabilities by taking the necessary measures. Accordingly, this study was conducted to identify the challenges facing mentally retarded adolescents in acquiring selfempowerment skills. Methods: This is a qualitative study based on the nature of the data and a baseline study in terms of the type of theory. The statistical population included specialists and practitioners working in centers for the education and care of mentally retarded adolescents, mothers, and caregivers who were selected by purposive sampling in Tehran in 2019. Data were collected through semi-structured 35-to 45-minute interviews to reach saturation with 15 specialists and 10 mothers and caregivers. Data were analyzed by the method developed by Strauss and Corbin. Results: According to the results, the challenges in acquiring self-empowerment skills in mentally retarded adolescents could be classified as parental ignorance, rejection, economic, social, and family constraints, abuse/harassment, feelings of inadequacy, inefficiency, Inadequate professional and welfare support, social inequality, lack of enforcement of laws, lack of jobs concerning disability, educational malfunctions, and lack of qualified trainers. Conclusion: The results showed that a lack of awareness of the abilities and potentials of mentally retarded adolescents in acquiring self-empowerment skills creates challenges for them to achieve this goal. So, special attention should be paid to mentally retarded adolescents and careful consideration of the challenges they face in acquiring self-improvement skills. This can lead to solutions to increase their social skills, life skills, and self-empowerment.

Background and Aim: The role of emotion regulation in mental illness and learning and functional abilities of adolescent students has been confirmed today and is an important basis for the emergence of emotional and behavioral disorders during adolescence. Accordingly, this study was conducted to determine the effectiveness of mindfulnessbased group therapy (MBGT) on cognitive emotion regulation (CER) in female adolescents. . Methods: The study had a pretest-posttest design with a control group and a two-month follow-up. The statistical population included all high school students in Saveh city (Markazi province) in the academic year 2016-2017, from which 30 people (15 in the experimental group and 15 in the control group) were selected by cluster sampling and randomly assigned to experimental and control groups. The study tool was the Cognitive Emotion Regulation Questionnaire (CERQ) developed by Granefski et al. (2001). The experimental group received eight sessions of mindfulness training, and the control group received no intervention. Data were analyzed using repeated-measures ANOVA. Results: The results suggested that MBGT affected CER in female adolescents and that this effect was stable in the follow-up phase. The results also indicated that MBGT increased positive CER and decreased negative CER (P = 0. 01). Conclusion: According to the findings, counselors and psychologists are recommended to use MBGT as an effective method to increase positive CER in female adolescents.

Background and Aim: Numerous studies have been conducted on the relationship between parenting styles and self-esteem, while the role of perfectionism has been overlooked as a mediator in predicting selfesteem. Thus, this study aimed at determining the mediatory role of perfectionism in the prediction of self-esteem among female students based on parenting styles. Methods: The present study was the type of descriptive-correlational studies, and the statistical population included the female students of the Azad University of Tonekabon. The sample was composed of 123 female students of the university that were selected by the convenience sampling method. They have responded to the parenting style questionnaire of Baumrind (1972), Coopersmith's (1967) Self-Esteem Inventory, and the perfectionism inventory scale of Hill (2004). The structural equation modeling with SPSS26 and PLS3 software was used to analyze the data. Results: The findings indicated that the structural model of perceived parenting styles along with selfesteem was fitted through the mediation of perfectionism among students. The results stated that all paths were significant except permissive and authoritative paths to self-esteem and the authoritarian path to negative perfectionism. Furthermore, the indirect effect of permissive and authoritative styles of parenting on self-esteem through negative perfectionism, respectively, was-0. 223 and-0. 207, respectively. And the indirect effect of permissive, authoritative, and authoritarian parenting styles on self-esteem through positive perfectionism was-0. 205,-0. 204, and 0. 261, respectively. The results were statistically significant. Conclusion: According to the findings of the research, it can be concluded that the individual's self-esteem can be predicted through perfectionism and parenting styles.

Background and Aim: The family has always been considered as the most important human system and the patterns of communication that parents establish with Youth in social settings can play an important role in social interest. The aim of this study was to determine the role of social interest in predicting communication patterns of adolescent girls patterns. Methods: The present study was a descriptive correlational study. The statistical population included students in Rasht in the academic year 2020, the sample was 101 students from the first year of high school were selected by multi-stage random sampling method. The research instruments were Alizadeh et al. 's Children of Social Interest Questionnaire (2015) and Christensen and Salavi (1984) Communication Patterns Questionnaire. Data analysis was calculated by multivariate regression method using SPSS software version 21. Results: The findings showed that there is a positive and significant relationship between communication patterns with feelings of equality / feeling of superiority at the level of 0. 01 and responsibility for homework, communication with people and empathy, courage and confidence and social interest. They can predict communication patterns at a confidence level of 0. 01. Also, the variable of communication with people and empathy was determined as the strongest predictor of communication patterns. Conclusion: It can be concluded that effective communication patterns such as communication and empathy between parents and students can play an important role in improving their social interest.

Background and Aim: Present research intends to evaluate structural equations among dogmatism, identity styles, commitment and religious faith using Structural Equation Modeling (SEM). Hypothesis indicates that individuals who are dogmatic considering their cognitive style, are more likely to have normative identity style, more committed to their beliefs and more prepared to accept religious faith. Methods: This research is descriptive-correlative type. 160 young people from Tabriz, Iran participated and they had the age of 20 to 35 years old. Mentioned group responded to Rokeach’, s Dogmatism scale, fifth version of Identity Style Inventory (ISI-5) and The Santa Clara Strength of Religious Faith Questionnaire (SCSORF). Data analysis administered using Exploratory Factor Analysis, Confirmatory Factor Analysis and Structural Equation Modeling. In addition, in order to categorize, analyze and compute data SPSS ver. 25 and SPSS Amos ver. 24 applications were used. Results: Assessment of the model based on hypothesis clarified that it’, s fitting according to model fit scores (CFI=0. 94, GFI=0. 95, NFI=0. 89, RMSEA=0. 081). Also, correlations between variables were in the same direction with predicted model (p<0. 05). Conclusion: Generally, present article concluded there is a strong relationship between dogmatism-related cognitive style and identity style formation which leads to high levels of commitment and tendency to religious belief and faith.

Background and Aim: Iran is a country with valuable cultural and artistic works and Ferdowsi Shahnameh is one of them. Unfortunately, despite the existence of such a valuable treasure and the exploits that can be made of it, especially in education, it has been used to a limited extent. Accordingly, this study sought to investigate the effect of holding Shahnameh reading courses on aggression, social skills and national identity of students. Methods: This study is based on the applied purpose and in terms of the type of research in the field of quasi-experimental studies. The statistical population of this study consists of all fourth-grade students of girls' schools in Khorramabad. Sampling in this study was performed using the available non-probability method. Accordingly, after conducting initial discussions and obtaining permission from the students' parents, finally 30 people from the statistical community were identified as the research sample. The data required in this study were collected using a questionnaire based on a 5-point Likert scale. Aggression was assessed using the AGQ questionnaire with 30 questions, social skills were assessed using the Gersham and Elliott (1990) questionnaire with 29 items, and national identity was assessed based on the Batman questionnaire (2005) with 12 items. The data collected in this study were analyzed due to the non-normality of the obtained data using Wilcoxon test. Results: Findings of this study showed that the average aggression of students after holding the Shahnameh reading course decreased significantly (with a significant level of 0. 000) to 0. 827. Descriptive analysis of the data shows that the average of social skills and national identity increased by 0. 648 and 0. 758, respectively, at the significant level of 0. 002 and 0. 001. Conclusion: The results of this study show a Z statistic above 1. 96 for each of the variables, which shows a significant difference between the means before and after the Shahnameh reading period.

Background and Aim: Body image represents how one perceives his/her body and acts as the most important part of an individual’, s image of oneself. It is because a person's physical appearance is the first feature that is judged by people when they encounter each other. The aim of this study was to investigate the relationship between flourishing and body image in female students. Methods: This research is descriptive and correlational. The statistical population of the present study included all 11-to 13-year-old female students in Kavar schools who were studying in 2020. From among them, based on Morgan table and using the available sampling method, 250 female students were selected as the sample. In order to collect research data, the body image questionnaire (Kesh and Prozinsky, 1985) and the flourishing questionnaire (Soleimani et al., 2015) were used. Data were analyzed using Pearson correlation coefficient method and SPSS software. Results: There is a positive and significant relationship with flourishing. But there is a significant relationship between weight satisfaction only with the component of the relationship and overall prosperity. Conclusion: The results showed that body image, as an element that a person has a positive or negative about their body, affects his mental life and attitudes, which leads to accepting the value of the person and believing in his positive social development.

Background and Aim: More than any other group, adolescents engage in a wide range of risky behaviors that can be costly for them, their families, and their communities. High-risk behaviors are potentially destructive behaviors that individuals commit intentionally or unaware of adverse individual and social consequences. In other words, high-risk behaviors are behaviors that endanger people's health and well-being. High-risk behaviors include a range of behaviors. The main purpose of this study was the effectiveness of emotion-focused therapy on the dark triangle of personality, high-risk sexual behaviors and behavioral activation / inhibitory systems (BAS / BIS) in adolescents referred to DIC centers in Tehran. Methods: The research method was quasiexperimental and the design used was pre-test post-test with a control group. The statistical population of the study included adolescents referring to vulnerability reduction centers and night shelters in Tehran in the second 6 months of 1399. Using the available sampling method, 30 people were selected and randomly divided into experimental and control groups Each group (15 people) were assigned. The measuring instruments were the Short Dark Traits of Personality Questionnaire (Johnson and Webster, 2010), the High-Risk Sexual Behaviors Questionnaire (Zarei et al., 2010) and the Inhibition / Behavioral Activation System Scale (Carver and White, 1994). Emotionfocused therapy was performed on the experimental group for 8 sessions of 90 minutes. Results: The results of multivariate analysis of covariance showed that emotion-focused therapy had an effect on reducing the three dark symptoms of personality disorder, high-risk sexual behaviors, and behavioral activation / inhibition systems. Conclusion: The high sensitivity of the BAS, fun seeking and reward response increases the likelihood of risky behaviors associated with them. Thus, emotion-focused therapy is effective on high-risk behaviors and behavioral activation / inhibition systems.

Background and Aim: The purpose of this study was to investigate the effectiveness of teaching positive attitude and optimism with cognitive-behavioral approach to quality of life and depression among adolescents. Methods: This quasi-experimental study was conducted with the experimental and control group and the pre-test and post-test design. The statistical population of the 3rd grade high school students was in Isfahan. Students who had more scores in depression scores and lower quality of life scores were selected according to the entrance criteria for a sample size of 30 and randomly assigned to two experimental and control groups. The experimental group received 6 sessions of intervention in a group and control subjects were placed on the waiting list. Both groups responded to the quality of life of Vier and Sergun and Beck Depression before and after the experiment. To analyze the data, covariance analysis was used. Results: The results showed that education of positive attitude and optimism skills with cognitivebehavioral approach significantly decreased depression. Also, teaching positive attitudes and optimism with cognitive-behavioral approach had a significant effect on quality of life in overall score as well as in general health dimensions, Physical function, role limitation due to physical, role limitation due to emotional, physical pain, social function, fatigue or vitality and mental health. Conclusion: Based on the findings, it can be concluded that positive cognitive-behavioral education and optimism improve quality of life and lead to depression in students.

Background and Aim: Attention deficit hyperactivity disorder (ADHD) is a common behavioral problem in children worldwide and affects the lives of patients, parents, and society. The main feature of this disorder is a stable attention deficit hyperactivity disorder and impulsivity model in people who have more frequent and severe symptoms compared to people who are at the same level of growth. The present study aimed to determine the difference between executive functions and help-seeking in students with attention deficit hyperactivity disorder (ADHD) and normal students. Methods: The present study was a descriptive and causal-comparative study and its statistical population consisted of all students (girls and boys) in the fourth to sixth grades of the elementary school in Yasuj in the academic year 2019-2020. Among the statistical population, 50 normal students were selected using the multistage cluster sampling method, and 50 students were selected with attention deficit hyperactivity disorder using the purposive method. Data were collected using the academic help-seeking scale by Ryan and Pintrich (1997), and the Behavior Rating Inventory of Executive Function (BRIEF) (2000). After collecting and extracting data, participants' scores were analyzed using analysis of variance (univariate and multivariate). Results: The results of multivariate analysis of variance indicated that there was a significant difference between executive functions and academic help-seeking in students with attention deficit hyperactivity disorder and normal students. The results also indicated that there was a significant difference between the two groups of students with attention deficit hyperactivity disorder and normal students in terms of components of executive functions (behavior regulation, metacognition), and components of academic help-seeking (accepting help and avoiding help-seeking). Conclusion: Children who suffer from attention deficit hyperactivity disorder have more executive dysfunctions than normal children and benefit from helpseeking behaviors to solve fewer problems. Therefore, it is necessary to consider psychological interventions and training to improve and solve the problems of these students.

Background and Aim: Game is a part of human life from birth to death. Physiologically, humans need movement and play is an important part of this movement. Humans need to think for their mental and social development, and play is the leaven of thinking. The aim of this study was the effectiveness of play therapy on social and cognitive skills of students with sensory-motor disabilities in Yasuj. To achieve this goal, a statistical population including students with disabilities, motor and sensory motor skills of Yasuj in the academic year 2021 who were studying was used. Methods: The research design is experimental, pre-test post-test with a control group and an experimental group. The sample size is up to 30 students with motor-sensory disabilities (15 in the experimental group and 15 in the control group) using the available sampling method. Experimental group members underwent play therapy during 12 weekly sessions, and advanced perceptual-visual test, Frostig, Godanoff dummy painting test, and Wineland maturity scale were used to collect data. Data analysis was performed at both descriptive and inferential levels. Then, analysis of covariance, t-test and data were analyzed using SPSS-22 software. Results: The results of descriptive statistics and scores of each skill (cognitive, social) in this study showed an improvement in the condition of the experimental group compared to the control group (p≤, 0. 05). Also, the results of analysis of covariance showed that play therapy significantly improved the mean scores of cognitive and social skills in the control group compared to the experimental group (p≤, 0. 05). Conclusion: According to the results, it seems that play therapy can strengthen the social cognitive skills of students with sensory-motor disabilities. Therefore, exceptional pediatricians as well as caregivers are recommended to use play therapy as an intervention method in the treatment of these people.

Background and Aim: Learning problems are undeniable facts that can be seen in all societies and cultures. The purpose of this study was to determine the effectiveness of behavioral parenting program training on improving the parent-child relationship of mothers with children with learning disabilities. Methods: The current research was semiexperimental with experimental and control groups and a pre-test and post-test design. The statistical population consisted of mothers with children with learning disabilities aged 7 to 10 years who referred to the Minodasht Education Counseling Center. 20 students were selected purposefully and using the random replacement method in two groups of 10 people (10 people in the experimental group and 10 people in the control group) were placed. Parent-child relationship questionnaire will be conducted under the supervision of the researcher for both experimental and control groups. Subsequently, the mothers of the experimental group were exposed to 8 sessions of behavioral education in a group (psycho-educational sessions), and at the end of the sessions, the questionnaires were repeatedly performed by the mothers of both groups. For analyzing the obtained data, descriptive statistics and repeated measures variance analysis were used. Results: The results showed that behavioral skills training to mothers significantly increased the level parent-child relationship (P=0/001). Conclusion: Based on the findings, it can be concluded that teaching parenting program in a behavioral way to mothers improves the parent-child relationship in students with learning disabilities.

Background and Aim: The effectiveness of acceptance and commitment therapy on inner happiness and quality of life of women with breast cancer. Methods: The research method was semiexperimental with a pre-test-post-test design and follow-up with the control group. The statistical population included all young women 20 to 45 years old with breast cancer who received a definite diagnosis of breast cancer according to clinical and laboratory examinations by a specialist. Among them, 30 people were selected by available sampling method and randomly replaced in two experimental groups (psychotherapy based on acceptance and commitment) and control (15 people in each group). Then the experimental group was treated in 10 sessions of 90 minutes (one session per week) with psychotherapy methods based on acceptance and commitment based on the protocol of Hayes et al. (2004) and the waiting list group was not subjected to any intervention until the end of the follow-up. The data were collected with the help of Argyle's (2001) inner happiness questionnaires, quality of life questionnaire (SF-36) and were analyzed through analysis of variance with repeated measures and using SPSS-22 software. Results: The results of the research showed that psychotherapy based on acceptance and commitment is effective on the inner happiness (P<0. 001) and quality of life (P<0. 001) of women with breast cancer. Conclusion: As a result, health professionals can use psychotherapy based on acceptance and commitment along with other treatment methods to improve the inner happiness and quality of life of vulnerable groups, including breast cancer patients.

Background and Aim: Psoriasis is a chronic and common skin disease that affects approximately 2% of the population. The impact of this disease on the quality of life of patients is very high even in cases where a very small level of the body is involved. The aim of this study was to evaluate the effectiveness of acceptance and commitment therapy on psychological hardiness and distress tolerance in patients with psoriasis. Methods: The present research method is quasi-experimental with pretest-post-test design and one-month follow-up with a control group. The statistical population consists of all female patients who referred to the skin and hair clinics of Boroujerd in 2022 who received a definitive diagnosis of psoriasis. Among them, 30 patients with psoriasis whose depression rate was higher than the cut-off point were selected by nonrandom sampling method and alternated in experimental group (acceptance and commitment therapy) and control group. (15 people in each group). Acceptance and commitment therapy was performed according to the Protocol (Hassanzadeh, 2020) in 8 sessions of 90 minutes in the experimental group. Data were collected using the Lang and Golett (2003) Psychological Hardiness Questionnaire, Simmons and Gaher (2005) and Beck (1996) Depression Inventory. Data were analyzed using SPSS-22 software and repeated measures analysis of variance. Results: The results showed that acceptance and commitment therapy is effective on psychological hardiness (p<0. 001) and distress tolerance (p<0. 001) in patients with psoriasis. Conclusion: It can be concluded that acceptance and commitment therapy was effective on psychological hardiness and distress tolerance in patients with psoriasis and this treatment can be used to reduce the adverse effects of the disease on patients' lives and take supportive measures.

Background and purpose: It seems that the main source of smartphone addiction in teenagers and young adults is environmental stress such as school and family,The present study was conducted with the aim of smartphone management styles and smartphone addiction: the mediating role of hot executive functions in students. Methods: The research method is cross-sectional correlation. The statistical population of this study consisted of all students of normal schools for boys and girls aged 15 to 18 years living in Tehran in 1399-1400, from which 722 people were selected by available sampling method. In this study, mobile dependency tools (Bianchi and Phillips, 2005), smartphone management styles (Hsieh et al., 2019) and executive functions (Balster Gerrard et al., 2000) were used, all of which have valid credibility and reliability, they were accepted. SPSS-V24 and Amos-V8. 8 software were used to analyze the data. Results: Structural equation modeling was also used to answer the research hypotheses. Findings showed that the model has a good fit. The results also showed that the direct standard path of smartphone management on smartphone addiction is indirect and significant (P=0. 05). Conclusion: The results showed that the effect of direct standard of smartphone management on phone addiction is significant and the effect of indirect standard of smartphone management on phone addiction with the mediating role of hot executive functions is significant. Therefore, paying attention to the mentioned variables in prevention and designing more appropriate therapies will help researchers and therapists.

Background and purpose: Educating people who can easily overcome their problems in society in everyday life is an important goal of the modern education system. Therefore, providing learning conditions and situations in a way that the best achievements are obtained is significantly important in the learning process. The present study aimed to teach the choice theory to improve the mental health and academic self-efficacy of female high school students. Methods: The present research had a semi-experimental design with a pretest-posttest, follow-up, and a control group. The samples included 40 female high school students who were randomly selected. The choice theory training was conducted for the experimental group in twelve 120-minute sessions, and a post-test was performed after the sessions. The general health questionnaire (GHQ) and Morgan's academic selfefficacy scale were used to collect data. Results: According to the analysis of covariance, the choice theory training was effective in improving the mental health and academic self-efficacy of female high school students (P=0. 05). Conclusion: Given the effectiveness of choice theory training in improving mental health and academic self-efficacy, education professionals are suggested to utilize the choice theory training program to improve the students' status.

Background and Purpose: In recent years, the identification of factors that are effective in maintaining and creating unhealthy eating behaviors has become a focus for further research,this research aims to explain of eating behavior based on executive function and the mediating role of emotional regulation was performed. Method: The method of the current research was a descriptive correlation type. The statistical population of the research was all men and women between 30 and 40 years of age in Tehran in 1400, of which 190 people were selected as the research sample using a random multi-stage cluster sampling method method. In this research, the tools of eating behavior (Dutch, 1986), executive functions (Najati, 2013) and cognitive emotional regulation (Garnefsky and Kraij, 2006) were used. Amos-V8. 8 software was used to analyze the data. In order to analyze the research data, structural equation modeling method was used. Results: The research findings showed that the research model has a good fit. The results showed that neurocognitive executive functions negatively and significantly predict eating behavior. Also, the results showed that neurocognitive executive functions positively and significantly predict eating behavior through the mediation of emotional cognitive regulation. Conclusion: Therefore, executive functions and emotional regulation play an important role in predicting the eating behaviors of overweight and obese people, which should be considered in prevention and treatment programs.

Background and Purpose: Sexual satisfaction is an important factor of marital life satisfaction, and those with higher sexual satisfaction have a significantly better quality of life than those without sexual satisfaction. The present research aimed to compare the effectiveness of marriage enrichment (PAIRS) and the Prevention and Relationship Enhancement Program (PREP) in improving the sexual satisfaction of young couples. Method: The research was semi-experimental (pretest-posttest with a control group and a one-month follow-up). The statistical population consisted of couples who visited Bina, Salam Zendegi, Emamat, and Shokraneh centers in the east of Tehran. Among the couples, who visited the centers from May to June 2021, 35 couples agreed to cooperate and participate in the research after screening using the sexual satisfaction questionnaire (LSSQ) by Larson et al. (1998), and 30 couples were selected by the purposive method and were randomly assigned to three groups, two experimental groups, and one control group. In the research, 10 couples (n=20) were assigned to the marriage enrichment (PAIRS) group, 10 couples (n=20) to the Prevention and Relationship Enhancement Program (PREP) group, and 10 couples (n=20) to the control group. Data were analyzed using the repeated-measures analysis of variance (ANOVA). Results: According to the results, marriage enrichment intervention (PAIRS) and the Prevention and Relationship Enhancement Program (PREP) were effective in improving sexual satisfaction (F=67. 73, P=0. 001), and the effect was stable in the followup stage. Conclusion: Group counseling for couples using the marriage enrichment method (PAIRS) and the Prevention and Relationship Enhancement Program (PREP) were both effective in improving marital sexual satisfaction. Based on the research findings, marriage enrichment (PAIRS) and the Prevention and Relationship Enhancement Program (PREP) were effective ways to improve marital satisfaction.

Background and Purpose: School factors such as its staff, including teachers, principals, schoolmasters, educational instructors, office managers, and even servants at schools can affect children and adolescents,hence, the present research investigated and provided a model for family-school interaction (FSI) promotion in preventing social misbehavior of adolescents (from the perspective of teachers and principals at schools in Tehran). Method: The present research was applied in terms of purpose, and descriptive survey in terms of nature and data collection method,and it was specifically based on structural equation modeling. The research data were utilized using a researchermade questionnaire. The statistical population of the research consisted of all principals and teachers of high schools in district 5 of Tehran. Cochran's formula was used to determine the sample size. According to the statistical population and Cochran's formula, 346 individuals were selected as a sample. Sampling had one-stage cluster random and simple random methods. Results: According to the results, the R2 value was used for endogenous latent variables, and the red criterion was utilized for the variability of the indices of an endogenous construct and it was equal to 0. 450 to explain data and examine the fit of the model. The GoF criterion was used to fit the overall model, and the obtained value was equal to 0. 57, indicating the strong fit of the model. Conclusion: The results indicated that when parents participated in their children's education, the students' attitudes, behaviors, and academic status were strengthened, and thus the adolescents stayed away from abnormal social behaviors. According to the results, the Department of Education is suggested to allocate enough budgets and resources for activities of adolescents at schools and try to help in the further interaction of families and adolescents with schools by holding extracurricular classes and an appropriate educational setting.

Background and Purpose: The presence of a mentally retarded child in the family puts all family members, especially the mother, under psychological pressure. The present research was conducted with the aim of comparing the effectiveness of life skills training and meaning therapy on communication skills and parenting stress of mothers of intellectually disabled children. Method: The research method was a semi-experimental type with a pre-test-post-test design with a control group. The statistical population was all the mothers of children with mental disabilities in the exceptional schools of Urmia city in the academic year of 2019-2019. Using the available sampling method, 60 people were selected as a sample for the research and divided into two experimental groups (40 people) and a control group. (20 people) were appointed. Matson's questionnaire was used to measure communication skills and Abidin's questionnaire was used to measure mothers' parenting stress. Results: Life skills training was effective in increasing communication skills and reducing parenting stress and its sub-scales (p>0. 05). Also, meaning therapy training was effective in increasing communication skills and reducing parenting stress and its sub-scales (p>0. 05). Conclusion: two intervention methods of life skills training and meaning therapy can be used to increase communication skills and also reduce parenting stress of mothers of intellectually disabled children in order to optimize their mental health.

Background and Purpose: The aim of this study was to provide a Model for Education of Entrepreneur Students in Elementary. Metod: The statistical population in the qualitative section includes experts in the field of entrepreneurship and in the small part of the managers and experts of the Chaharmahal and Bakhtiari province and entrepreneurship faculty of the Faculty of Entrepreneurship of Tehran University in 1397 (N = 684). Sample size in the qualitative section was estimated based on the data saturation principle (10 people) and in the quantitative section 297 people were estimated based on Cochran formula. A qualitative sampling was used to select the sample in the qualitative section and in the quantitative section a stratified sampling was used. The data collection tool was a qualitative, semi-structured interview and a researcher-made questionnaire in the quantitative section. The face validity of the questionnaire was verified through trial and content validity through expert judgment and convergent validity through the calculation of the mean of the variance extracted. The reliability of the questionnaire was obtained through Cronbach's alpha for the whole questionnaire of 0. 84. To analyze the data in the qualitative section, open and axial coding and in the quantitative part of the AVE, AVE, Kolmogorov-Smirnov, exploratory factor analysis, confirmatory factor analysis and t-tests were used. Results: The results obtained to identify 6 dimensions and 41 indicators led to the naming of the following: individual, social, economic, structural, behavioral, and environmental. In addition, 9 methods, 7 infrastructure and 7 requirements were also identified for the development of entrepreneurial students through this model. Conclusion: Other results showed that the current status of the dimensions, indicators and methods, infrastructure and requirements for the education of the student is lower than the average of the society. 21 The executive mechanism was also developed to educate entrepreneurial students in the elementary degree agreed upon by a sample of research. Model 6 includes a philosophy and objectives of the model, theoretical foundations, dimensions and indicators, infrastructures and requirements, and the implementation mechanism for raising entrepreneurship in the elementary school, and its degree of appropriateness was 95 percent confirmed by experts.

Background and Purpose: The present research was conducted with the aim of presenting a model of knowledge management in Farhangian University. Methods: This research has benefited from the exploratory mixed method and is practical in terms of its purpose and has been implemented in two qualitative and quantitative parts. The statistical population of the research in the qualitative part included 10 experts from Farhangian University in the field of knowledge management, and in the quantitative part, 266 people were selected as a sample based on Cochran's formula. In this research, research items were extracted by relying on metacomposite technique followed by Delphi technique. Investigations showed that the knowledge management model has 3 dimensions of knowledge management processes, knowledge management infrastructure and business process improvement. In this regard, 72 items were placed in 13 components of knowledge creation, knowledge sharing, knowledge application, culture, knowledge enhancers, environment, knowledge management perspective, employees, information technology, management and leadership, accountability and flexibility, development of science and innovation, and economic prosperity. Then, the model was fitted using confirmatory factor analysis. Results: The studies showed that the research model has a good fit. Also, knowledge management infrastructures have a positive and significant effect on knowledge management processes and knowledge management processes have a positive and significant effect on improving work processes. Conclusion: The results showed that among the dimensions of the research, the improvement of business processes was given the first priority. Also, among the subjects, application of knowledge, economic prosperity, and development of science and innovation were ranked first to third, respectively.

Background and Purpose: Fernald's multi-sensory approach is trying to develop the basic skills of reading and writing through auditory, visual, kinetic and tactile motivations, and during it, by focusing on visual, auditory attention and correct pronunciation, it contributes to comprehensive phonological awareness,Therefore, the aim of this research was the effect of education based on Fernald's multisensory approach on improving visual memory and fluency of students with learning disabilities. Methods: This research was in the category of semi-experimental research (pre-test, post-test with experimental and control group and random placement) in terms of practical purpose and method. The statistical population included 6th grade male students with learning disabilities in Semnan who were studying in the schools of this city in the academic year of 2017-2018. 14 people from the research community (7 people in each group) were selected as participants in a targeted manner and based on the entry criteria, and were placed in two control and experimental groups. The experimental group participated in 10 training sessions based on Fernald's multi-sensory approach, and during this time, the control group did not receive any intervention. The data of the research was collected using the Colorado learning problems scale of Willcott et al. The data were analyzed in two stages, pre-test and post-test, using analysis of covariance test. Results: The results of the research showed that training sessions based on Fernald's multisensory approach have been able to significantly increase the variable of reading problems (P<0. 05) and there was no significant improvement in the variable of visual memory. Conclusion: The findings of the present study emphasized the effectiveness of the multi-sensory approach in improving the academic status of students with learning disabilities.

Background and Purpose: The emergence of technology and mass media has affected families, social relations, and its values and has led to changes in the behavior and interactions of family members. As mass media are the most important technologies affecting our world, social networks and the Internet have penetrated in a way that it is impossible to imagine life without them, and they have made positive and negative changes to the family cohesion of users by affecting the form of interactions between people. According to the above topics, the present study aimed to investigate the effect of using virtual social networks on the family cohesion of the citizens of Tehran. Methods: Based on the type of collected and analyzed data, the present research was quantitative, and had a field type in terms of the method of facing with problems. The research technique had a survey. The statistical population was equal to 2915543, the sample size was 375, and the sampling method was a combination of simple and cluster random sampling. The mean use of social networks was 1 hour and 36 minutes per day. Results: The results of the hypothesis test indicated that the hypotheses about the effect of the virtual social networks on intra-family cohesion and its quantitative and qualitative dimensions were confirmed and the effect was direct and positive. The rate of using virtual social networks could predict changes in the family cohesion variable by 9%, the quantitative dimension by 9%, and the qualitative dimension by 27%. Conclusion: The general results indicated that the rate of using social networks caused changes in the level of family cohesion in Tehran users.

Background and Purpose: Transformational leadership plays an important role in creating a dynamic and active vision. As a result, the aim of this research was presenting a transformational leadership style model for educational managers of Islamic Azad University. Methods: This study in terms of purpose was applied and in terms of implementation method quantitative from type of correlation. The research population was educational managers of Islamic Azad University of Tehran province in the academic years of 2021-22 with number of 135 people. The sample size was calculated based on Cochran's formula 102 people, which this number according to the size of the regions were selected by stratified random sampling. The research tool was a researcher-made questionnaire of transformational leadership style (141 items) whose psychometric indicators were evaluated as suitable. Data were analyzed by exploratory factor analysis and structural equation modeling methods in SPSS-26 and AMOS-23 software. Results: The findings showed that the transformational leadership style had 22 components in 8 dimensions were include of relationship networks, leader characteristics, resource preparation, situation analysis, change drivers, management during change, team formation and stakeholder support and change actions, which factor loading and average variance extracted from all of them was higher than 0. 50 and the reliability of all of them was calculated higher than 0. 80. Also, the transformational leadership style model for educational managers of Islamic Azad University had a good fit and the transformational leadership style had a significant effect on all 8 dimensions and each of the eight dimensions had a significant effect on its related components (P<0. 05). Conclusion: According to the results of this study, planning to realize the transformational leadership style in educational managers of Islamic Azad University is necessary to improve organizational performance and effectiveness.

Background and Purpose: Emotion is a developmental construct whose effects on decision-making and other variables have been the focus of cognitive psychologists,Psychologists believe that emotions grow with the age of the child, in other words, children at different ages have different emotional development. This research was conducted with the aim of investigating emotion regulation among four-to six-year-old children, focusing on their developmental and gender differences. Methods: The current research is a causal-comparative research that investigated the differences between four to six-year-old groups and the difference between boys and girls in terms of emotion regulation. For this purpose, using the available sampling method, 30 children (5 boys and 5 girls from each age group) were examined in Qom city. The games "keeping a secret" and "disappointing gift" were respectively games related to the measurement of positive emotion regulation and negative emotion regulation of children by Carlson and Wang (2007). In order to analyze the results, SPSS27 software was used. Results: Results revealed that motion regulation level for four, five and six year old children is significantly different. Six-year old have significantly higher levels of both positive and negative emotion regulation. Positive and negative emotion regulation ability of five-year-old children is significantly higher than four year old. Moreover, results suggested that girls are significantly more capable of emotion regulation for both positive and negative emotions than boys (P<0. 001). Conclusion: According to the findings, for children aging 4 to 6year, the emotion regulation capability promotes as they grow. This is true for both positive and negative emotions. Children’, s gender also impacts children’, s emotion regulation: girls have higher levels of emotion regulation for positive and negative emotions.

Background and Purpose: Academic procrastination sometimes causes compensable damage to students and among the results of procrastination are anxiety, neuroticism, insufficient motivation, low academic performance, poor self-evaluation. The present study was conducted with the aim of comparing the effectiveness of cognitive behavioral therapy and acceptance and commitment therapy on academic procrastination in self-injuring second year high school students. Methods: The research design was a semi-experimental pre-test-post-test type with control and follow-up groups. The statistical population of this research is the selfinjuring male students of the second secondary level of schools in district one of Sari city, who were studying in the academic year 2021-22,In this research, 45 students are selected as a sample among the self-injuring male students of the second secondary level according to the entry and exit criteria. The people under study are selected as a sample using the purposeful sampling method and 45 people are placed in groups (15 people in the control group and 15 people in the first experiment group and 15 people in the second experiment group) by a simple random method. The data collection tool included the academic procrastination questionnaire of Sawari (2011) and the self-harm questionnaire of Klonsky and Glenn (2011). Data were analyzed using SPSS-21 software and statistical tests of analysis of variance with repeated measurements and two-factor analysis of variance. Results: The findings showed that cognitive behavioral training and training based on acceptance and commitment have an effect on academic procrastination of self-harming students (P<0. 001) and the effectiveness of cognitive behavioral training and training based on acceptance and commitment on the studied variables are the same. Conclusion: It can be concluded that cognitivebehavioral training and education based on acceptance and commitment are effective on academic procrastination in self-harming students of the second year of high school, and both methods can be used to reduce academic procrastination.

Background and Purpose: The development of emotions and feelings is formed with the passage of time and reveals the background of a person's nature. After that, the living environment, the way of education and the models that exist around him play the biggest role in a person's reaching emotional maturity and understanding the emotions of others, which is realized in moral competence. The aim of this study was to mediate the cognitive regulation of emotion in the relationship between emotional maturity and self-differentiation with family communication patterns in young people. Methods: The research method is cross-sectional correlation. The statistical population of this study consisted of all students (boys and girls) of Tehran Azad University in the academic year 1399-1400, from which 400 people were selected by stepwise cluster sampling. In this study, the tools of family communication patterns (Fitzpatrick and Rich, 1990), emotional maturity (Singh and Bahargawa, 1991), self-differentiation (Skorn and Friedlander, 1998) and emotional cognitive regulation (Garnfski and Craig, 2006) were all used. They had acceptable credibility and reliability. Results: Findings showed that the model has a good fit. The results also showed that emotional maturity had a significant direct effect on family communication pattern. Differentiation has had a significant direct positive effect on family communication pattern. Moral competence has a direct positive effect on the cognitive regulation of positive emotions. Emotional maturity has a direct positive effect on cognitive regulation of positive emotion and a direct negative effect on cognitive regulation of negative emotion. Differentiation has a direct direct effect on cognitive regulation of positive emotion. Differentiation also had a significant direct negative effect on cognitive regulation of negative emotion. Cognitive regulation of positive emotion has a direct effect on family communication pattern. Cognitive regulation of negative emotion also had a direct negative effect on family communication pattern. Emotional maturity has an indirect effect on family communication pattern through negative emotion regulation. Differentiation has had an indirect effect on family communication pattern by regulating positive and negative emotions. Conclusion: Therefore, paying attention to the mentioned variables in prevention and designing more appropriate treatments helps researchers and therapists.

Background and Purpose: Considering the importance of teaching and evaluation methods in the curriculum, the present research was conducted to identify the effective components in implementing the teaching and evaluation methods of the elementary school math curriculum. Methods: Regarding purpose, this study was applied research, and the implementation method was qualitative. The study population was expert teachers in the elementary school math curriculum field of Tehran city in the 2021-22 academic year. Of these, 16 individuals were selected according to the theoretical saturation principle with purposeful and snowball sampling methods. The research tool was a semi-structured interview, the opinion of experts confirmed its face validity, and its reliability was obtained at 0. 86 using Cohen's Kappa coefficient method. Data were analyzed by thematic analysis method in MAXQDA software. Results: The findings showed that in the pattern of effective components in the implementation of teaching and evaluation methods of elementary school math curriculum, for teaching methods were identified 14 basic themes in 4 organizing themes, including educational technology, motivation building, appropriate teaching method, and paying attention to individual differences and for evaluation methods were identified 19 basic themes in 4 organizing themes including teacher-centered and studentcentered evaluation, competence and mastery of students, the rationality of evaluation, and evidence-based evaluation. Finally, the pattern of effective components in implementing teaching and evaluation methods of elementary school math curriculum was drawn. Conclusion: According to the results of this study and the effective components in implementing teaching and evaluation methods of elementary school math curriculum, there is a need for experts and lesson planners to use appropriate solutions to the identified components improving the educational system condition, especially in the region of teaching and evaluation methods.