Journal of Disability Studies
Year:2021 | Volume:11 | Issue:-|Papers Count:196

Background & Objectives: Preschool years could be the major stage of childhood. Accordingly, several programs are held globally for children's cognitive empowerment, intelligence, language, and motor skills. Entering primary school, children need to acquire 7 principal skills (i. e., linguistic skills, memory, math, visual–, spatial, cognitive, & fine motor skills) and proper performance in intelligence and preschool exams. They have to obtain these skills through playing in preschool. These skills are the main prerequisites for academic learning, such as reading, writing, math, and even social skills. The current research aimed to examine the effects of the Quinn Educational Program (QEP) on Cognitive Abilities (CAs) in Iranian 4–, 6–, year–, olds. Methods: This was a quasi–, experimental research with a pretest–, posttest–, follow–, up and a control group design. The statistical population consisted of all 4–,to 6–, year–, olds attending kindergartens and preschools in Tehran City, Iran, in the 2015–, 2016 academic year,30 eligible volunteers were selected by convenience sampling method. They were randomly placed in the experimental and control groups (n=15/group). The inclusion criteria of the study were the age range of 4 to 6 years,living with both parents,no psychiatric disorders per the Wechsler Intelligence Scale for Preschool and Preschool Children (WPPSI–, III,1967),no severe movement problems (based on the medical records),not using medications (per parental reports),no family relationship problems,no diseases that disrupt the treatment, and parental consent for the children to participate in the study. The exclusion criteria were absence from >1 treatment sessions and the parents' dissatisfaction with the continuation of the participation in the study. The research tool was WPPSI–, III, i. e., performed in the study groups at pretest, posttest, and follow–, up steps. The experimental group was trained by the QEP in 12 one–, hour group sessions in 3 months (3 sessions/mon). This program is particularly designed for preschoolers to improve their reading, comprehension, memorizing, listening, mathematics, and visual–, spatial skills. The control group received no training. Moreover, the follow–, up phase was performed after 6 months in the research groups. Data analysis was implemented by repeated–, measures Analysis of Variance (ANOVA) and Bonferroni posthoc test in SPSS at the significant level of 0. 05. Results: The obtained findings indicated no significant effect of group on the total intelligence (p=0. 206),however, the effect of time was significant on this variable (p<0. 001). Thus, there was a significant difference between the mean total intelligence scores in the 3 measurement stages. The time×group interaction was also significant (p<0. 001). Therefore, there was a significant difference in the total intelligence score between the study groups in the research stages. Furthermore, the effect of the group was not significant on practical intelligence (p=0. 400),however, the effect of time was significant in this respect (p<0. 001). Accordingly, there was a significant difference between the mean practical intelligence scores in the 3 measurement stages. The time×group interaction was also significant (p<0. 001). Thus, there was a significant difference in the total intelligence score between the study groups in the research stages. The effect of the group was not significant on verbal intelligence (p=0. 170),however, for this variable, the effect of time was significant (p<0. 001). Therefore, there was a significant difference between the mean verbal intelligence scores in the measurement stages. The time group interaction was also significant (p<0. 001). Thus, there was a significant difference in verbal intelligence between the study groups in the research stages. Additionally, the Bonferroni posthoc test data indicated significant differences in the pretest and posttest (p<0. 001), as well as pretest and follow–, up (p<0. 001) stages concerning total intelligence, verbal intelligence, and practical intelligence. Moreover, significant differences were observed in the posttest and follow–, up phases respecting total intelligence (p=0. 001), practical intelligence (p=0. 023), and verbal intelligence (p=0. 001). In the follow–, up phase, total intelligence and practical intelligence scores were increased,however, verbal intelligence was declined. Conclusion: Based on the present research findings, it is possible to enhance the intelligence score of 4–, 6–, year–, olds in Tehran by the QEP. The QEP is an interactive and beneficial parent–, child educational program for enriching preschoolers’,intelligence.

Background & Objectives: Infertility could be a life crisis with various biosociocultural, emotional, and financial problems. Infertile couples may encounter social pressures in addition to the direct impacts of infertility. Infertility could particularly be a source of psychosocial suffering for women. In some communities, childbearing inability is only attributed to women,thus, there exists a gender–, related bias concerning couple’, s infertility. Numerous interpersonal and intrapersonal characteristics affect adapting to infertility. Thus, the present study aimed to investigate the mediating role of resilience and marital satisfaction in the relationship between adaptive and maladaptive strategies of cognitive emotion regulation and compatibility to disease in infertile women. Methods: The present descriptive–, correlational study employed structural equation modeling. The statistical population of the present study consisted of all infertile women referring to infertility treatment centers in Tehran City, Iran, in 2017 who received infertility treatment for the first time. A convenience sampling method was used to select the study participants. To determine the sample size, according to Klein (2011), the number of routes was considered as a criterion and 25 subjects were selected per route. Finally, 225 infertile women participated in this study. The measurement tools were the Cognitive Emotion Regulation Questionnaire (Garnefski et al., 2001), the Conner–, Davidson Resilience Scale (Conner & Davidson, 2003), the Enrich Marital Satisfaction Scale (Fowers & Olson, 1993), and the Adaptation to Illness Scale (Besharat, 2002). The obtained data were analyzed by descriptive (mean & SD) and inferential (Pearson correlation coefficient & structural equation modeling) statistics in SPSS and AMOS. Results: The obtained results suggested that adaptive cognitive emotion regulation strategies presented a direct and significant effect on resilience (β, =0. 42, p<0. 001) and marital satisfaction (β, =0. 37, p<0. 001). Additionally, maladaptive cognitive emotion strategies were inversely and significantly predictive of resilience (β, =–, 0. 33, p<0. 001) and marital satisfaction (β, =–, 0. 20, p<0. 001). Besides, resilience (β, =0. 33, p<0. 001) and marital satisfaction (β, =0. 27, p<0. 001) provided a direct and significant effect on adaptation to illness. Moreover, adaptive cognitive emotion regulation strategies (β, =0. 08, p=0. 002) and maladaptive cognitive emotion regulation strategies (β, =–, 0. 27, p<0. 001), with the mediating role of resilience, could explain compatibility to infertility. Furthermore, adaptive cognitive emotion regulation strategies (β, =0. 31, p<0. 001) and maladaptive cognitive emotion regulation strategies (β, =–, 0. 05, p=0. 05), with the mediating role of marital satisfaction, could explain compatibility to infertility in the study subjects. Conclusion: Based on the current research findings, individual and contextual factors can be effective in adapting to infertility in infertile women. Furthermore, resilience and marital satisfaction can play a mediating role between the dimensions of cognitive emotion regulation and adaptation to infertility.

Background & Objectives: Depression is a pretty common disorder among adolescents. Numerous self–, disturbing behaviors are associated with this disorder,thus, paying particular attention to it seems necessary. Attachment style theories concentrate on the maladaptive effect of bad parent–, child relationships on the future functional life of children. Depression is highly correlated with emotional disturbance. The relevant theoreticians signify that individuals with or without depression disorder have no difference in reflecting initial emotional response,they instead present a significant difference in coping with the negative consequences of these feelings. Furthermore, being sociable requires relationships, and a healthy relationship requires affective perspective–, taking. Affective perspective–, taking indicates observing the world from others' viewpoints and considering others' feelings and emotions, and in other words, putting yourself in somebody's shoes. Various studies demonstrate that children have the inner ability to attain knowledge about different basic emotions, and this process develops over time. Experiencing concurrent emotions consists of similar or contradicting feelings. During developmental stages, individuals who lack enough ability to integrate various contradictory feelings in a unique generality encounter severe problems in mental health and coherency. Thus, the main aim of this study was to examine the predictive role of attachment styles, emotion regulation, and affective perspective–, taking on depression in adolescent females. Methods: This was a descriptive–, analytic and correlational study. Statistical analysis was performed by linear regression analysis. The study sample was 320 female students selected by the multistage random sampling method. For this purpose, from 15 different geographic distinct Esfahan City, Iran, district 5 was selected. Next, areas 3 and 5 were established,in these selected regions, 10 schools were chosen for collecting data. The study population consisted of all female adolescents studying in high school in 2014–, 2015. The used tools of the present study were Hazen and Shaver (1987) Attachment Questionnaire (adult and adolescent form), Emotion Regulation Skills Questionnaire by Berking and Zjon (2008), Beck Depression Inventory (1973), and Self–, Constructed Qualitative Test of Affective Perspective–, Taking. Results: The linear regression analysis data indicated a 49% odds of the effects of attachment styles, emotion regulation, and affective perspective–, taking in adolescent girls' depression (p<0. 001). In the first step, a safe attachment style increased the share of explanatory power to 28% with 28%, affective perspective–, taking with 10%, ambivalent style with 5%, avoidance style with 4%, and emotion regulation with 2%. Conclusion: The attachment styles, affective perspective–, taking, and emotion regulation can predict depression in female adolescents of Esfahan City.

Background & Objectives: Academic achievement is among the main criteria for students' abilities to complete their education. Among the variables that can be related to students' academic achievement are the responsibility and a sense of belonging to the school. A sense of responsibility is a personality trait that arises during the healthy development of individuals, which includes accepting circumstances, being accountable, and taking on the tasks required of the individual. Having a sense of belonging to school contributes to the students' academic progress. Active participation in school activities affects students' learning as well as their motivation. A low sense of belonging to school leads to academic failure and eventually dropout. Therefore, the current study aimed to explain a model of academic achievement based on the direct role of academic responsibility mediated by the sense of school belonging in 10th–, grade male students. Methods: This was a descriptive and correlational study. The statistical population of this study included all male primary school students in 10 districts of Qazvin City, Iran, in the academic year of 2019–, 2020 (N=738). In correlational studies, 30 samples are required per variable. Considering that we explored 3 variables in the present study, 90 subjects were sufficient. To prevent sample loss and for sample representativeness, the sample size of 200 individuals was selected by the multistage cluster random sampling method. The inclusion criteria of the study were being tenth–, grade male students of the second district of Qazvin and answering all the questions of the questionnaires. The exclusion criterion of the study was providing incomplete questionnaires. The Sense of Belonging to School Questionnaire (Brew et al., 2004), California Psychology Inventory (subscale of responsibility) (Gough, 1951), and Academic Achievement Questionnaire (Saatchi, 2010) were used to collect the necessary information. Data analysis was performed by Pearson correlation coefficient and structural equations in AMOS and SPSS. A significance level of 0. 05 was used for all statistical tests. Results: The obtained results indicated that the effect of total responsibility on academic achievement was positive and significant (β, =0. 308, p=0. 001). Additionally, the direct effect of responsibility on the sense of belonging to school (β, =0. 134, p=0. 014), the direct effect of responsibility on academic achievement (β, =0. 215, p=0. 004), and the direct effect of sense of belonging on school concerning academic achievement (β, =0. 38, p=0. 001) were positive and significant. Furthermore, responsibility presented a significant and positive indirect effect on academic achievement with the mediating role of belonging to school (β, =0. 093, p=0. 031). The proposed research model had a good fit based on various indicators (RMSEA=0. 06, GFI=0. 914, CFI=0. 952, TLI=0. 961, X2/df=2. 2). Conclusion: Based on the obtained findings, various factors, including academic responsibility and a sense of belonging to the school, explain academic achievement,therefore, parents, teachers, and educators can take special care to grow and nurture them.

Background & Objectives: Anxiety can effectively create and increase the inability to achieve goals. Anxious students encounter academic failure or even academic burnout. Academic burnout is a response to academic difficulties and results from a mismatch between educational resources and own and others' expectations for academic success. Factors affecting academic burnout include the quality of university life, academic resilience, and hope for employment. The quality of university life is a complex, dynamic, and multifaceted concept, indicating students' satisfaction from university life, with a significant impact on the quality of students' learning and the improvement of the university education system. Academic resilience is the rate of academic flexibility in the face of difficulties, stresses, and challenging situations that lead to academic achievement. Hope to employment means the rate of hope to get a job in the future and use appropriate strategies to achieve it. The anxiety rate is high in university students. Besides, anxiety in students leads to a decline in academic performance, and in the case of intensification and persistence, it causes academic burnout. Thus, this research aimed at providing a model of academic burnout based on the quality of university life, academic resilience, and hope to employment in anxious students. Methods: This was a cross-sectional and correlational study. The research population was all anxious students of the Islamic Azad University of Ahvaz Branch in the 2019-2020 academic year (N=~3800). Of them, 300 students were selected based on Cochran's formula as the sample by the convenience sampling method. Data collection tools included the questionnaires of academic burnout (Breso, Salanova & Schaufeli, 2007), quality of university life (Sirgy, Lee, Grzeskowiak & Yu, 2010), academic resilience (Martin & Marsh, 2008), hope to employment (Qureshirad, 2008), and anxiety (Beck, Epstein, Brown & Steer, 1988). The obtained data were analyzed by Pearson correlation coefficient and structural equations modeling using path analysis in SPSS and LISREL at the significance level of 0. 05. Results: The findings suggested that 46. 7% and 53. 3% of anxious students were male and female, respectively. Thus, 71. 7% were aged 21-30 years, 25% were aged 31-40 years, and 3. 3% were aged 41-50 years. In addition, 43. 3% were studying at the undergraduate level, 52. 7% at the Master's level, and 4% at the PhD level. The Pearson correlation data revealed that the quality of university life (r=-0. 41, p<0. 001), academic resilience (r=-0. 62, p<0. 001), and hope to employment (r=-0. 46, p<0. 001) presented an inverse relationship with academic burnout,quality of university life with academic resilience (r=0. 37, p<0. 001) and hope to employment (r=0. 59, p<0. 001) and academic resilience with hope to employment (r=0. 43, p<0. 001) demonstrated a direct relationship. Also, the quality of university life (Beta=0. 41, p<0. 001) and academic resilience (Beta=0. 34, p<0. 001) positively impacted hope to employment, the quality of university life (Beta=-0. 32, p<0. 001), academic resilience (Beta=-0. 45, p<0. 001), and hope to employment (Beta=-0. 36, p<0. 001) negatively affected academic burnout and the quality of university life (Beta=-0. 15, p<0. 001) and academic resilience (Beta=-0. 12, p<0. 001) with the mediation of hope to employment had a negative effect on academic burnout. Based on the index of root mean square error of approximation (RMSEA=0. 02), the model of academic burnout based on quality of university life, academic resilience, and hope to employment in anxious students had a good fit. Conclusion: Based on the current study findings, to reduce the academic burnout of anxious students, it is necessary to design programs to improve the quality of university life, academic resilience, and hope for employment.

Background & Objectives: Exercise and physical activity play a vital role in the general health of society, especially veterans and the disabled. Throughout human history, coping with a disability has taken numerous forms and has been more humane and discriminatory. The presence of individuals with disabilities in sports activities plays a significant role in their lives. In Iran, numerous veterans and disabled are reluctant to participate in sports activities. The issue of veterans and the disabled not attempting to participate in sports is not a very new title,however, it has not been comprehensively reviewed. This study aimed to investigate the reasons for the lack of participation of the disabled and veterans in sports activities. Methods: The present qualitative study was conducted using data–, based theory by Strauss and Corbin (year to be written). Accordingly, the interviewees' views on the barriers to the presence of veterans and disabled groups in sports activities were identified. The study participants were 30 disabled and veteran subjects with a mean±, SD age of 51. 4±, 2. 19 years who were purposively selected for in–, depth and exploratory 45–,60–, minute interviews. Data collection continued until theoretical saturation was reached (25 interviews). According to the qualitative research literature, the interviews were analyzed and coded concurrently. The units of analysis were reviewed several times and classified according to conceptual similarity and meaning. The declining trend in data reduction took place in all units of study and sub–, main and main classes,the number of conceptual units became less. Furthermore, the sub–, main and sub–, classes became more abstract and conceptual. Thus, the data were divided into main factors, including general, conceptual, and abstract. Various methods were applied to evaluate the accuracy and robustness of the research, as follows: Reviewing observers, including manuscripts, analysis unit, and extracted themes using supplementary comments from experts and participants. Corrections were made, and suggestions were made. Notably, sharing opinions about similar codes and classes is crucial for data accuracy in content analysis. The continuous engagement was observed in simultaneous data analysis and feedback to research and allocating sufficient time. Results: The study participants included 7 women and 23 men (9 experts, 12 managers, 4 veterans & disabled, & 5 professors). The reluctance of veterans and disabled subjects to participate in sports activities with 6 main factors and 21 sub–, factors in 6 dimensions of paradigm model, including causal factors (individual, social, economic, managerial, & psychological), pivotal phenomenon (veteran and disabled and sports activities, underlying factors (veterans & disabled, lacking education & research), interventional factors (defects to using a dysfunctional manager, legal gaps & structural barriers), facilitating factors (developing human resources & potential capacities of veterans & disabled), strategies, economic, individual strategies management, and psychology and outcomes (veterans & disabled, social growth & organizational success) and pivotal phenomenon (absence of veterans & the disabled in sports activities) were identified. Conclusion: According to the obtained findings, the identification of managerial, social, economic, psychological, and personal factors and barriers can be used as a guiding and facilitating shortcut for the active participation and presence of veterans and the disabled in sports activities.

Background & Objective: Relationships play an essential role in individuals' lives,almost all intimate relationships are intertwined with problems. The present study aimed to investigate the effects of imagotherapy on attachment style in couples who were referred to counseling centers in Rey City, Iran. Methods: This was a quasi–, experimental study with pretest–, posttest–, follow–, up and a control group design. The study's statistical population was all couples referring to urban counseling centers. Moreover, purposive and multistage random sampling techniques were applied in this research. Initially, out of 360 referrals (180 couples) to urban counseling centers in the three first months of 2016, the inclusion criteria were assessed, and those who met the criteria were selected. Next, the remaining individuals were contacted by telephone to determine their willingness to participate in counseling sessions. Accordingly, those referred to counseling centers and willing to participate in family therapy sessions were selected. Then, 40 couples were chosen from the present clients. Consequently, the Adult Attachment Scale (AAS) was conducted (pretest). In the fifth step, by simple random substitution, the study subjects were assigned to two groups of 20 couples (Imagotherapy & control). First, three classes were arranged, and each group name was written on the class, containing 40 test codes. In other words, three codes were selected each time by lottery and randomly assigned to one of the sheets,thus, two groups of 20 couples were identified. Imagotherapy sessions were then conducted by the researcher for the experimental group in ten 90–, minute weekly sessions. Appropriate training was provided each week based on the goals set for that meeting. At the beginning of the session, the topics were reviewed, and the homework was reviewed. Then, the main topic of the discussion was discussed among the group members. At the end of each session, the subjects were assigned the relevant homework. After the training sessions, the AAS was re–, administered (posttest). The results were re–, evaluated (follow–, up) one month after the last session by administering a questionnaire. The obtained data were analyzed using parametric statistics (Levene's test, Kolmogorov–, Smirnov test), Independent Samples t–, test, and Multivariate Analysis of Covariance (MANCOVA). Results: The collected results indicated no significant difference between the Imagotherapy group in attachment avoidance and attachment anxiety,however, the experimental and control groups were significantly different respecting attachment avoidance and attachment anxiety (p<0. 001). The statistical analysis of the data and comparing the differences between the pretest and posttest scores of the two groups revealed that imagotherapy could affect the couples' attachment style. Conclusion: Imagotherapy, through rebuilding your emotional connection by gifting, appreciating, and performing enjoyable activities, rebuilding disappointments and frustrations and turning complaints into requests, resolving anger, and re–, examining the relationship as resource happiness, satisfaction, and security, affects couples' attachment styles.

Background & Objectives: Mobile phone is among the modern communication technologies, i. e., a key element of individuals’,daily lives. However, despite its numerous benefits to humans, its sometimes–, harmful use can present devastating effects. A negative consequence of excessive mobile phone use is Mobile Phone Addiction (MPA). MPA is a kind of addictive behavior,the lack of control in using this technology by students can harm various aspects of their personal and educational lives. There exists a large number of smartphone users globally. These devices provide influence and popularity among students due to their diverse attractiveness. Thus, it is necessary to study and manage the use of mobile phones among students to prevent its negative consequences. Therefore, the present study aimed to determine the effects of the dimensions of perfectionism and fear of failure on performance with MPA scores of high school students in public model schools. Methods: This was a cross–, sectional and correlational–, descriptive study. The statistical population of this study included all public model students of the second period of high school in Meshginshahr City, Iran, in 2019. Of them, 200 subjects were selected as a sample by the random cluster sampling method. Accordingly, after obtaining the necessary permissions and identifying the target schools, the researchers considered two schools (one boys’,school & one girls' school). Next, one grade was selected from each school. Finally, among the students of each level of education, given the estimated sample size, the required students were randomly selected. To collect the required data, the Perfectionism Questionnaire (Terry–, Short et al, 1995), the Performance Failure Appraisal Inventory (Conroy et al., 2002), and the Mobile Phone Addiction Questionnaire (Savari, 2014) were used. The inclusion criteria of the study were students of public model schools, mobile phone access, and providing consent to participate in research. The exclusion criteria of the study included withdrawing from the study, students without a mobile phone, and dropping out or being expelled from school during the study. To analyze the obtained data, descriptive statistics (mean & standard deviation), and inferential statistics, including Pearson correlation coefficient and multiple linear regression analysis were performed in SPSS version 21 software at the significance level of 0. 05. Results: The current study findings indicated that positive perfectionism had a negative and significant relationship with MPA (p=0. 007, r=–,0. 191). However, the relationship between negative perfectionism and MPA was not significant (p=0/688, r=0. 029). Furthermore, there was a significant positive correlation between fear of failure and MPA (p=0. 011, r=0. 180). Besides, the results of regression analysis revealed that only fear of failure (β, =0. 203,p=0. 004) and positive perfectionism (β, =–, 0. 212, p=0. 002) could predict the score of MPA. Conclusion: Based on the collected findings, fear of failure in performance can increase the perceived pressure of students in public model schools,accordingly, it predisposes them to addictive behaviors, like MPA. Moreover, adopting rational perfectionist criteria, i. e., appropriate to students' abilities can reduce the odds of their tendency to avoid addictive behaviors by reducing their stress and tension.

Background & Objectives: Substance Use Disorders (SUDs), as a general problem and a pervasive disease, increases mortality and the economic costs for individuals and their families. The issue of drug use has always been among the factors that harm the family structure, especially spouses. The main problems in substance dependents’,spouses are despair, fear, guilt, suicide, depression, and isolation. Besides, these women are more prone to experience psychological distress (anxiety, stress, & depression) and a consequent desire for divorce. An efficient intervention in this regard is Emotion Regulation Training (ERT). ERT is a program that develops ER skills in individuals with mental disorders or those exposed to such conditions. The current study aimed to investigate the effects of ERT on emotional turmoil and the desire for divorce in the spouses of individuals with SUDs. Methods: This was a quasi–, experimental study with pretest–, posttest and a control group design. The statistical population of the study included all female spouses of individuals referring to SUDs treatment centers in Ardabil City, Iran, in 2019. Eligible participants were entered and randomly replaced in two groups of experimental and control (n=20/group). The sample size selection was conducted for experimental and quasi–, experimental studies (≥, 15/group). The inclusion criteria included no psychological problems and minimum literacy to complete the questionnaires. The exclusion criteria consisted of unwillingness to participate in the program, and two consecutive absences from the intervention sessions. Considering the follow–, up and encouragement of researchers to continue participating in the research of the subjects, in the present study, the study subjects did not fall,if any of the subjects remained from only one training session, the researcher of the above program conducted the group. To collect pretest–, posttest data, Depression, Anxiety, and Stress Scale–, 21 (Lavibund & Lavibund, 1995) and Divorce Desire Questionnaire (Rusbult et al., 1986) were used. The experimental group received nine 75–, minute ERT sessions based on the emotion regulation training package (Berking and Whitley, 2014) and the control group remained without any interventions. To analyze the obtained data, descriptive statistics, including mean and standard deviation and inferential statistics, including univariate Analysis of Covariance (ANOVA), Independent Samples t–, test, and Chi–, squared test were used in SPSS at the significance level of 0. 05. Results: The present research results indicated that ERT indicated a significant difference between the study groups in the desire to divorce (p=0. 002), depression (p<0. 001), anxiety (p<0. 001), and stress (p<0. 001). Therefore, part of the individual differences in desire for divorce, depression, anxiety, and stress was due to differences in group membership (the effect of the intervention). The effect of ERT on the desire to divorce, depression, anxiety, and stress was measured to be 0. 233, 0. 251, 0. 440, and 0. 380, respectively. Conclusion: Based on the current study findings, ERT effectively reduced emotional turmoil and desire to divorce among the spouses of substance abusers. Thus, family counselors and therapists can use these findings in clinical interventions.

Background & Objective: Attention–, Deficit/Hyperactivity Disorder (ADHD) is a childhood developmental neurological disorder. This disorder has a high prevalence among schoolchildren. ADHD occurs in three cases of inattention, hyperactivity, or hyperactivity, and inattention. These children encounter impulsiveness, inattention, restlessness, memory and focus deficits, interpersonal challenges, and inadequate self–,regulation and inflexibility in various situations. These signs impose irreparable effects on communication with peers and relationships with parents, school, society, and the child's home environment and the problems in education. The major problem of children with ADHD is maintaining attention. Therefore, the necessity of appropriate interventions in this disorder is determined. The related interventions of this disorder were categorized into two main classes psychosocial therapy and pharmacotherapy. This study compared the effects of cognitive/metacognitive strategy training and Kailo computer games on attention in students with ADHD. Methods: This was a quasi–, experimental study with an inequivalent control group design. The study's statistical population included students with ADHD in elementary schools in Kahrizak Region, Iran, in 2017. The study sample was selected by the convenience sampling method (N=36),they were assigned to two experimental and a control group (n=12/group) using the random replacement method. The measurement tools were: A researcher–, made questionnaire for demographic data collection, Children Symptom Inventory (CSI–, 4), and Continuous Performance Test (CPT). The CSI–, 4 is a standard screening tool for psychiatric disorders based on the Diagnostic and Statistical Manual of Mental Disorders (DSM). The latest version of CSI used in this study has two parent and teacher forms. In this study, both forms were used. The parent and teacher forms contain 112 and 77 questions and include 9 groups of behavioral disorders. The CPT is used to measure stimulus processing speed and selective attention. This computer–, based assessment task aims to evaluate neuropsychological and neuropsychiatric, screen for attention disorders, measure critical components of attention disorders, determine response to treatment, and monitor response to treatment over time. In this test, the subject must, for some time, draw attention to a relatively simple set of visual stimuli (images or numbers) and respond by pressing the space key when the target stimulus appears. The results of this assignment are presented in 4 components. These sections are response error, deletion response number, correct response count, and response time. Both questionnaires have the required internal and external validity and reliability. One experimental group received cognitive/metacognitive strategies training, while the other experimental group practiced Kailo computer games. Both experimental groups received 10 sessions of training. During these sessions, the control group remained untarined. Results: The Analysis of Covariance (ANCOVA) data indicated that the correct image response and the correct number response of experimental groups after intervention and cognitive reconstruction were different (p>0. 001. ( Conclusion: Based on the obtained findings, providing intervention based on cognitive/meta–, cognitive strategies and Kailo computer games has effectively affected attention in students with ADHD. Therefore, this research suggests the use of these methods.

Background & Objectives: Children with Down syndrome encounter numerous problems with motor skills development. Weakness in fine motor skills may initially seem negligible,however, over time, as they enter society, it becomes one of their major challenges. Moreover, it simply keeps these children from achieving what they deserve. Considering the importance of motor skills in maintaining a child's independence and developing other skills, including self–, help, play, social, and academic skills, and in general, individual adaptation to the environment, developing coarse and fine motor skills in these children is a significant issue in improving performance and growth. The current research aimed to study the motor skills of preschool children with Down syndrome and compare their skills with the expected rate. Methods: The statistical population of this cross–, sectional study was 6–, year–, old children with Down syndrome who were referred to Iran’, s Down Syndrome Association and ValiAsr Rehabilitation Institute. The study subjects were selected by the purposive sampling method (N=30). The inclusion criteria were having an Intelligence Quotient (IQ) of 50–, 70 (educable), not having orthopedic, neurological, and congenital anomalies and cerebral palsy,not having visual and hearing impairment, and parents’,consent. Using the Gross Motor Function Measure (GMFM–, 88,Russell et al., 1989) their motor skills were assessed. Data analysis was performed using descriptive statistics, including mean and standard deviation and inferential statistics, including a One–, Sample t–, test in SPSS at a significance level of 0. 05. Results: The average sleeping (p<0. 001), sitting (p<0. 001), crawling (p<0. 001), and walking skills (p<0. 001) in the study subjects were significantly different from the expected level (or age norms obtained from the standardization process of the measuring instrument and per the average values of the healthy controls). There was no significant difference only in the standing skills between the explored children and the healthy population (p=0. 091). Conclusion: Based on the current research findings, the physical skills of children with Down syndrome are lower than expected,these children manifest significant deficits in the skills of sleeping, sitting, crawling, and walking. However, they do not experience significant defects in standing.

Background & Objectives: Conflicts occur in marital life. Recently, marital issues have significantly increased in families. In this social unit, women are more vulnerable than men. Emotional divorce can range from simple violence to serious arguments and physical assault. The presence of emotional divorce in marital life aggravates cognitive impairment, decreases satisfaction and quality of married life, and can impair the dynamism, family health, and continuity of marital life. The marital life of individuals seeking divorce is exposed to numerous challenges. These couples encounter several marriage–, related complications. Additionally, their severe marital conflicts reduce tolerance in marital relationships and the high rate of emotional divorce,therefore, this condition can be facilitated by marital counseling and the use of effective interventions. The current study aimed to compare the effects of Acceptance and Commitment Therapy (ACT) and Resilience Training (RT) on emotional divorce in women. Methods: This was a quasi–, experimental study with pretest–, posttest–, follow–, up and a control group design. The statistical population of this study included all women seeking a divorce who were referred to Shahid Bahonar Family Court in Tehran City, Iran, in 2018–, 2019. A sample of 45 women was selected by the voluntary sampling method. The inclusion criteria of the study were having the minimum physical and cognitive ability required to participate in psychological interventions, having a high school certificate, an age range of 25–, 45 years, and a minimum of one year of marriage history. The exclusion criteria were non–, compliance with the group rules (explained in the first session) and absence from >2 sessions. RT program was performed in eleven 12–, minute weekly sessions for 3 months. ACT was performed in ten 120–, minute weekly sessions for 3 months. All study groups completed the Emotional Divorce Questionnaire (Gottman et al., 1998) in pretest, posttest, and follow–,up phases. In the descriptive statistics section, central indicators and dispersion, such as mean and standard deviation were used. In the inferential statistics part, repeated–, measures Analysis of Variance (ANOVA) was employed. Bonferroni's posthoc test was used to evaluate the effects of time and Tukey’, s posthoc test was applied to compare the study groups. The obtained data were analyzed in SPSS at the significance level of p<0. 05. Results: The ANOVA data for intragroup factor (time) was significant concerning emotional divorce (p<0. 001). Moreover, the time*group interaction and the intergroup factor were significant respecting emotional divorce (p<0. 001). There was a significant difference in emotional divorce scores between pretest, posttest, and follow–, up stages (p<0. 001). However, there was no significant difference between posttest and follow–, up stages (p=0. 541). The score of emotional divorce decreased in both experimental groups, compared to the controls (p<0. 001). There was also a significant difference between the treatment groups in this respect (p<0. 001). Conclusion: Based on the present research findings, ACT and RT significantly reduced emotional divorce scores in women seeking a divorce. However, RT was more effective in reducing emotional divorce, compared to ACT in the explored women.

Background & Objectives: Behavioral–, Emotional problems are debilitating disorders that could be related to academic failure and learning. Reviews suggested that only a few students with internalizing behavioral problems are successful in school. They are often less educated than their peers in school. As a result, they have lower self–, confidence. One of the challenges of education is facing these students. Academic engagement is among the important variables concerning education and learning,thus, it is necessary to recognize the associated underlying factors. Academic self–, regulation is also essential in learning as well as academic and career success. Therefore, the present study aimed to compare academic engagement and academic self–, regulation in students with and without behavioral–, emotional problems. Methods: This was a causal–, comparative study. The study population was all female high school students (first period) form Isfahan City, Iran, in the academic year of 2018–, 2019. Initially, 320 students were chosen by cluster random sampling method. The Child Behavior Checklist (CBCL) (Achenbach & Rescorla, 2001) was used for screening. Then, 50 students with internalizing behavioral problems were selected as the study sample. Additionally, 50 students without internalizing behavioral problems were chosen as the controls,they were matched with the test group in demographic information. Finally, the Academic Engagement Questionnaire (Zerang, 2012) and the Academic Self–, Regulation Questionnaire (Boufard et al., 1995) were performed in the study groups. The inclusion criteria of the study were as follows: students’,informed consent to participate in research,having moderate and higher intelligence quotient (no intellectual disabilities and educating in schools for typically–, developing children),healthy eyesight and hearing,not presenting concurrent acute psychiatric disorders (the absence of disorders, such as depression and anxiety and psychosis in the student records). The exclusion criteria of the study included failure to complete research questionnaires and participating in behavior change and life skills training courses during the research period. The obtained data were analyzed using SPSS at a significance level of 0. 05. Descriptive statistics (mean & standard deviation) were used to describe the collected data. Multivariate Analysis of Variance (MANOVA) was used to analyze the study data. Results: The obtained results indicated a significant difference between the study groups in academic conflict (p<0. 001) and its dimensions, i. e., cognitive conflict (p=0. 004), motivational conflict (p=0. 004), and behavioral conflict (p<0. 001). The value of ETA–, squared for academic engagement and its dimensions were calculated as 10. 4%, 8. 2%, 8. 9%, and 12. 6%, respectively. Furthermore, there was a significant difference between the research groups in academic self–, regulation (p<0. 001). The ETA–, squared value for academic self–, regulation was measured as 16. 7%. Conclusion: According to the current study findings, students with behavioral–, emotional problems in terms of academic engagement and academic self–, regulation encounter complications and feel helpless in this regard.

Background & Objectives: Mathematics disorder is a subtype of learning disorder, i. e., related to defects in number sense, math facts, accurate and fluent calculation, and mathematical reasoning. Following the emphasis of the working group of the DSM–, 5 specialists on the evidence–,based interventions before diagnosis, the role of response to intervention has become increasingly prominent. Response to Intervention (RTI) is a combination of assessment and intervention within a multi–, tier prevention model. RTI, as an alternative to IQ/Achievement Discrepancy Model, can reduce the number of students who need diagnostic assessment and prevent unnecessary labeling. Furthermore, the effectiveness of the response to intervention in prevention and treatment has been proven in numerous studies. Considering the problems caused by the frequency of academic difficulties and the consequences of overdiagnosis and misdiagnosis of mathematics disorders, this study aimed to develop an educational program and investigate its effectiveness on math problem–, solving in students diagnosed with math disorders. Methods: The research population was all fourth–, grade students with a mathematics learning disorder in Sanandaj City, Iran, in 2018. Eight students diagnosed by Learning Disabilities Centers underwent a Tier 2 intervention program (including two groups of 4 students, in twelve 30–,minute sessions), then 3 subjects who required further support participated in Tier 3 intervention (12 individual 50–, minute sessions). The study's inclusion criteria included physical health based on the health identity card, the informed consent of students and parents to participate in the study, not being trained using other educational achievement training programs, and male gender. The single–, subject analysis with AB design in tier 2 and single–, subject study with multiple baseline designs in tier 3 was used. The educational content was developed based on explicit learning principles. Five experts rated each session to evaluate the scale's face and content validity. Lawshe's Content Validity Ratio (CVR) was used to calculate content validity. To interpret and infer from the diagrams, we used percentages of non–, overlapping data. The research tools were Math Problem Solving Test (Imani et al., 2017) and Intervention Process Monitoring Checklist. Results: In the first validation step, 5 raters evaluated the sessions to evaluate the face validity. The mean±, SD scores provided by the raters (8. 24±, 0. 61) indicated that the face validity was satisfactory. The raters were requested to write down their corrective views and opinions. Next, after providing their views and opinions, the program was re–, presented to the raters for reviewing the CVR qualitatively. Finally, a score 1 was obtained, showing that the program was highly validated. For empirical validity, the rate of change in scores indicates satisfactory empirical validity of the training program. The second tier of the intervention improved mathematics performance for most subjects, and the effectiveness of the intervention continued for 5 issues. The results of the third tier of the intervention showed the success of the intervention in two subjects. The intervention did not affect the other subjects. Continuity of effectiveness was observed in the maintenance phase for these two subjects. Conclusion: The results indicated that RTI was significantly effective in improving math problem solving of students diagnosed based on the discrepancy model. In addition, RTI in mathematics can prevent overdiagnosis substantially.

Background & Objectives: Destructive moderating factors, such as infidelity and open relationships outside of marital life can detach the emotional bond between couples,they can also negatively affect the performance, stability, and continuity of marital relationships. One of the main reasons for the high divorce rate can be attributed to the issue of marital and sexual infidelity,an action that leads to instability in relationships and has been raised as a growing concern in Iranian society. It is essential to develop a measure of optimism and realism (not mere optimism) and to cultivate it, especially in betrayed women, to be aware of their ability to control the situation. By cultivating and strengthening this structure, we can take steps to reduce the adverse consequences of infidelity, including feelings of anger, shame, depression, helplessness, marital burnout, pessimism, and finally divorce. Paying attention to married life has been growing, as a healthy society is based on healthy families. Therefore, the current study aimed to investigate the effects of enrichment training for couples based on the Enrich model on optimism, marital burnout, and attitudes toward infidelity in infidel couples. Methods: This was a quasi–, experimental study with a pretest–, posttest and a control group design. The statistical population of this study consisted of individuals who were referred to the counseling and psychology centers of Sabzevar City, Iran, in 2018–, 19 to receive pre–, divorce counseling. In total, 14 couples (28 subjects) were selected by the convenience sampling method. Accordingly, they were randomly divided into two groups of 7 couples (14 subjects) as the experimental and control groups. The inclusion criteria of the study included a willingness to attend regular and consecutive meetings, having at least a third grade of middle school education, not having bio psychological problems (based on the medical records in the counseling center according to the history of clients and based on the psychologist’, s diagnosis), a history of at least one year of living together and not being divorced or separated. The exclusion criteria of the study included absence from more than two treatment sessions and not attending training classes and couples counseling. The experimental group received enrichment training for couples based on Enrich model (Olson & Olson, 1996) in six 90–, minute weekly sessions. The necessary data were collected before and after the training sessions by the Attitude toward Infidelity Scale (Whitty, 2003), the Marital Burnout Scale (Pines, 1987), and the Revised Life Orientation Test (Scheier et al., 1994). The collected data were analyzed by Analysis of Covariance (ANCOVA) using SPSS. The significance level of the tests was considered 0. 05. Results: The present research results revealed that by controlling the effects of the pretest, the provided training increased optimism (p<0. 001), and decreased marital burnout (p<0. 001) and attitude toward infidelity (p<0. 001) in the explored infidel couples. Conclusion: The study data suggested that enrichment training based on the Enrich model was effective in improving optimism, as well as decreasing marital burnout and attitudes toward infidelity in infidel couples. Thus, this training can be used in counseling and psychology centers to improve the psychological consequences of marital infidelity.

Background & Objectives: Social deviations and related issues existed as long as human history. Substance Use Disorder (SUD) is among the causes of social deviation, physiologically and psychologically,it adversely affects individuals’,all functioning aspects. SUD treatment programs impose a high economic burden on societies. The etiology and prevention of the factors affecting SUDs are essential. According to studies, there is a significant difference concerning the components of alexithymia between individuals with SUDs and the healthy population. Alexithymia is a personality trait that includes defects in cognitive emotions, descriptive emotions, and objective thinking (inclined to an imaginative manner of thinking). It also indicated the lack of words to express emotions. Therefore, the current study aimed to compare the effects of Dialectical Behavior Therapy (DBT) and Mindfulness–, Based Cognitive Therapy (MBCT) on alexithymia in individuals with SUD. Methods: This was an experimental study with pretest–, posttest–, follow–, up and a control group design. The statistical population of this study included all males with SUDs in Ardabil City, Iran who were referred to the Welfare Office for treatment in 2017–, 2018. In total, 45 eligible subjects were selected by the convenience sampling method and randomly divided into 3 groups (DBT, MBCT, control). The inclusion criteria of the study were as follows: receiving a definitive diagnosis of SUDs for more than one year,receiving no psychotherapy and pharmacotherapy before entering the study,male gender,an age of >17 years,having an educational level of diploma to the doctoral degree, and providing informed consent forms to participate in the research. The exclusion criteria of the study included not attending treatment sessions, presenting severe psychiatric disorders, generating suicidal ideation, having debilitating diseases, such as cancer and hepatitis, and unwillingness to participate in the study. The instrument used in this study for data collection was the Toronto Alexithymia Scale (Bagby et al., 1994). DBT was performed in 8 sessions based on the package of McKay et al. (2018),eight sessions of MBCT were also conducted as per the package of Segal et al. (2013). However, no intervention was provided to the control group. Descriptive statistics, such as mean and standard deviation, as well as inferential statistics, including repeated–, measures Analysis of Variance (ANOVA) and Least Significant Difference (LSD) posthoc test were used to analyze the obtained data in SPSS. The significance level of the tests was considered to be 0. 05. Results: The obtained results suggested that the mean changes of alexithymia remained significant over time (p<0. 001),group effect and time*group interaction effect were also significant (p<0. 001). In the experimental groups, the difference between pretest and posttest scores was significant (p<0. 001),however, in the control group, there was no significant difference between pretest and posttest scores (p=0. 484). There was a significant difference in the mean posttest and follow–, up values between the DBT (p=0. 016) and the MBCT (p=0. 013) groups, highlighting that the effects of the interventions did not last until the follow–, up phase. Conclusion: According to the present study data, DBT and MBCT were effective in reducing alexithymia in males with SUDs. Therefore, these approaches can be used to treat alexithymia disorder in individuals with SUDs,consequently, they can prevent the recurrence of SUDs.

Background & Objectives: Multiple Sclerosis (MS) is a central nervous system disease that affects the quality of life and biopsychological wellbeing of the individual. A critical factor that exacerbates MS illness is stress induced by life events. This disease threatens the individual's independence and ability to participate in the family and community effectively and leads patients to lack competence and self-confidence. A determining variable in the mental health of patients with MS is Social Adjustment (SA). SA-related problems can affect individual and social commitments and complicate individual and social health. An intervention with a therapeutic philosophy based on creating and maintaining appropriate solutions is Solution-Focused Brief Therapy (SFBT). The effectiveness of this intervention on improving the social adjustment of women with MS has not been well studied in previous research. Thus, this study aimed to investigate the effects of SFBT on SA levels in women with MS. Methods: This was a quasi-experimental study with pretest-posttest and a control group design. The statistical population of this study included all women with MS in Bukan City, Iran, in 2017,a complete list of these individuals was available in the MS Society of Bukan County. The total number of this group equaled 236 who were examined by the Social Adjustment Scale (at pretest and posttest) (Weissman & Paykel, 1974). Accordingly, 40 subjects whose SA score was less than the other participants' score and met the research's inclusion criteria were randomly assigned to the control and test groups (n=20/group). The inclusion criteria had a concurrent illness, receiving other psychological therapies, and consent to attend meetings. The exclusion criteria included the presence of concurrent illnesses and a complete absence from meetings. The experimental group received seven 90-minute SFBT sessions. Furthermore, descriptive statistics, including mean and standard deviation, and inferential statistics, including Independent Samples t-test, Chi-squared test (to compare the demographic characteristics of the two groups), and Analysis of Covariance (ANCOVA) was used to analyze the obtained data in SPSS at the significance level of 0. 05. Results: The present research results indicated that after adjusting the effect of the pretest, there was a significant difference between the experimental and control groups respecting the mean scores of SA as well as its subscales, including daily activities, social and extracurricular activities, marital relationships, parental relationships and family relationships at posttest (p<0. 001),however, in the subscales of relationships with relatives (p=0. 081) and economic status (p=0. 181) there was no significant difference between the mean scores of pretest and posttest stages. Conclusion: Based on the collected findings, SFBT effectively promoted SA in female patients with MS. Accordingly, it is recommended that psychologists, counselors, social workers, and rehabilitation assistants implement SFBT for managing these patients.

Background & Objectives: Depression is the most common psychiatric disorder. Depression imposes extant costs to the affected individual and society. Rumination and negative and disturbing thoughts and cognitions experienced in unpleasant life events can lead to future depression and hopelessness. Patients with depression are usually managed with antidepressants and psychotherapy. Cognitive–, Behavioral Therapy (CBT) is another treatment of choice for depression based on information processing theory. A highly different and innovative method for treating depression, stress, anxiety, sleep problems, chronic pain, and substance abuse and improve intelligence and cognition is the Cranial Electrotherapy Stimulation (CES) of the skull with direct current by stimulating the central and peripheral nervous systems. The present study aimed to explore the effects of CES, CBT, and pharmacotherapy on rumination and depressive symptoms in women. Methods: This was a quasi–, experimental study with pretest–, posttest–, follow–, up and a control group design. The statistical population of this study included all women with Major Depressive Disorder (MDD) referring to mental health clinics in Alborz Province, Iran in 2019. Of them, 40 qualified volunteers were randomly divided into 3 experimental groups (CES, CBT, & pharmacotherapy) and one control group. The inclusion criteria included an age range of 25–, 45 years, a diagnosis of MDD based on structured interviews by psychiatrists and obtaining high scores in the Beck Depression Inventory (BDI,Beck et al., 1961), educational level of above diploma, no bipolar disorder, and borderline personality disorder, no history of drug use, not concurrently receiving psychological services, having chronic physical illnesses, like neurological diseases (e. g., epilepsy), using a pacemaker or having heart disease, using a platinum shunt, and having thyroid, diabetes, and cancer. The exclusion criteria of the study were refusal to continue research and failure to complete the questionnaires. At the pretest and posttest, the study subjects completed the BDI and the Ruminative Response Scale (Nolen–, Hoeksema & Morrow, 1991). After conducting 12 sessions of CES, 9 sessions of CBT based on Beck and Beck's (2011) training package, and pharmacotherapy in the experimental groups, the posttest data, and after 2 months, the follow–, up data were collected. To analyze the obtained data, repeated–, measures Analysis of Variance (ANOVA) was used in SPSS at a significance level of 0. 05. Results: The current research results suggested that all presented interventions (CBT, CES, pharmacotherapy) reduced rumination (p=0. 008) and depression (p<0. 001) in the test groups, compared to the controls. Rumination (p<0. 001) and depression (p<0. 001) significantly decreased over time. The time*group interaction reduced rumination (p<0. 001) and depression (p=0. 001) in the intervention groups, compared to the control group. Furthermore, Bonferroni posthoc test data indicated no significant difference between the provided interventions in reducing rumination and depression (p>0. 05). Additionally, Bonferroni posthoc test results revealed a significant difference between the mean pretest and posttest as well as pretest and follow–, up scores concerning rumination (p<0. 001) and depression (p<0. 001). The achieved data also indicated the positive effects of CBT, CES, and pharmacotherapy on rumination and depression variables at the follow–, up phase (p=0. 001 & p=0. 066, respectively). Conclusion: The present study findings highlighted that CBT, CES, and pharmacotherapy were effective in treating rumination and depression in women,however, according to the mean scores of the three test groups, CES seemed to be more effective than the other approaches.

Background & Objectives: Multiple Sclerosis (MS) is an inflammatory autoimmune, and progressive disease associated with the inflammation of the central nervous system due to demyelination. Despite the numerous biological investigations about MS patients by Iranian researchers,however, only a few studies have addressed disability in patients with MS, mainly focusing on its physical aspects, not the psychological ones. Further, some studies outlined a significant association between psychological resources and physical functions in patients with MS. The multi–,process model of integrative self–, regulation and sense of coherence has formulated two sets of integrative, psychological resources. The present study aimed to investigate the associations of integrative self–, regulation processes, including integrative self–, knowledge, self–, control, self–,compassion, mindfulness, and sense of coherence dimensions, including comprehensibility, manageability, and meaningfulness, with disability in patients with MS. Methods: The present cross–, sectional, analytical, and the fundamental study was conducted in 2019 in various service centers for patients with MS in Tehran and Qom Cities, Iran. The study population included patients with MS living in Tehran and Qom. The statistical sample included 452 patients with MS living in Tehran and Qom. The study's inclusion criteria included the definitive and documented diagnosis of MS by a neurologist, aged 18 to 60 years, the ability to communicate in Persian effectively, and providing informed consent forms. Patients who underwent psychotherapy during the study, whose diagnosis of MS was not definitive, developed obvious cognitive and mental disabilities, underwent spinal anesthesia or general anesthesia surgery over the past month. Severe and chronic comorbidities (e. g., psychotic disorders & cancer illness) and for the past 6 months were involved in divorce/separation, and the loss of first–, degree relatives was excluded from the study. A convenience sampling method was used for data collection. The sample was gathered via a multi–, center approach to reach a representative sample. The required data were collected by Determined Disease Stages (PDDS) (Learmonth et al., 2013), Orientation to Life Questionnaire–, 13 (OLQ–, 13) (Antonovsky, 1987), Integrative Self–, knowledge Scale (ISK) (Qorbani et al., 2008), Brief Self–, Control Scale (BSCS) (Tangney et al., 2004), Self–, Compassion Scale–, Short Form (SCS–, SF) (Raes et al., 2011), and Mindfulness Attention Awareness Scale (MAAS) (Brown e& Ryan, 2003. Statistical analysis at two levels of descriptive statistics (including mean, standard deviation, frequency, & percentage) and inferential statistics (including Pearson correlation test & hierarchical multiple regression tests) was performed in SPSS. Results: The obtained results revealed that disability with meaningfulness in life (r= 0. 10, p<0. 05), integrative self–, knowledge (r=–, 0. 13, p<0. 01), self–, control (r=–, 0. 12, p<0. 01) and self–, compassion (r=–, 0. 12, p<0. 05) indicated a marginally significant relationship. In predicting disability, in addition to the contextual variables of age (β, =0. 35, p<0. 001) and gender (β, =0. 24, p<0. 001), only the self–, compassion (β, =–, 0. 17, p=0. 007) played a predicting role. Conclusion: The disability of MS may not be associated with a severe reduction in integrative psychological resources, as opposed to other studies. However, future studies with longitudinal and intervention designs to investigate the causal relationships and patient benefit can target integrative self–, regulation processes, especially compassion for patients themselves.

Background & Objectives: The educational system is the basis of growth and development in all societies. Therefore, it is crucial to identify factors affecting academic achievement and performance. Academic stress is among these factors, i. e., defined as the growing academic demands which exceed the available resources. Academic burnout is another characteristic impacting students' performance. Burnout is a syndrome of emotional exhaustion, depersonalization, and decreased self–, efficacy that results from chronic stress, overwork, pressure, time constraints, as well as the lack of resources and support in performing assignments. Academic burnout and stress are essential variables influencing students' learning and academic achievement,thus, educational methods, like optimism training through storytelling can affect them. This study aimed to investigate the effects of storytelling–, based optimism education on burnout and academic stress in seventh–, grade female students. Methods: This was a quasi–, experimental study with a pretest–, posttest and a control group design. The statistical population consisted of all female students in Kerman City, Iran, in the academic year of 2019–, 2020. A total of 40 subjects were selected by random cluster sampling method and randomly assigned to the experimental and control groups. In experimental research, ≥, 15 individuals are required per group. Therefore, after initial screening and matching, 40 volunteer students were included in the study. Initially, two education districts of Kerman were randomly selected. Then, one school was considered among the junior high schools in that area,accordingly, 40 subjects were selected from the 4 classes of that school by multistage cluster random sampling approach. The inclusion criteria of the study included being seventh–,grade female students, living in Kerman City, not receiving other interventions, and providing an informed consent form by the parents and students for participation in the research project. The exclusion criteria of the study were withdrawal, absence from more than one treatment session, and receiving other interventions. The measuring instruments used in the pretest and posttest phases were the Academic Burnout Questionnaire (Bresso et al., 2007) and the Academic Stress Inventory (Ang & Huan, 2006). Storytelling–, Based optimism training was conducted by a psychologist who had completed story training courses at the Education Counseling Center in ten 90–, minute sessions twice per week. For this purpose, the training package for optimism through storytelling (Alizadeh et al., 2014) was used. The control group received no intervention. The collected data were analyzed by descriptive statistics (mean & standard deviation) and inferential statistics, including Analysis of Covariance (ANCOVA) in SPSS. The significance level of the tests was set at 0. 05. Results: The current study results suggested that after eliminating the pretest effects, there was a significant difference concerning academic burnout (p<0. 001) and academic stress (p<0. 001) between the control and experimental groups at posttest. The effect of teaching optimism using the storytelling method on academic burnout and academic stress was measured as 0. 684 and 0. 331, respectively. Conclusion: Based on the present study data, storytelling–, based optimism training impacted students' academic burnout and academic stress,therefore, paying attention to academic burnout and academic stress in students is essential to their academic success.

Background & Objectives: Marital satisfaction is influenced by numerous factors. For example, a safe and pleasurable sexual relationship is among the main characteristics noticed in multiple related investigations. Numerous scholars suggested that sexual satisfaction significantly predicted emotional intimacy in couples. Furthermore, the quality and style of sexual relationship, and its resulted desire, highly impact marital satisfaction and promote mental health in spouses. The lack of intimacy and inability in the revelation and exchange of emotions are observed in couples with sexual dysfunction. Considering the importance of sexual health in improving the psychological health status of individuals and in improving their marital quality, this study aimed to determine the effects of Emotion–, Focused Couple Therapy (EFCT) on sexual dysfunction and sexual performance anxiety in women with vaginismus. Methods: This was a quasi–, experimental study with pretest–, posttest and a control group design. The statistical population of this study consisted of all women with vaginismus referring to psychological counseling centers in district 5 of Tehran City, Iran, in 2019. Of them, 30 (n=15/group) individuals who met the inclusion criteria of the study were selected and randomly assigned to the experimental and control groups. The inclusion criteria of the study were women with vaginismus, providing written informed consent forms to participate in the study, not being co–, educated or undergoing any other therapeutic interventions, and presenting no physical or mental illnesses. Moreover, the exclusion criteria of the study included not having vaginismus, reluctance to participate in the research, receiving concurrent training or other therapeutic interventions, and presenting chronic physical and mental illnesses. The necessary data were collected in pretest and posttest phases using the Golombok Rust Inventory of Marital State (GRIMS,Rust et al., 1986) and the Multidimensional Sexual Self–, Concept Questionnaire (MDSCQ,Snell, 1997). The experimental group received training based on Johnson's EFCT protocol (2009) in eight 60–, 80–, minute sessions twice a week by the researcher. Descriptive statistics (mean & standard deviation) were used to analyze the collected data. Besides, inferential statistics, including Multivariate Analysis of Covariance (MANCOVA) were used to examine the between–, group differences in SPSS. The significance level of the tests was considered 0. 05. Results: The MANCOVA results signified a significant difference between the study groups concerning sexual dysfunction (p<0. 001) and sexual performance anxiety (p<0. 001). Therefore, EFCT significantly reduced sexual dysfunction and sexual performance anxiety in the study subjects. Additionally, the relevant effect sizes were measured to be 0. 42 and 0. 19 for sexual dysfunction and sexual performance anxiety, respectively,thus, 42% and 19% of individual differences in the posttest scores of sexual dysfunction and sexual performance anxiety belonged to the effects of the provided intervention. Conclusion: Based on the current research findings, EFCT is effective in improving sexual function and reducing sexual performance anxiety in women with vaginismus. Therefore, this approach requires further attention of family therapists and couple therapists to be applied for treating couples' sexual and marital problems.

Background & Objectives: Attention–, Deficit/Hyperactivity Disorder (ADHD) is often concomitant with the lack of resistance against failures and academic failure. ADHD adversely impacts family function and students’,resilience. This disorder mainly targets the students’,academic situation and social growth. Certain training interventions, such as Parent Behavior Management Training (PBMT) and Cognitive Behavioral Therapy–, Based Anger Management Training (CBT–, based AMT) are of great value for reducing academic barriers. Parents’,training can promote their self–, efficiency concerning parental role. In AMT, students become familiar with the magical cycle of thinking, feeling, behaving, and its consequences. Thus, this study aimed to compare the effects of PBMT and AMT on Academic Resilience (AR) and parent–, child relationship in students with ADHD. Methods: This was a quasi–, experimental study with a pretest–, posttest–, follow–, up and a control group design. The study population consisted of all 11–,to 12–, year–, old children with ADHD referring to Peyvand psychology clinic in Bandar–, Anzali City, Iran by schools from September 2019 to March 2020. Thirty subjects with a diagnosed ADHD by a psychiatrist were selected by the convenience sampling method. They were randomly placed into 3 groups of 10 subjects (PBMT, AMT, control). The inclusion criteria of the study included the age range of 11 to 12 years, male gender, receiving a diagnosis of ADHD, and an intelligence quotient of 85–, 135. The exclusion criterion of the study was absence from >2 intervention sessions. In pretest, posttest, and follow–, up stages, all research subjects were measured by the Academic Resilience Questionnaire (Martin, 2000) and the Parenting Stress Index (Abidin, 1990). The PBMT sessions were provided in 9 ninety–, minute sessions in 3 months for parents to educate them on behavioral management training per Barclay’, s pattern (2015). The examined students were provided with 12 sixty–,minute AMT sessions based on Reilly and Shopshire’, s package (2000). However, the control group received no training. The obtained data were analyzed using descriptive statistics (mean & SD) and inferential statistics, including the Kruskal–, Wallis test, repeated–, measures Analysis of Variance (ANOVA), and Bonferroni post hoc test in SPSS. The significance level of the tests was considered 0. 05. Results: Concerning the effect of time and the interaction of time and treatment, AR and parent–, child stress were significant (p<0. 001). The posttest scores of the experimental groups in the mentioned two variables were significantly different from those of the controls (p<0. 001). The follow–, up values of AR in the experimental groups were significantly different from those of the control group (p<0. 001). However, respecting parent–, child stress, the AMT groups’,scores were not significantly different from those of the controls (p=0. 265),only the scores of the PBMT group were significantly different from those of the control group in this regard (p<0. 001). In the posttest and follow–, up steps, the experimental groups’,scores were significantly different in AR (p<0. 001, p=0. 024, respectively). The posttest scores of the AMT group respecting parent–,child stress were significantly different from those of the PBMT group (p=0. 003),however, there was no significant difference in the follow–, up scores of the two groups in parent–, child stress (p=0. 496). Conclusion: According to the present research findings, PBMT and AMT effectively improved AR and the quality of parent–, child relationships,however, AMT presented a greater effect on increasing AR, compared to PBMT. Furthermore, the effectiveness of PBMT was greater on improving the quality of parent–, child relationship among parents, compared to AMT.

Background & Objectives: A well–, determined behavioral problem in adolescence is bullying. Bullying is low–, level violence in the form of physical, sexual, and psychological abuse of one or more students against others repeatedly occurring over time. Bullying has recently attracted researchers' and educational psychologists’,attention. It manifests in traditional and cyber aspects. Violent behaviors can affect numerous educational factors,thus, reducing these violent behaviors can play an essential role in improving school conditions. Therefore, this study aimed to determine the effects of stress management and self–, management training on mothers to reduce their daughters' bullying. Methods: This was a quasi–, experimental study with pretest–, posttest, one–, month follow–, up, and a control group design. The statistical population of this study consisted of the mothers of first–, grade female high school students in Tehran City, Iran, in 2018–, 2019. Initially, two schools were selected by the convenience sampling method. Then, traditional cyberbullying questionnaires were administered to all students (N=700) to measure conventional and cyberbullying. Of them, 48 students whose pretest score was about one standard deviation (13. 06) higher than traditional and cyber bullying (24. 67) were identified. Next, their mothers were randomly assigned to 4 groups (3 experimental & 1 control,n=12/group). The first group received stress management and self–, management training, the second group received self–, management training, and the third group received stress management training,however, the control group received no training. The collected data were analyzed in SPSS using repeated–, measure Multivariate Analysis of Variance (MANOVA). Results: The present study results indicated that the effect of integrated training (stress management & self–, management) was significant on traditional bullying (p<0. 001) and cyberbullying reduction (p=0. 002). Furthermore, the effect of self–, management training was significant on the decrease in conventional bullying (p=0. 013). Moreover, the conventional bullying of students was reduced significantly in integrated training compared to the stress management group (p=0. 013). Furthermore, comparing the efficacy of the educational methods presented no significant difference between the study groups. However, Eta–, squared revealed that the integrated training and self–, management training methods explained higher correlations between cyber bullying and traditional bullying. Conclusion: The present study results suggested a significant decrease in the scores of the experimental group compared with the controls in the posttest. Accordingly, teaching stress management and self–, management to mothers effectively reduces bullying in their daughter children.

Background & Objectives: Conduct Disorder (CD) is among the most common behavioral disorders that threaten an individual's mental health. Adolescents with CD fail to adapt their behavior to the expectations of parents, others, and social norms. Studies indicated that external problems in adolescents might be equally related to psychological pathology in parents, while their internal issues are more closely related to maternal psychological pathology than in fathers. Numerous factors impact the development of CD, i. e., related to parental personality traits, the couple's communication problems with each other, and the style of behavioral interactions between them and adolescents. Studies found that the parents of adolescents with CD encounter difficulty regulating emotions and behaviors. Accordingly, the present study aimed to investigate personality traits and coping behaviors in adolescent girls with CD parents. Methods: This was a descriptive-analytical and cross-sectional study. The statistical population included the parents of all secondary school adolescent girls with CD aged 14 to 18 years in Tehran City, Iran in 2020 who were selected by purposive sampling method Statistical sample was chosen according to the sample size of descriptive studies and based on previous variance (S2=19. 45), included 124 mothers and 124 fathers (N=248) who were targeted by sampling among adolescent girls with a higher odds of CD. To be screened, during negotiations with the principals of some girls' high schools in districts 14 and 19 of Tehran, while informing them of some CD symptoms, they were requested to introduce adolescents with this syndrome. Thus, 512 students were introduced. Then, screening was performed, and out of 512 students, 131 obtained the highest score in conduct disorder, i. e., the scores of ≥, 18 based on the Youth Self-Report Questionnaire (YSRQ,Achenbach & Rescorla, 2001). In the grading process, by excluding the families of 7 students (due to noncooperation), 124 mothers and 124 fathers were included in the study. The exclusion criterion was noncooperation for the parents and obtaining scores <18 in the YSRQ for the adolescents. The measurement tools included the YSRQ, Eysenck Personality Questionnaire( EPQ,Eysenck & Eysenck, 1975), and Coping Strategies Questionnaire (Lazaros, 1980). The obtained data were analyzed using descriptive statistics, including frequency, percentage, mean, standard deviation, and inferential statistics, including Independent Samples t-test at a significance level of 0. 01 in SPSS. Additionally, to evaluate the status of parental coping behaviors, Paired Samples t-test was applied. The mean scores of the subjects' problem-based coping strategies were compared with the mean scores of their emotion-based coping strategies. Results: The present study results suggested that all examined parents, on average, had personality traits of introversion, psycho-annoyance, and lying (p<0. 001) and no personality traits of extraversion and neuroticism (p<0. 001). Furthermore, all parents surveyed, on average, had scored higher on emotion-based coping strategies than problem-based strategies (p<0. 001),thus, they had emotion-based coping behaviors. Conclusion: The present study findings emphasized the impact of family environment, personality, and parental behavior on the incidence of adolescent CD. This is because introversion, psycho-annoyance and lying and emotion-based coping strategies are evident in these parents.

Background & Objectives: Visual impairment is blindness and low vision. Besides, it is among the most common disabilities and causes of functional disability among individuals with profound effects on functioning. Visual impairments cause some problems in visual receptors that include disorders in spatial orientation, balance, performing motor skills, cognitive skills, and learning. Balance control and injuries/falling are in diverse relations. Simultaneously, the issue of balance in the blinds' lives occurs in a more complicated manner, e. g., when cognitive attention is focused on something else. Considering the importance of balance for the blind to reduce falls and injuries and the effect of dual concentration and activity on balance and reduce the executive performance of the blind, compared with others. This study aimed to investigate the impact of Brailletonik cognitive–, motor exercises on postural control and cognitive abilities in blind women. Methods: The was a quasi–, experimental study with pretest–, posttest and a control group design. The sample consisted of 21 blind women (age: 20–, 35 years) that lived in Isfahan Province, Iran, in 2018 and selected by convenience sampling technique. The study participants were randomly assigned into the experimental (n=12) and control (n=9) groups. The inclusion criteria of the study were absolute or very severe blindness,awareness in Braille for the blind,being in the age range of 20 to 35 years,no history of lower limb fractures or sprains in the past 6 months,no substance dependence and use of sedatives, alcohol, etc., having certain diseases, such as inflammation, osteoporosis, diabetes, cardiovascular, specific orthopedic problems,presenting dizziness, hearing problems, and any factors that interfere with exercise or affect balance, and no regular sports activity during the last 3 months. The exclusion criteria were lower extremity problems, dizziness, physical weakness, and absence from>4 consecutive sessions or 3 non–, consecutive sessions during the course. The experimental group participated in Brailletonik exercise sessions for 2 months 3 times a week,however, the control group participated in usual aerobic exercises. The study subjects were instructed quiet upright standing on a Kistler force platform under the following conditions: quiet upright standing (single task) and quiet upright standing while performing a cognitive activity (dual–, task). Postural control was evaluated before and after Brailletonik exercises. Each test was repeated 3 times for 60 seconds. The rest between the two trials was considered 60 seconds, and the test sequences were random. The parameters of mean velocity, the standard deviation of velocity in both anterior–, posterior and medio–, lateral plans, and standard deviation of amplitude in both anterior–,posterior and medio–, lateral plans from the center of foot pressure have recorded the device (for both pretest and posttest). Analysis of Covariance (ANCOVA) analyzed the obtained data in SPSS at a significance level of α, =0. 05. Results: The ANCOVA results for both single tasks suggested that the mean value of the mean velocity (p=0. 002), the standard deviation of the velocity in the lateral view (p=0. 004), and the standard deviation of the velocity in the anterior–, posterior view (p=0. 05) in the experimental group was significantly less than the control group,however, the standard deviation of displacement in two lateral (p=0. 416) and anterior–,posterior (p=0. 539) views was not significantly different between the two groups. Moreover, the ANCOVA results for dual–, task indicated that the mean value of the mean velocity (p<0. 001), the standard deviation of the velocity in the lateral view (p<0. 001), and standard deviation of the velocity in the anterior–, posterior view (p<0. 001) in the experimental group was significantly smaller than the control group,however, the standard deviation of displacement in two lateral (p=0. 165) and anterior–, posterior (p=0. 469) views did not significantly differ between the research groups. Conclusion: The present study data revealed that the cognitive–, motor exercises of brailletonik in dual tasks and single tasks effectively improve postural control of the blinds. Related centers, such as the State Welfare Organization, Exceptional Education, Rehabilitation Centers, and Families of the Blinds, are encouraged to include Brighton exercises in the weekly blinds Schedule.

Background & Objectives: Depression is among the most common and debilitating mood disorders that affect a large percentage of individuals throughout their lives. Its main symptoms are severe sadness or the inability to experience happiness and pleasure. Moreover, it affects the person's social, occupational, and other important functional aspects. Depressed individuals encounter dysfunctional interpersonal interactions and social dysfunction. Problems in the social and personal areas observed in individuals with Major Depressive Disorder (MDD) partly result from their inability to interpret emotional stimuli and mental states. It is necessary to help individuals with depression solve problems related to depression, recognize the factors affecting mind reading, recognize the expression of emotion faces, and reduce MDD symptoms in them. The present study aimed to determine the effects of Cognitive–, Behavioral Therapy on mind–, reading through the eyes, recognizing the expression of emotion faces, and MDD symptoms. Methods: This was a quasi–, experimental study with pretest–, posttest, one–, month follow–, up, and a control group design. The statistical population consisted of 93 women with MDD referring to outpatient government counseling centers in districts one and two education centers in Sari City, Iran, from December 2017 to June 2018. The intervention lasted from June to September 2018. The study sample consisted of 28 individuals diagnosed with MDD by a psychiatrist, referred to the researcher by the consultants of the two mentioned centers. Using the convenience sampling method, 20 subjects were selected as a sample based on the inclusion and exclusion criteria. They were randomly divided into experimental and control groups (n=10/group) groups. The inclusion criteria included the age range of 25 to 50 years, a diagnosis of MDD by a psychiatrist, moderate to severe depression score based on the Beck Depression Inventory–, II (BDI–, II,Beck et al., 1996), and providing informed consent to participate in the study. The exclusion criteria included a history of previous treatment, the comorbidity of other mental disorders (e. g., obsessive–, compulsive disorder & anxiety), brain injuries (e. g., stroke & head injury), and not using psychotropic drugs and narcotics. The necessary data were collected using BDI–, II, Reading the Mind in the Eyes Test (RMET,Baron–, Cohen et al., 2001), and Facial Emotion Recognition Test (Eckman and Freison, 1976). The 5–, week intervention included ten 60–, minute CBT weekly sessions based on the Stark et al. (1999) model. To describe the obtained data, central and dispersion indices, including mean and standard deviation and repeated–,measures Analysis of Variance (ANOVA) and Bonferroni post hoc test, were used in SPSS at the significance level of 0. 05. Results: The present research results suggested that the effect of time, group effect, and the interaction of time and group were significant on depressive symptoms and mind–, reading (p<0. 001). The impact of time and the interaction of time and group (p<0. 001) and the effect of group (p=0. 014) were also significant on the recognition of facial expression. Furthermore, the mean posttest scores of depressive symptoms were lower than the pretest in the experimental group (p<0. 001). The mean posttest scores of mind–, reading (p<0. 001) and the recognition of facial expression (p<0. 001) were higher than the pretest stage in the experimental group,however, there was no significant difference between the stages of the posttest and follow–, up in the mean scores of depressive symptoms (p=0. 105), mind reading (p=0. 804), and the recognition of facial expression (p=0. 865) in the experimental group, indicating the lasting effectiveness of CBT in the follow–, up phase for all study variables. Conclusion: CBT reduces depressive symptoms and improves the ability to recognize facial expression and mind reading,thus, it can be considered as one of the effective interventions for treating MDD.

Background & Objectives: Physically active children present better mental health. Moreover, compared to inactive children, they are less exposed to mental health problems, such as depression and anxiety. Sports participation is among the main approaches to maintain biopsychological health. Motivation is among the most effective characteristics respecting participating or non–, participating in sports. Furthermore, competence perception essentially impacts motivation. Another factor influencing motivation to participate in sports is the fear of failure. The role of fear of failure and perceived physical competence in non–, participating adolescents in sports remains undiscovered. Thus, this study aimed to compare perceived physical competence and fear of failure between adolescents who participate and do not participate in sports. Methods: This was an applied and descriptive–, comparative (concerning data collection) investigation. The statistical population consisted of first high school students in Urmia City, Iran, in the academic year of 2018–, 2019. The study sample consisted of 193 high school students in the age range of 13–, 15 years who were randomly selected using the multistage cluster sampling method. Initially, among the first high schools, 8 schools (4 girls’,schools & 4 boys’,schools) and 3 classes per school (N=420) were randomly selected. The researcher distributed the questionnaires to the explored students by attending the classes and provided explanations,then, they completed the questionnaires. After reviewing the questionnaires, 193 subjects were eligible to participate in the study (with or without sports participation). The researcher–, made questionnaire, the Performance Failure Appraisal Inventory (Conroy et al., 2002), and the Physical Self–, Description Questionnaire (Marsh et al., 1994) were used to collect the necessary data. The research data were analyzed by descriptive statistics (including mean, standard deviation, frequency, & percentage), and inferential statistics, by Independent Samples t–, test, Chi–, squared test, and Multivariate Analysis of Variance (MANOVA), in SPSS. The significance level of the tests was considered 0. 05. Results: The obtained results suggested that perceived physical competence (p<0. 001) and fear of failure (p<0. 001) were significantly different between the study groups. According to the Eta–, squared (0. 41) for fear of failure, this characteristic accounted for 41% of sports participation. Additionally, Eta–, squared was obtained as 0. 32 for perceived physical competence, reflecting that perceived physical competence accounted for 32% of sports participation. Conclusion: Based on the current research results, compared to the examined adolescents who participated in sports, their non–, participating counterparts presented less perceived physical competence and greater fear of failure. These findings supported the theory of competency perception.

Background & Objectives: Attention–, Deficit/Hyperactivity Disorder (ADHD) is defined as a pattern of severe persistent problems, such as difficulty sustaining attention, hyperactivity, and impulsive behavior, associated with a greater frequency of developmental disorders, compared to Typically–, Developing (TD) children. This disorder is described as a persistent pattern of attentional deficits or impulsive and active behaviors. ADHD is a multifactorial condition with an unrecognized exact etiology. Failure to pay attention to the diagnosis and treatment of this disorder, i. e., increasing, will lead to numerous adjustment, educational, and behavioral problems, aggression, etc., in adulthood. Perceptual–, Motor games can play a stimulating role on the nervous system and increase motor skills in children. Motor mastery is referred to physical skills, resulting from the performance of a skill of choice that can affect physical activity. Motor skills are critical in children. This is because they are a prerequisite for participation in social activities, such as group play and sports,thus, they influence their self–, esteem and social wellbeing. Additionally, promoting participation in routine childhood activities, such as sports participation, leisure activities, writing, and daily living activities, like tie shoelaces plays an essential role in the development of the child's self–, concept. Some studies suggested that motor skills in children with ADHD are also poorer, compared to their TD peers. Therefore, these children have difficulty understanding, processing, and using sensory information. In other words, there is a relationship between ADHD and different aspects of motor skills (fine motor skills, coarse motor skills). ADHD is defined as a pattern of severe attention deficit and hyperactivity or continuous neglect with more repetition than children with the same growth rate. The present study aimed to determine the effects of cognitive–, motor skills learning training on motor skills and the symptoms of ADHD. Methods: This was a quasi–, experimental study with pretest–, posttest and a control group design. The statistical population of this study included all children of preschool centers of Tehran Province, Iran. Of them, 90 subjects were purposively selected and randomly assigned to the experimental and control groups. The necessary data were obtained using the Brauninx–, Oseretsky Motion Excellence Scale short–, form (1978), and the Conners–, Wald Formula Child Behavioral Scale (Ritman et al., 1998). Data analysis was performed using Analysis of Covariance (ANCOVA) by SPSS. The significance level was set at 0. 05. Results: The obtained findings suggested that the cognitive–, motor learning program improved motor skills (p<0. 001) and resulted in the reduction of total ADHD symptoms (p<0. 001) in the examined children. Conclusion: The obtained data indicated that perceptual–, motor games training is beneficial for improving social adjustment and motor skills, and reducing the total ADHD symptoms scores. Thus, this method can be implemented for the empowerment of children with ADHD.

Background & Objectives: Learning new language vocabulary is an essential step in the language learning process. Improving language learners’,lexical competence can help them attain proper mastery of language skills. Vocabulary knowledge can be developed through using strategies, such as word–, connect, guessing, note–, taking, semantic mapping, etc., i. e., related to the cognitive and psycholinguistic research paradigms. Vocabulary learning strategies are techniques used by language learners to acquire the meaning of unfamiliar words, retain words in their long–, term memory, memorize these techniques in comprehension, and use them in language production. Empirical studies in the area of learning strategies application among language learners with speech production disorders are scarce. This study aimed to explore the potential differences between the stuttering and healthy English Vocabulary Learning (EVL) learners concerning their use of vocabulary learning strategies. Methods: This was comparative, descriptive, and analytical research. The statistical population of this study consisted of healthy and stuttering students in Rasht City, Iran. Forty eligible male and female students participated in this study in two matched groups, including subjects with childhood–, onset fluency disorder and healthy controls (n=20/group). The convenience sampling method was used to select the required samples. The study participants were selected from two high schools among the clients who were referred to 3 speech therapy clinics. According to the speech therapists, all speech therapy clients developed stuttering and were homogeneous concerning the severity of stuttering. All of them were native speakers of Persian and their English language proficiency was at an introductory level, i. e., examined by the Nelson Proficiency Test (Fowler & Coe, 1976). The study participants also completed the Vocabulary Learning Strategies Questionnaire (Schmitt, 1997), using Google Forms due to the coronavirus pandemic. Descriptive statistics, including mean and standard deviation as well as Independent Samples t–, test and Kolmogorov–, Smirnov test, were employed in SPSS to analyze the obtained data. The significance level of the tests was considered 0. 05. Results: The present research results indicated no significant difference in the mean values of decision–, making strategies between students with stuttering and the healthy group (p=0. 509),however, there was a significant difference in the mean scores of social strategies between the explored groups (p<0. 001). Furthermore, each component of decision–, making strategies revealed no significant difference between the research groups (p>0. 05). The mean value of the component of "I use a monolingual English–, English dictionary to find the meaning of words, " was higher in the healthy subjects, compared to their stuttering counterparts,however, there was no significant difference between the research groups (p=0. 900). Additionally, examining each component of social strategies, in 3 components, namely "I ask the teacher the meaning of new words" and "I ask the meaning of new words from my classmates, " and "I work with my classmates on the new word to find its meaning", revealed a significant difference between the mean scores of the assessed groups (p=0. 018, p<0. 001, p=0. 013, respectively). According to the Oxford Guide, the investigated groups were excellent in respecting applying decision–, making strategies and moderate concerning implementing social strategies. Conclusion: According to the research findings, the examined healthy and stuttering students performed the same in using decision–, making strategies and were not significantly different from each other,however, in using social strategies, healthy students performed better. The present study data provided insight into using EVL strategies.

Background & Objectives: Orphanage and being mistreated present adverse psychological and educational effects on children. The lack of happiness that includes repeated experiences of unpleasant emotions and feelings, a general feeling of life dissatisfaction, and the loss of emotional independence are among the major problems in these groups. Furthermore, attempting to find suitable strategies to increase life satisfaction and emotional independence can improve the quality of life as well as the vitality and happiness of individuals and the social and spiritual health of the community. Positive psychology, unlike other approaches focusing on problems and deficiencies, focuses on enhancing positive emotions as well as the meaning of life,thus, this study aimed to investigate the effects of positive psychology on emotional independence and happiness among the orphan and mistreated adolescents. Methods: This was a quasi–, experimental study with a pretest–, posttest and a control group design. The statistical population was all orphan and mistreated adolescents in Islamshahr City, Iran, from March 2019 to June 2019. In total, 30 eligible individuals were selected and randomly assigned to the experimental and control groups. The inclusion criteria of the study included adolescence (age range: 12–, 18 y), willingness to attend meetings, and literacy. The exclusion criteria of the study were the presence of concomitant acute psychiatric disorders, unwillingness to cooperate with the research, and absence from>2 intervention sessions. The necessary data were collected using the Oxford Happiness Questionnaire (Hills & Argyle, 2002) and the Emotional Autonomy Scale (Steinberg & Silverberg, 1986). Positive psychology training was provided to the experimental group in fourteen 60–, minute sessions,however, the control group received no intervention. The content of the sessions was fostered from the perspective of Rashid's positive psychology (2009). Data analysis was performed using descriptive statistics (mean & SD) and inferential statistics, including Chi–, squared test and Multivariate Analysis of Covariance (MANCOVA) in SPSS. The significance level was considered 0. 01. Results: The MANCOVA results suggested that positive psychology training was effective in increasing emotional independence (p<0. 001) and its components, including individuality (p=0. 016), independence (p=0. 017), and self–, reliance (p<0. 001) in the examined orphan and mistreated adolescents. Furthermore, positive psychology training effectively increased happiness in the study subjects (p<0. 001). Eta–, squared results indicated that the effects of positive psychology on emotional independence and happiness were equal to 0. 449 and 0. 376, respectively. Conclusion: Based on the present research results, positive psychotherapy training can be used to promote happiness and emotional independence among the orphan and mistreated adolescents. Therefore, it is recommended that that counselors and psychologists take measures, such as holding positivity workshops to increase emotional independence and happiness in the country's adolescent and young populations.

Background & Objectives: Most children with hearing loss encounter difficulties with experiential factors. This is because hearing loss affects language, communication, and cognition. Researchers indicated that hearing–, impaired children experience delays in acquiring the Theory of Mind (ToM). This was an essential finding. Moreover, this finding implied that the acquisition of the ToM might depend on language acquisition. Conversely, it reflected that social and behavioral problems in deaf children might be attributed to cognitive deficits. Facial emotions are among the linguistic concepts that hearing–, impaired children fail to understand, assign verbal labels, and express. These issues can adversely affect their emotional and communicative relationships. Such problems have been attributed to delayed language acquisition and limited personal experience with others. A few types of research are available concerning the effects of therapeutic or instructional interventions on the emotion and recognition skills of children with hearing impairments. The present study aimed to determine the effects of linguistic interventions on the aforementioned abilities among hearing–, impaired students. Methods: This was a quasi–, experimental study with a pretest–, posttest and a control group design. The statistical population of this research was all hearing–, impaired students, aged 6–, 14 years who were studying in pre–, school to sixth–, grade in Baqcheban No1 exceptional school in Tehran City, Iran, in 2018. In total, 32 hearing–, impaired students were selected by the non–, sampling method,they were randomly divided into the experimental (n=18) and control (n=14) groups. The extent of severe to profound hearing loss was reported on their audiograms. Some students used hearing aids, and others had cochlear implants. A researcher–, made software and questionnaire were employed to evaluate the study subjects. A researcher–, made tool was also used to collect data on their emotions, understanding, and recognition, such as happiness, fear, sadness, anger, curiosity, surprise, embarrassment, and dislike. Both researcher–, made tools presented good validity (%85) and reliability (Pearson correlation coefficient=90%). The experimental group participated in 18 thirty–, minute weekly linguistic intervention sessions,however, the control group received no intervention. A speech therapist (corresponding author) provided the training. The obtained data were analyzed using Analysis of Covariance (ANCOVA) in SPSS. Results: The presented intervention provided a significant difference in the pretest–, posttest scores of the experimental group (p<0. 001),however, there was no such difference in the controls. Thus, the explored ability of the experimental group was increased, compared to the control group. These changes can be attributed to the provided linguistic intervention. Conclusion: The current research findings indicated that the ability to understand and recognize concepts related to facial expressions and emotions can be improved by a speech therapist using linguistic intervention programs among hearing–, impaired students. Emotion recognition training delivered in a behaviorally–, based intervention program can significantly improve emotion recognition skills in children at a wide range of ability levels. This can provide a new horizon for identifying, classifying, naming their experiences, effectively communicating with others in daily living activities, and alleviating such complications.

Background & Objectives: One of the most complex and chronic psychiatric disorders is Systemic Lupus Erythematosus (SLE). SLE is a chronic inflammatory disease that occurs in the form of kidney, blood, heart, pulmonary, neurological, or immunological involvement. Individuals with SLE experience decreased mental health levels and present high anxiety, depression, and physical discomfort. Most neuropsychological manifestations are often critical and present significant adverse impacts on patients' health and quality of life,thus, they require early pharmacotherapy according to each patient's condition. Various pharmacological and non–, pharmacological interventions are available for treating these patients,of which, Cognitive–, Behavioral Therapy (CBT) has a strong theoretical basis. Thus, this research aimed to investigate the effects of group–, based CBT on mental health and body image concerns in patients with SLE. Methods: This was a quasi–, experimental study with pretest–, posttest and a control group design. The study population consisted of all outpatients with SLE referring to Tehran Rheumatology Clinic in Tehran City, Iran, in summer 2014. Of them, 24 patients were selected by convenience sampling method and randomly divided into the experimental and control groups. The inclusion criteria of this study were having at least 18 years of age, manifesting more than average stress symptoms measured by the relevant questionnaire, and history of >1 year of SLE. The exclusion criteria of the study also included a history of hospitalization in the psychiatric ward and the use of psychiatric drugs. The examined patients completed the Symptom Checklist SCL–, 90–, Revised (SLC–, 90–, R) (Derogatis et al., 1976) and the Body Image Concern Inventory (BICI) (Littleton et al., 2005) at the pretest and posttest stages. The CBT for stress management was performed in the experimental group in 10 weekly sessions for two months. Moreover, at intervals, the research groups received their routine medical treatment. The obtained data were analyzed using descriptive statistics, including mean and standard deviation as well as inferential statistics, like Multivariate Analysis of Covariance (MANCOVA) in SPSS at the significance level of 0. 05. Results: The mean posttest scores of anxiety about body image concerns and mental health, after controlling the pretest scores, were significant in both study groups,thus, the provided CBT stress management training was effective in reducing body image concerns (p<0. 001) and improving mental health (p<0. 001) in the studied patients with SLE. The effects of anxiety on body image concerns and mental health were measured as 0. 39 and 0. 22, respectively. Conclusion: The current study results revealed that group–, based CBT could effectively reduce stress and body image concerns and enhance mental health in the investigated patients with SLE.

Background & Objectives: One of the most common behavioral disorders among adolescents is Conduct Disorder (CD), threatening their mental health. The stronger the family system and the more emotional and rational the relations between its members, the more the children will benefit from education. An approach to promote the family's mental health is creating Spiritual Vitality (SV) based on mental states. Adolescents' mental state also substantially impacts numerous factors that affect the development of CD,these characteristics are related to communication issues between husband and wife. Behavioral interactions between adolescents and Marital Satisfaction (MS) create a suitable, emotional environment. It is healthy to raise children,naturally, this satisfaction can affect the parents–, children relationship. Accordingly, the present study investigated marital satisfaction and SV in the parents of girls aged 14 to 18 years with CD. Methods: This was a descriptive–, analytical and cross–, sectional study. The statistical population included the parents of all adolescent girls aged 14 to 18 years in Tehran City, Iran, with CD studying in the secondary school in 2020. The purposive sampling method was applied to select the study subjects, i. e., considering the sample size of descriptive studies and based on previous variance (S2 = 36. 61), equaled 124 mothers and 124 fathers (N=248) who were targeted by sampling among adolescent girls with a higher odds of CD. To be screened, during negotiations with the principals of some girls' high schools in districts 14 and 19 of Tehran, while informing them of some symptoms of CD, they were requested to introduce adolescents with this syndrome. Accordingly, 512 students were introduced. Then, screening was performed,out of 512 students, 131 had the highest score in CD (18 & above) based on the Youth Self–, Report Questionnaire (YSRQ,Achenbach, 1991). The exclusion criterion of the study was the lack of cooperation. In the grading process, by excluding the families of seven students (due to the lack of cooperation), 124 mothers and 124 fathers were eventually included in the study. The measurement tool included YSRQ, Afrooz Marital Satisfaction Scale (AMSS,Afrooz, 1999), and Afrooz Spiritual Vitality Scale (Afrooz, 2016) with appropriate validity and reliability. Furthermore, data analysis was performed in SPSS using descriptive statistics, including frequency, percentage, mean, and standard deviation, and inferential statistics, including Independent Samples t–, test at the significance level of 0. 01. We assessed the status of MS and SV, and the mean scores of mothers, fathers, and the whole sample were compared with the cut–, off point of the questionnaires. Results: The collected results indicated that the status of the parents of adolescents with CD, concerning MS (p<0. 001) and the components of desirable–, thinking of spouses (p<0. 001), MS (p<0. 001), religious behavior (p<0. 001), parenting (p<0. 001), and parental interaction (p<0. 001), were unpleasant and vulnerable. Additionally, the scores of the parents of adolescents with CD concerning SV (p<0. 001) and the components of beliefs (p<0. 001) and feelings and behavior (p<0. 001) were unacceptable. Conclusion: This study emphasizes the importance of MS and SV in preventing CD in adolescents,therefore, it is necessary to improve the situation of adolescents' parents, appropriate practical planning, and necessary measures must be taken.

Background & Aims: The main area of development that underlies most behaviors from childhood onward, throughout the lifespan, is executive function. Working memory, mental set-shifting, and response inhibition are examples of core executive functions. Working memory is considered a core cognitive system that supports complex cognitive processes. Rehabilitation interventions may contribute to improving working memory capacity. Previous research revealed that mindfulness intervention effectively improved attention, working memory, cognitive flexibility, and other executive functions by paying attention to the present time without judgments. In addition, N-back instruction for training working memory was approved as an effective way to promote working memory capacity,it was initially designed for rehabilitation purposes. Mindfulness practices and N-back training are applicable for clinical and non-clinical populations. The present research addressed working memory capacity because it may strongly predict various higher-order cognitive capabilities, including language comprehension, reasoning, and even general intelligence. N-back intervention allocates perceptual or cognitive resources to essential matters and prevents unessential issues. Furthermore, in concentrating on targets in the external world, there is a top-down attentional mechanism in working memory for tasks requiring multiple internal memory representations access and manipulation. Thus, the present study aimed to compare the effects of working memory training by mindfulness-based cognitive therapy and N-back intervention. Methods: This quasi-experimental research a with a pretest-posttest-follow-up and a control group design. The statistical population included all high school students in Tehran City, Iran (N=45) divided into three groups: N-back intervention, mindfulness intervention, and controls. Two experimental groups received 8 sessions of interventions. To collect the necessary data, the Tehran-Stanford-Binet Intelligence Scale was used before and after interventions to test the sustainability of effectiveness. Also, Univariate Analysis of Covariance (ANCOVA) was conducted to test the hypothesis. Bonferroni test evaluated and compared two interventions (p<0. 05). SPSS was used for data analysis. Results: The current study findings revealed that both interventions provided significant effects on working memory capacity (p<0. 001),however, the Bonferroni test data suggested that the size effect of N-back was higher than that of the mindfulness-based cognitive therapy (p<0. 001). Conclusion: According to the present research findings, mindfulness-based cognitive therapy and N-back intervention can improve students' working memory function and capacity.

Background and Objective: Attention deficit / hyperactivity disorder (ADHD) is one of the most common disorders of childhood neurological disorders. This disorder is a psychological diagnosis and is used for people who during their developmental period exhibit inappropriate levels of negligence or a greater degree of impulsive motor activity. The high prevalence of ADHD and its association with symptoms such as mental weakness, peer exclusion, decreased self–, esteem and low resilience to failure lead to problems in interpersonal relationships with peers and others, and can respond. It is intense to look for families and teachers so that these children are disillusioned, feel unworthy, and thus become distrustful of themselves. Developing an appropriate educational–, training program can help researchers control the severity of the disease in the future and the status of the clients. Timely interventions refer to a wide range of activities designed to increase child's growth and health and, with a comprehensive assessment of the child,the ability of the family to meet the needs of the child begins with the goal of serving. Short–, term behavioral interventions reduce the severity of hyperactivity in social samples of children with ADHD, most of whom use stimulant drugs. The purpose of this study was to develop an educational program for timely intervention and its effectiveness on self–, confidence in children with ADHD. Methods: The research design was quasi–, experimental with pre–, test, post–, test, and control group. The statistical population included all students with ADHD, fifth grade in the city of Fouladshahr (Isfahan province, Center of Iran). To select the sample, 30 people were selected by purposeful sampling according to the criteria for inclusion in the study and randomly assigned to two groups of 15 subjects. The experimental group participated in the interventional training sessions for 10 sessions of 90 minutes, but there was no intervention for the control group. The research tools were Conears' overactive children's syndrome questionnaire (1999) and Eysen's self–, confidence questionnaire (1976), which have reliable and reliable reliability. Data were analyzed using descriptive statistics and dependent t–, test and independent t–, test in SPSS–, 22 software. Results: Independent T–, test showed that the average self–, confidence scores of the experimental group in the post–, test group were significantly higher than the control group, which was significant (p<0. 001). In addition, the results of dependent t–, test showed that there was a significant difference between the self–, confidence scores of the experimental group in the pre–, test stage and post–, test (p=0. 046). Conclusion: According to the findings, it seems that the developed educational program of timely interventions has increased self–, confidence in children with ADHD.

Background & Objectives: Developmental Coordination Disorder (DCD) includes impairment in motor function that cannot be described by chronological age and intelligence level,DCD can manifest with significant delays in the acquisition of motor skills, raw motor skills, poor performance in sports, and handwriting. Among the problems in the DCD are the developmental defects in visual perception and difficulties related to visual–, spatial processing. Another aspect in which children with DCD encounter challenges is balance and motor problems. Occupational therapists and movement therapists commonly use several special treatment approaches for children with DCD. The most common of these approaches is sensory integration. The theory of sensory integration is based on understanding the principles of motor–, sensory learning. Thus, this study aimed to evaluate the effects of enhancing sensorimotor functions on spatial visual processing and balance function in preschool children with DCD. Methods: This was a quasi–, experimental study with pretest–, posttest and a control group design. The study's statistical population included all children aged 5–, 6 years with DCD in Yazd City, Iran, in 2019. Furthermore, a cluster random sampling method was used to select 30 children with DCD using a parental DCD questionnaire. The study subjects were randomly divided into the experimental and control groups (n=15/group). The inclusion criteria were the age range of 5–, 6 years, obtaining a score above 20 in the Revised Version of Developmental Coordination Disorder Questionnaire (DCDQ'07,Wilson et al., 2009), child and parent consent to participate in the study, and no severe psychiatric disorders. The exclusion criteria were failure to participate in more than two sessions and failure to complete the questionnaire. The applied instrument was a subtest of Visual–, Spatial Processing in the Revised Version Tehran–, Stanford–, Binet Intelligence Scale (Kamkari et al., 2006) and Balance Function Subtest in Bruininks–, Oseretsky Test of Motor Proficiency (Bruininks, 1978). Interventions related to enhancing sensory–, motor functions were performed for the experimental group in 24 sixty–, minute sessions. Descriptive statistics, including mean and standard deviation and inferential statistics, including univariate Analysis of Covariance (ANCOVA), were used to analyze the obtained data according to the type of research variables in SPSS at the significance level of 0. 05. Results: The collected results indicated that after removing the pretest effect, in the posttest, there was a significant difference between the experimental and control groups in the mean scores of visual–, spatial processing (p<0. 001) and balance function in the study participants (p<0. 001). The effect of strengthening sensory–, motor on visual–, spatial processing equaled 0. 460, and the balance function of children with developmental coordination disorder was measured as 0. 626. Conclusion: According to research results, strengthening sensory–, motor functions improves spatial visual processing and balance function among preschool children with DCD. Therefore, implementing this method is recommended to the relevant experts.

Background & Objectives: In an education system, the teachers' mental health is of importance. A teacher with problems like depression or anxiety may transmit such feelings to students and harm them. A student who cannot understand the teacher falls behind studies and may discontinue studying. If a teacher has the authority to reduce his anxiety and depression and affect students' learning process, one can expect more academic achievement. Several studies have supported the relationship between high levels of self-compassion and low levels of depression and anxiety, even with self-criticism. Several studies have generally been conducted on compassion psychology, particularly on Compassion-Focused Therapy (CFT). Thus, this study aimed to determine the effects of CFT on depression and anxiety in teachers. Methods: This was a quasi-experimental study with a pretest-posttest and a control group design. The research sample consisted of 30 elementary school teachers in Dezful City, Iran, in 2018. They were selected by the convenience sampling method and randomly divided into the experimental and control (n=15/group) groups. The experimental group underwent eight 120-min CFT sessions (Germer & Neff, 2013). After completing the sessions, the posttest was conducted. The inclusion criteria of the research included the age over 20 years, a teacher in Dezful and suburban areas, and no mental health disorders. The exclusion criteria included irregular attendance in training classes, failure to perform homework, providing incomplete questionnaires and information. The methodology used in this study was to provide readiness for attending this course per the calls made in various schools in the city. After the volunteers were identified, they were all pretested. The tools used in this study were Beck Depression Inventory-II (Beck et al., 1996) to measure depression and Beck Anxiety Inventory (Beck & Steer, 1990) to measure anxiety levels. Furthermore, data analysis was conducted using descriptive statistics (including mean & standard deviation) and inferential statistics, including univariate and multivariate analysis of covariance in SPSS at the significance level of 0. 05. Results: The obtained results indicated that with pretest control, there was a significant difference between the experimental and control groups in the posttest concerning depression (p˂, 0. 001) and anxiety (p˂, 0. 001). Eta-squared values also revealed that 0. 783 of the changes in depression and 0. 801 of the changes in anxiety could be explained by the independent variable (CFT). Conclusion: According to the present study results, therapists working with teachers with depression and anxiety are recommended to use CFT to reduce depression and anxiety.

Background & Objectives: Many marriages do not end with formal divorce,however, they instead continue in the lack of love and friendship. Emotional divorce can be considered a state in which couples do not enjoy being together because there is no intimacy. Considering the undeniable importance of the family institution in any society, it is essential to investigate the harms and conditions that individual experiences after divorce. Spiritual intelligence may affect emotional divorce. Furthermore, early maladaptive schemas in women seem to increase the odds of emotional divorce. Extramarital relationships, infidelity, and infidelity often occur due to fulfilling one's emotional needs through relationships outside marriage. Iranian society is in transition, and traditional rituals are still in place. Accordingly, despite many divorces, numerous couples, due to the conventional nature of their families, might prefer to continue to live in very poor quality to avoid the psychological pressure of divorce. Thus, this study aimed to model the relationship between spiritual intelligence and early maladaptive schemas on emotional divorce mediated by attitude toward extramarital relationships in women. Methods: This was a descriptive–, correlational study in which the relationship between variables was investigated in the form of path analysis. The study population consisted of all women referring to psychological centers in Ahvaz City, Iran, in 2019. Accordingly, 264 women were selected by the convenience sampling method and completed the following questionnaire. The study's inclusion criteria included the education attainment of at least a diploma and no history of psychosis. The exclusion criterion of the study was the failure to complete the questionnaire. The necessary data were gathered applying the Emotional Divorce Questionnaire (Gattman, 1994), Spiritual Intelligence Scale (Abdollahzadeh et al., 2008), Young Early Maladaptive Schema Questionnaire (Young, 1998), and Attitude to Extramarital Relationships Scale (Whatley, 2008). Data analysis was performed using Pearson correlation coefficient and structural equation modeling in SPSS and AMOS at the significance level of 0. 05. Results: The present study results indicated that spiritual intelligence presented a negative and direct effect on emotional divorce (β, =–, 0. 53, p<0. 001),attitude toward extramarital relationships provided a positive and direct effect on emotional divorce (β, =0. 30 and p<0. 001). Spiritual intelligence indicated a negative and direct effect on attitude toward extramarital relationships (β, =–, 0. 46, p<0. 001),however, early maladaptive schemas presented a positive and direct effect on attitude toward extramarital relationships (β, =0. 40 and p<0. 001). Furthermore, the indirect effect of spiritual intelligence on emotional divorce with the mediating role of attitudes toward extramarital relationships was measured as –, 0. 16 (p<0. 001). The indirect effect of early maladaptive schemas on emotional divorce with the mediating role of attitudes toward extramarital relationships equaled 0. 12 (p<0. 001). In addition, goodness of fit indices supported the optimal fit of the model with the collected data (X2/df=2. 201, TLI=0. 98, IFI=0. 99, NFI=0. 99, CFI=0. 99, GFI=0. 98, AGFI=0. 98, RMSEA=0. 068). Conclusion: According to our findings, attitudes toward extramarital relationships played a mediating role in the relationship between spiritual intelligence and early maladaptive schemas and emotional divorce. These findings are an important step towards recognizing the effective factors in women's emotional divorce.

Background & Objectives: Generalized Anxiety Disorder (GAD) is among the most prevalent anxiety disorders. GAD is characterized by excessive, chronic, and uncontrolled anxiety about multiple activities or events associated with experiencing physical symptoms. A feature of this disorder is the presence of negative repetitive thoughts or ruminations that aggravate and persist the condition. Numerous psychological interventions have emerged over the past decades to treat this disorder. Accordingly, Acceptance and Commitment Therapy (ACT), as the third generation of these interventions is among the newest forms of cognitive–, behavioral therapy. The goal of ACT is to eliminate experimental avoidance and increase psychological flexibility. Due to the high prevalence, chronic episodes, and prolonged course of GAD,the comorbidity of this disorder with other psychiatric disorders, and its multiple effects on the lives of affected individuals, ACT seems to be an appropriate option to manage their conditions. Thus, this study aimed to investigate the effects of group–, based ACT on rumination and emotional processing in women with GAD. Methods: This was a quasi–, experimental study with pretest–, posttest–, follow–, up and a control group design. The statistical population of the study included all women with GAD referring to counseling and psychological services centers in the west of Tehran City, Iran, in 2018–, 2019. Of them, 30 were selected using the convenience sampling method based on the inclusion and exclusion criteria of the study, as the research sample. The inclusion criteria of the study included voluntarily completing the informed consent form to participate in the research,a minimum of secondary education,presenting the characteristics of GAD as per the Generalized Anxiety Disorder Scale–, 7 (GAD–, 7) (Spitzer et al., 2006) and the Diagnostic and Statistical Manual of Mental Disorders (DSM–, 5), and not participating in similar studies. The exclusion criteria of the study consisted of the presence of any bio psychological illnesses affecting the process of intervention,absence from >2 intervention sessions, and dissatisfaction with participating in the research. The research data were collected in the pretest, posttest, and one–, month follow–, up phases using the Ruminative Response Scale (Nolen–, Hoeksema & Morrow, 1991) and the Emotional Processing Scale (Baker et al., 2007). ACT was administered to the experimental group for 12 sessions (one session per week for an average of 90 minutes),however, no intervention was provided to the controls. The protocol used in the present investigation was based on a study by Steven Hayes, developed by Orsillo et al. (2004) for anxiety disorders. The obtained data were analyzed using descriptive statistics (mean & standard deviation) and inferential statistics, i. e., repeated–, measures Analysis of Variance (ANOVA) in SPSS at the significance level of 0. 05. Results: The obtained data suggested significant differences in the mean pretest–, posttest–, follow–, up scores of distraction (F=60. 96, p<0. 001), reflection (F=30. 41, p<0. 001), brooding (F=24. 07, p<0. 001), total rumination score (F=70. 40, p<0. 001), and total emotional processing score (F=29. 68, p<0. 001) between the experimental and control groups. In other words, the provided group–, based ACT reduced rumination and improved emotional processing in the explored women with GAD in the posttest and follow–, up phases. The Eta–, squared value also revealed that the effect of group–, based ACT on distraction was measured as 0. 68, the same for reflection was calculated as 0. 52, the score of brooding was 0. 46, total rumination score equaled 0. 72, and the same for emotional processing was computed as 0. 51. Conclusion: The present study results indicated the beneficial effects of group ACT on rumination and emotional processing in women with GAD. Thus, implementing short–, term, group–, based, and evidence–, based therapies, such as ACT may alleviate the signs and symptoms of GAD, leading to improved mental health status in this population.

Background & Objectives: Hearing impairment is the most common sensory–, neurological defect in individuals. Core stability is the motor control and muscle capacity of the central area of the body to maintain stability in various postures and external forces. Total Resistance Exercise (TRE) is often used to improve muscle strength and performance in athletes, the rehabilitation of orthopedic diseases, and prevent muscle weakness. An essential factor in preserving the posture in individuals with hearing impairment is to reduce the level of imbalance. Due to reduced balance in this population and the lack of research on TRE, this study aimed to compare the effects of 8 weeks of suspended training and core stability training on the trunk flexor and extensor muscles endurance in adolescents with hearing impairment. Methods: This was a quasi–, experimental study with a pretest–, posttest design. The statistical population of the study included all hearing–,impaired students in Bandar Abbas City, Iran. Considering the limited size of the population, 12 students with severe hearing impairment were selected as the statistical sample of the study, whose extent of hearing impairment ranged between 71 dB and 90 dB. These students were purposively selected and divided into two groups of 10 by simple random sampling method, as follows: the group of suspended exercises (n=10,mean±, SD age=14. 91±, 1. 24 years) and a core stability exercise group (n=10,mean±, SD age=14. 66±, 1. 23 years). The inclusion criteria of the study were male gender (due to their availability, compared to girls), the age of 12–, 14 years, and no sports background. The exclusion criterion of the study was not to practice and leave the training sessions. In this study, Biering–, Sorenson Test and Sit Ups Test were used before and after 8 weeks of training in the research groups. Experimental group 1 performed a weekly TRX training program and experimental group 2 performed core stability exercises under an instructor for 8 weeks and three 40–, min weekly sessions. Then, after completing the training, the posttest phase was performed. Descriptive statistics were used to describe the study variables. Inferential statistics, including the Independent Samples t–, test and Dependent Samples t–, test, were applied in SPSS to compare the mean scores of the study variables between the study groups. The significance level of the tests was considered 0. 05. Results: The mean±, SD pretest and posttest sit–, ups in the TRX exercise group equaled 15. 67±, 4. 69 and 21. 58±, 6. 28 times per minute, respectively. TRX exercises were effective in increasing the sit–, ups (p<0. 001). The mean±, SD pretest and posttest sit–, ups in the core stability exercises group were measured as 16. 41±, 4. 75 and 23. 41±, 5. 45, in sequence. Core stability exercises were effective in increasing the sit–, ups (p<0. 001). Concerning an increase in the strength of the trunk muscles, there was no significant difference between the exercise methods (p=0. 313). Furthermore, the mean±, SD Sorenson test time in the TRX exercise group was 33. 41±, 7. 9 seconds before the intervention and 39. 25±, 6. 62 seconds after the intervention. The method of TRX exercises was effective in increasing the time of trunk flexor muscle endurance (p<0. 001). The mean Biering–, Sorenson Test time in the core stability group at pretest and posttest was 31. 58±, 9. 25 seconds and 37. 75±, 6. 95 seconds, respectively. The core stability exercises effectively increased the time of trunk flexor muscle endurance (p<0. 001). The exercise methods' performance respecting increasing the time of the trunk flexor muscle endurance revealed no significant difference between the research methods (p=0. 251). Conclusion: According to the present study findings, participation in 8 weeks of core stability exercises and suspension exercises increased the endurance of trunk flexor and extensor muscles in hearing–, impaired adolescents,there was no significant difference between the exercise groups.

Background & Objectives: The birth of a child with a specific disease disrupts the normal life of parents, especially mothers. It reduces the mental health and quality of life of parents. Moreover, executive functions include organizing, willing, active mind, protection, planning and motor control, time perception, future thinking, esoteric language modernization, and problem–, solving. These functions help individuals with living and performing learning and mental processes. Previous studies suggested that mothers with sick children encounter further stress and anxiety than other mothers and experience poor executive functions and ongoing psychological confusion. It is essential to examine what cognitive and emotional abilities the mothers of children with epilepsy have and their inequalities with other mothers,through this, more detailed information is provided for use in counseling, rehabilitation, and treatment. The present study aimed to compare executive functions and psychological confusion in the mothers of children with and without epilepsy. Methods: The statistical population of this causal–, comparative study included all the mothers of children with epilepsy and all mothers with healthy children in Tabriz City, Iran, in 2020. In total, 50 mothers of children with epilepsy were selected by the convenience sampling method. Next, 50 test–, matched mothers with healthy children were selected. Both groups completed Wisconsin Card Sorting Test (Grant & Berg, 1948) and the Anxiety, Depression, Stress Scale (DASS–, 21) (Lovibond & Lovibond, 1995). The inclusion criteria for the mothers of children with epilepsy included having a child with epilepsy and being literate. The exclusion criteria for both groups were illiteracy and the lack of consent to participate in the study. In this study, descriptive statistics (mean & standard deviation), as well as inferential statistics, including Multivariate Analysis of Variance (MANOVA), Independent Samples t–, test(to compare the mean age of the study participants), and Chi–, squared test (to compare the mean educational level of the study participants), were used to analyze the obtained data in SPSS at the significance level of 0. 05. Results: The present study findings indicated that the difference between the mean score of the study groups was significant in the dimensions of termination error (p<0. 001) and the total error of executive functions (p=0. 005). Additionally, the mothers of children with epilepsy presented higher mean scores concerning total executive function error than their counterparts with healthy children. Furthermore, respecting depression (p<0. 001), anxiety (p<0. 001), stress (p<0. 001), and total psychological turmoil (p<0. 001), the difference between the mean scores of the two groups was significant. Conclusion: According to the research results, the mothers of children with epilepsy reported more depression, anxiety, stress, and errors in executive functions. These findings indicate that these mothers can not properly use their mental capacity.

Background & Objectives: Increased stress and anxiety in adolescents is critical and may cause health issues, dysfunctions, educational and professional problems, and risky behaviors. Cognition and anxiety are interrelated. Cognition can affect anxiety and anxiety may reduce cognitive performance by affecting working memory capacity and executive functions. Working memory is a complex limited–, capacity system of cognition that simultaneously stores and processes data. An approach used for controlling stress and anxiety is Acceptance and Commitment Therapy (ACT). Additionally, another novel treatment method with examinable effectiveness is Cognitive Rehabilitation Treatment (CRT) which attempts to repair cognitive deficits. Thus, this study aimed to compare the effects of ACT and CRT in reducing stress and anxiety among female high schoolers. Methods: This was a quasi–, experimental study with a pretest–, posttest–, follow–, up and a control group design. The statistical population included all female high school students (age range: 14–, 16 y) in District 20 of Tehran City, Iran, in the academic year of 2018–, 2019. Sampling was performed in two stages. Initially, the Depression, Anxiety, Stress Scale (DASS–, 21,Lovibond & Lovibond, 1995) was purposively distributed among the students of one of the selected high schools. Next, among those who obtained higher scores in the subscales of anxiety and stress, 45 students were randomly selected. The selected samples were randomly placed into two experimental groups, including ACT and CRT and one control group (n=15/group). The inclusion criteria were the willingness and cooperation of students to participate in the sessions,signing the commitment letter of continuous participation in therapy sessions,the ability to participate in sessions respecting the number and timing of the sessions,being a student in the secondary high school, and not consuming any psychiatric medications for 3 months before the first treatment session. The exclusion criteria included absence from >2 training sessions and unwillingness to continue cooperation. For one experimental group, the ACT intervention was applied based on the protocol provided by Hayes et al. (1999),this intervention was performed in eight 90–,minute sessions two days a week. The other experimental group underwent CRT for working memory. This group received training based on Captain's Log cognitive rehabilitation software version 2018 for eight 90–, minute sessions and two days a week. The control group received no intervention. The required data were collected using DASS–, 21. The obtained data were analyzed by repeated–, measures Analysis of Variance (ANOVA) and Bonferroni post–, hoc test in SPSS at the significance level of p<0. 05. Results: Regarding stress, the main effect of time (F=64. 21, p<0. 001) and the effect of group (F=9. 45, p=0. 011) and concerning anxiety, the main effect of time (F=76. 82, p<0. 001) and group effect (F=11. 43, p=0. 008) were significant. In other words, changes in the control group were different from those of the two experimental groups,both experimental groups achieved significantly lower scores in stress and anxiety in the posttest and follow–, up stages. Moreover, there was a significant difference between the ACT and control groups in stress and anxiety (p<0. 001),there was also a significant difference in stress and anxiety between the CRT and control groups (p<0. 001). However, there was no significant difference between the test groups respecting reducing stress (p=0. 726) and anxiety (p=0. 942),both treatment methods presented desirable effectiveness in this respect. Conclusion: Both ACT and CTR methods are effective in reducing anxiety and stress in students,therefore, they could be considered as useful methods in the field.

Background & Objectives: Numerous couples who encounter conflicts present harmful perfectionism and irrational beliefs concerning marriage, which can be improved using different approaches. Successful marriage satisfies various biopsychological needs in couples. In case of failure, spouses, and especially their children, face severe psychological trauma. Thus, it is critical to investigate factors, such as irrational beliefs and negative perfectionism,consequently, such conditions generate anxiety in couples. Besides, it possibly reduces the durability and survival of marital bonds. Mindfulness–, Based Cognitive Therapy (MBCT) is considered to improve irrational beliefs and perfectionism in couples. Additionally, a practical psychotherapy method that targets inevitable problems is Acceptance and Commitment Therapy (ACT). ACT is among the third wave behavioral therapy approaches. Therefore, the current study aimed to compare the effects of MBCT and ACT on irrational beliefs and perfectionism in incompatible couples. Methods: The statistical population of this study included all couples with marital disorders referring to a counseling center in Ilam City, Iran, from April 2018 to August 2018 (N=214). A sample of 30 couples was selected by the voluntary sampling method. Next, they were randomly assigned into two experimental and one control groups (n=10 couples/group). The experimental groups either received MBCT or ACT. The inclusion criteria of the study were as follows: couples with marital conflicts, minimum diploma education, passing at least 2 years and a maximum of 15 years of marriage history, and not simultaneously participating in other counseling or psychology sessions. The exclusion criteria included concurrent participation in another treatment program, having mental health disorders based on clinical interviews, and absence from>2 treatment sessions. Both interventions were performed in eight 90–, minute weekly sessions for two months. The necessary data were collected using the Measures of Irrational Belief (Ellis, 1985) and the Frost Multidimensional Perfectionism Scale (Frost et al., 1990). The obtained data were analyzed using descriptive statistics, such as mean and standard deviation as well as inferential statistics, using univariate Analysis of Covariance (ANCOVA) and Least Significant Difference (LSD) post hoc test in SPSS. Results: There was a significant difference between the mean values of the 3 groups respecting irrational beliefs (p<0. 001). Therefore, there was a significant difference in posttest data after eliminating the pretest effects in this regard. The Eta–, squared vale also indicated that 31% of the changes in irrational beliefs were due to the effect of the provided MBCT and ACT. The difference between the mean scores of the 3 groups in perfectionism was also significant (p<0. 001). Therefore, there was a significant difference in the mean values of perfectionism between the MBCT and ACT groups. The Eta–, squared value also revealed that 38% of the changes in perfectionism were induced by the effects of MBCT and ACT. There was no significant difference between the experimental groups concerning the therapeutic effects,both treatment approaches provided almost the same influence on reducing perfectionism (p=0. 946) and irrational beliefs in the explored couples (p=0. 450). Conclusion: The present research data suggested that MBCT and ACT can be used to reduce irrational beliefs and perfectionism among incompatible couples in psychology and counseling centers. Therefore, these approaches could be implemented to improve the quality of marital relationships.

Background & Objectives: Hypertension is among the most common and chronic diseases with increasing global prevalence, which leads to other health issues, and causes extensive long–, term changes in lifestyle. Mostly, individuals with hypertension encounter stress, which increases their blood pressure level. High blood pressure is crucial in survival prediction in Iran and globally. A compelling psychological approach for patients with hypertension is Acceptance and Commitment Therapy (ACT). ACT emphasizes the awareness of the present moment and its acceptance and is based on the theory that psychological trauma attempts to control or escape from negative thoughts and emotions. This study aimed to investigate the effects of group ACT on perceived stress, emotion regulation, and self–, care behaviors in patients with hypertension. Methods: This was a quasi–, experimental study with pretest–, posttest, a two–, months follow–, up, and a control group design. The statistical population included all patients diagnosed with hypertension in 2020 who were referred to one of the medical centers in Kish Island, Iran. In total, 32 patients who met the inclusion criteria were selected by the purposive sampling method and randomly assigned to the experimental and control (n=16/group) groups. The inclusion criteria were being diagnosed with primary hypertension according to the patient's medical record, being non–, diabetic, having no history of heart attack or stroke, having no history of neuroleptic pharmacotherapy, no physical disabili ty, no underlying diseases which lead to hypertension, such as alcohol poisoning, atherosclerosis, adrenal tumors or using birth control pills. Patients who did not participate in all therapy sessions or were under other interventions and those not willing to cooperate were excluded from the study. Perceived Stress Scale (Cohen et al., 1983), Emotional Cognitive Regulation Questionnaire (Garenfeski et al., 2001), and Self–, Care Behaviors of Patients with Hypertension (Han et al., 2014) were used for data collection. The group ACT was presented to the experimental group in 10 sessions based on the Forman and Herbert training package (2009),however, no intervention was provided to the control group. Descriptive statistics, including frequency, percentage, mean, and standard deviation, described the collected data. Inferential statistics, including repeated–,measures Analysis of Variance (ANOVA), Independent Samples t–, test, and Bonferroni post hoc tests, were also used to analyze the obtained data in SPSS. The significance level of the tests was considered 0. 05. Results: The effect of group on negative emotion (p<0. 001), diet (p=0. 008), medication (p<0. 001), and disease management (p=0. 018) was significant,however, on positive perceived stress (p=0. 587), negative perceived stress (p=0. 479), positive emotion (p=0. 091) and food labeling (p=0. 053) it was not significant. The effect of time and time and group interaction on positive and negative perceived stress, positive and negative emotions, diet, medication diet, food labeling, and disease management was significant (p<0. 001). Concerning positive perceived stress (p=0. 999), positive emotions (p=0. 999), negative emotions (p=0. 092), diet (p=0. 668), medication (p=0. 668), food labeling (p=0. 602), and disease management (p=0. 999), no significant difference was observed between the mean scores of the posttest and follow–, up stages, which indicates the persistence of the intervention over time. Conclusion: Considering the effectiveness of group ACT on negative emotion, diet, medication, and disease management in patients with hypertension, it is better to pay attention to the psychological components in individuals with chronic diseases along with physical features.

Background & Objectives: The phenomenon of escaping and staying away from home, leaving family members without parents’,or legal guardian's permission, and unreturning to home, is a reaction to unfavorable, unbearable, and sometimes immutable conditions. It usually occurs for reducing the unpleasantness and avoiding annoying and harmful stimuli in achieving the desired wishes. It also sometimes occurs due to the unpleasant home and family conditions and the lack of security. In this regard, some characteristics, like resilience can help reduce such a problem by decreasing the tension and stress emanated from difficult living conditions. Thus, providing psychological interventions to improve such conditions is crucial. The present study aimed to compare the effects of logotherapy and Acceptance and Commitment Therapy (ACT) on resilience among girls who escaped who had bad caregivers, covered by the State Welfare Organization care. Methods: This was a quasi–, experimental study with pretest–, posttest and a control group design. The study population included all girls who escaped and had bad caregivers, covered by the State Welfare care centers in Tehran City, Iran, in 2020. Using the simple random sampling method, 60 eligible individuals (inclusion criteria: having no psychological problems, having basic literacy to answer the questionnaires,exclusion criterion: unwillingness to participate in the research plan) were selected and randomly assigned into 3 study groups (logotherapy, ACT, & control,n=20/group). The logotherapy group received the training package of Schulenberg et al. (2010) in eight 90–, minute sessions. The ACT group received therapy based on the training package of Hyes and Strosahl (2004) in ten 90–, minute sessions. The control group received no intervention. To collect the necessary data in the pretest and posttest steps, the Connor–, Davidson Resilience Scale (CD–, RISC) was used. To analyze the collected data, descriptive statistics, including mean and standard deviation as well as inferential statistics, including univariate Analysis of Covariance (ANCOVA), Chi–, squared test, Independent Samples t–, test, and Bonferroni post hoc test were applied in SPSS. The significance level of the tests was considered 0. 01. Results: The current research results indicated that logotherapy (p<0. 001) and ACT (p<0. 001) increased resilience in the experimental groups, compared to the controls. Additionally, the mean posttest scores were compared by the Bonferroni post hoc test,the relevant data suggested no significant difference between the mean scores of logotherapy and ACT groups (p=0. 082). Conclusion: The obtained findings indicated that both provided interventions, due to their treatment processes and techniques, significantly improved resilience among the examined females.

Background & Objectives: According to the Diagnostic and Statistical Manuals of Mental Disorders–, Fifth Edition (DSM–, 5), individuals with Substance Use Disorders (SUDs) continue to use drugs despite the emerging cognitive and bio–, behavioral symptoms. Most individuals consider SUDs to be a male phenomenon. However, there is an increase in the frequency of women with SUDs. Low tolerance of distress can be a contributing factor to various SUDs. Individuals with low distress tolerance engage in destructive behaviors, such as substance abuse to cope with their negative emotions and alleviate their emotional pain. Studies indicated that high levels of distress tolerance are associated with an increased risk of developing SUDs and an elevated risk of relapse. The present study aimed to compare the effects of the training of enriching couples' relationships per choice theory and teaching skills based on improving quality of life on the tolerance of distress in women who were rehabilitated from SUDs. Methods: This was a quasi–, experimental study with pretest–, posttest, a 3–, month follow–, up, and a control group design. The statistical population of the study was women who were rehabilitated from SUDs and participated in the groups of Narcotics Anonymous (NA) in Neishabour City, Iran, from October 2019 to November 2019. Sixty individuals were selected by the convenience sampling method. Then, 40 subjects were randomly assigned to the experimental groups of training enriching couples' relations and teaching skills based on improving the quality of life, and 20 subjects were placed in the control group. The inclusion criteria of the study were married women, participating in training sessions with husbands, not having a mental disorder (this criterion was assessed by a mental health interview), and no SUDs in spouses. The exclusion criteria of the study were absence from >3 sessions, relapse during the program implementation, the recurrence of SUDs in spouses in the past. Data collection tools were performed in 3 stages, including the Distress Tolerance Scale (Simons & Gaher, 2005). For the first experimental group, the training sessions of enriching the relationship of couples based on choice theory, per the model of Duba et al. (2009) were presented in 3 stages of 6 ninety–, minute sessions. For the second experimental group, quality–, of–, life skills training sessions were presented in 8 ninety–, minute sessions based on Frisch’, s (2006) intervention program. The first experimental group participated in the training sessions based on Duba, Graham, Britzman, and Minatra’, s models. Moreover, the control group remained on the waiting list. After three months, the follow–, up test was performed. In this study, descriptive statistics, including mean and standard deviation were used to analyze the obtained data,at the level of inferential statistics, repeated–, measures Analysis of Variance (ANOVA) and Tukey’, s post hoc test was used in SPSS. The significance level of the tests was considered 0. 05. Results: The present study results suggested that the mean changes of the distress tolerance variable were significant over time (p=0. 006). The effect of the group was also significant (p=0. 009),respecting distress tolerance, in the posttest and follow–, up stages, a significant difference was observed between the mean scores of the experimental group of enriching couples' relationships and the control group (p=0. 015, p=0. 021, respectively). In the posttest phase, there was a significant difference between the mean score of the experimental group of quality of life–, based skills and the control group in distress tolerance (p=0. 003). However, in the follow–, up stage, there was no significant difference between the scores of these two groups in distress tolerance (p=0. 102). Furthermore, in the posttest and follow–, up stages, there was no significant difference between the group of couples' relationship enrichment and the group of quality of life–, based skills in the mean score of stress tolerance (p=0. 619, p=0. 381, respectively). Conclusion: According to the obtained findings, enriching couples' relationships and improving the quality of life training increased distress tolerance in women rehabilitating from SUDs.

Background & Objectives: Marital conflicts are a pattern of emotional, sexual, intellectual, economic, and socially disturbed interactions among spouses. Increasing marital conflicts and the risk of separation of couples have led family researchers to conduct studies on the role of conflicting emotions in family interactions and marriage to find strategies to improve distress tolerance in couples. Distress tolerance (respecting marriage) is among the skills that can assist couples to increase adaptation to problems. Accordingly, distress tolerance is common in studies related to constructing marital conflicts. The current study aimed to model the relationship between marital intimacy, Early Maladaptive Schemas (EMSs), and distress tolerance in married individuals. Methods: The present descriptive–, analytical and correlational research implemented structural equation modeling. The statistical population of this study included all married men and women with marital conflict (based on the couples' self–, declared marital conflict & the confirmation of counselors of family counseling centers), referring to family counseling centers in Kerman City, Iran, in 2019. To increase accuracy, sampling was performed based on gender and share of each urban area from the 4 regions of north, south, east, and west of Kerman. Furthermore, 15–, 20 subjects are required per apparent variable in the modeling research,accordingly, 340 individuals were needed,however, for further confidence and considering the fallout and uncompleted questionnaires, 428 subjects were selected by purposive and convenience sampling methods. In addition, considering the odds of losing samples during sampling, 220 women and 220 men were considered, who were divided into 55 women and 55 males per urban area. In practice, 217 and 211 questionnaires were collected among women and men, respectively. After removing incomplete questionnaires, the number of acceptable samples for analysis equaled 384 (192 females & 192 males). The inclusion criteria of the study included experiencing permanent marriage for at least one year, not having biopsychological illnesses, such as depression, bipolar disorder, and anxiety (based on medical records review), and the age range of 20–, 60 years. The exclusion criteria were failure to answer >10% of the questions. Data collection tools included the Distress Tolerance Scale (Simmons and Gahler, 2005), the Marital Intimacy Questionnaire (Walker and Thompson, 1983), and Young Early Maladaptive Schemas Scale (Young, 1990). The obtained data were analyzed using structural equation modeling and Pearson correlation coefficient in SPSS and AMOS. The significance level of the tests was considered 0. 05. Results: The present study results indicated that disconnection/rejection domain (β, =–, 0. 32, p<0. 001) and impaired inhibition domain (β, =–, 0. 31, p<0. 001) had a negative and inverse effect, and the other–, directedness domain (β, =0. 31, p<0. 001) had a positive and direct effect on marital intimacy. Furthermore, impaired function domain (β, =–, 0. 14, p<0. 001), impaired inhibition domain (β, =–, 0. 15, p<0. 001), and disconnection/rejection domain (β, =–, 0. 21, p<0. 001) had a negative and inverse effect. Moreover, marital intimacy (β, =0. 47, p<0. 001) had a positive and direct effect on distress tolerance. The goodness of fit indices supported the optimal fit of the research model with the collected data (x2/df=4. 00, CFI=0. 96, GFI=0. 95, AGFI=0. 93, RMSEA=0. 07). Conclusion: The collected data indicated the moderating role of marital intimacy concerning EMSs incompatible with distress tolerance among married individuals.

Background & Objectives: The family is a dynamic system where individuals with a sense of belonging and a unique identity enjoy a safe environment. This safe environment protects them socio–, economically and emotionally. The families of children with disabilities are at high risk for having a child with an injury,this problem is encountered when less attention is paid to the health of families. The presence of a family member with a disorder affects the functioning of all family members. The parents of children with developmental disorders experience numerous challenges that expose them to high stress and adverse psychological consequences. Parental involvement in treatment can reduce this confusion. Therefore, the present study aimed to investigate the effects of the Mindfulness–, Based Stress Reduction (MBSR) program on Psychological Wellbeing (PWB), Emotion Regulation (ER), and interpersonal relationships in the mothers of children with developmental disorders. Methods: This was a quasi–, experimental study with pretest–, posttest and a control group design. The statistical population included all mothers of children with developmental disabilities who lived in Saqez City, Iran, in 2018–, 2019. In total, 100 subjects were recruited for the initial research design by the convenience sampling method. Moreover, with ethical considerations and expressing the research goals, and obtaining informed consent forms, 100 individuals agreed to participate in the research. Many of the selected samples were eliminated based on the inclusion criteria. The final study sample included 30 mothers who were randomly divided into the experimental and control groups (n=15/group). The inclusion criteria of the study included no use of psychotropic drugs, no use of psychological and other counseling interventions, no psychotic disorders, dementia, and intellectual disabilities, alertness, and ability to practice mindfulness, and ability to speak Persian. Measurement tools in this study were the Psychological Well–, Being Scale (Ryff, 1989), Cognitive Emotion Regulation Questionnaire (Granefski & Kraaij, 2006), and Short Version of Inventory of Interpersonal Problems (Barkham et al., 1996). The experimental group received eight 2–, hour MBSR sessions. This treatment program was performed based on the content of the MBSR program (Kabat–, Zinn, 2005) and MBSR workbook (Estahl and Goldstein, 2019),however, the control group received no intervention. Moreover, descriptive statistics (mean & standard deviation) and inferential statistics, including univariate Analysis of Covariance (ANCOVA) were used in SPSS to analyze the obtained data. The significance level of the tests was considered 0. 05. Results: The current research results suggested the positive and significant effects of MBSR on ER, leading to improved adaptive ER strategies (p<0. 001) and decreased maladaptive ER strategies (p=0. 002) in the experimental group. Furthermore, MBSR increased PWB (p<0. 001) and reduced interpersonal relationship problems in the experimental group (p<0. 001). Conclusion: According to the research findings, the MBSR program was effective in improving ER, increasing PWB, and reducing the problems of interpersonal relationships in the mothers of children with developmental disabilities.

Background & Objectives: The previous prevailing view in neurolinguistics was that the left hemisphere plays a central role in different linguistic levels. In various forms, damage to this hemisphere causes impairments in individuals' linguistic abilities to varying degrees. But, today, it has become clear that the right hemisphere is involved in processing various linguistic aspects. The current study aimed to evaluate lexical-semantic disorders of right hemisphere damaged adult Persian-speaking patients based on the Montreal Protocol for the Evaluation of Communication (M. E. C) Methods: The research was a case study and descriptive. The statistical population included five right hemisphere damaged patients who had a stroke. Patients’,brain lesions were determined using C. T. Scan and M. R. I. Subjects aged from a minimum of 54 up to a maximum of 76 years (mean age 62 years and eight months), all were righthanded and literate. Screening tests were administered, including Coren Handedness Inventory, Mini-Mental State Examination (MMSE), and Persian Diagnostic Aphasia Battery (Bedside Version-AQ1). Then, the Montreal Protocol for the Evaluation of Communication (M. E. C. ) was performed to evaluate lexical-semantic skills. M. E. C protocol was designed by Joanette, Esca, and Cote (2004) in Canada and the French language. This protocol consists of 16 subtests that measure prosodic, lexical-semantic, discourse, and pragmatic skills. Four subtests related to lexical-semantic skills have been used in the present study. Standards scores and patient performance percentages in each subtest were used for analysis. Results: The data's general analysis of the data based on the patient scores and performances in 4 sub-tests of lexical-semantic processing of M. E. C protocol compared with standard scores showed that patient No. 5, with the wide lesion in the temporal lobe and the posterior lobe, had the weakest function in all four subtests. On the other hand, patient number 4, who suffered an insula lesion, had the best performance. Based on these findings, it seems that the insula region does not play a significant role in lexical-semantic processing. Patients 1, 2, and 3 performed similarly poorly with damages to the frontal-temporal lobe, the inner capsule of the basal ganglia, and the middle temporal lobe, respectively. Study data showed that all five patients performed homogeneously in the sub-test of speech fluency without limitation. Conclusion: Based on the data obtained from five subjects of the present study, it was observed that the location of brain lesions affect s the degree of impairment in lexical-semantic processing. In addition, damage to the right hemisphere, especially the temporal lobe and the inner capsule of the basal ganglia, can lead to impairment of lexical-semantic processing.

Background & Objectives: Considering complexities in social relations and changes in the structure of society, the family system has shifted from tradition to modernity. Women's outside–, house employment is also among the attributes of modernity. Women's participation in the global workforce is on the rise. The occupational and marital role interference present women with the challenges of performing a double role. Investigations on the increasing women's employment highlighted some disadvantages that afflict children,however, its consequences on marital relationships mostly remain overlooked. The present study investigated the psychological dynamics of women's employment in their marital life. This study aimed at discovering working women's life experiences to accurately identify their experiences in marital life. Methods: This study used an interpretive paradigm based on which the qualitative methodology was selected. Based on research questions and objectives, the grounded theory method was used in this research. The significance of this methodology lies in its theorizing capability as well as facilitating qualitative data analysis. Based on the theoretical sampling approach, the researcher selected 14 married women working in the Welfare Organization in Yazd City, Iran, from 2018 to 2019. Moreover, we employed an extensive and semi–, structured interview to collect the required data. The sampling process continued to reach theoretical saturation,accordingly, data collection and analysis were performed simultaneously. The inclusion criteria of the study were as follows: women working,being married,having children, and at least two years of marriage. Unemployed, single, and childless women were excluded from this research. In this study, open coding and axial coding methods were used to analyze the obtained data. Initially, the researchers precisely transcribed the interviews. Consequently, these data provided an overview of the logic of the interviews. Then, the coding process was conducted. To achieve reliability, we used external peer review and verification partners. The researchers then presented the obtained results to 5 of their colleagues with experience in fieldwork and qualitative research and seek their opinion on the validation of their data. Additionally, in this process, we reviewed several categories and concepts. Thus, the researchers validated the research by presenting the achieved results to 4 individuals. Moreover, following the approval of the study participants as well as the principles and points of the interview, the complete registration of the events, and accurate implementation, the reliability was confirmed. Results: The study findings were presented through careful study of the research interview transcriptions, the main propositions, concepts, and main categories,eventually, the core category was established in a long, precise, detailed, and conceptual process. Consequently, this study included 45 concepts, 16 main categories, including unhappiness, biopsychological discomfort, the lack of empathy, marital doubled suffering, inequity, sexual dissatisfaction, the rejection of fun, unbalanced responsibilities, role conflict, others’,expectations, responsibility management, emotional responsiveness, job consensus, marital recognition, positive interaction, time adjustment, and satisfaction, as well as one core category, titled as "the marital doubled suffering". Conclusion: Some working women could use positive strategies with favorable consequences, such as emotional responsiveness and positive interaction. Overall, the obtained results indicated double marital suffering in the target community.

Background & Objectives: Hypertension, also recognized as blood pressure or arterial hypertension, is a chronic disease caused by high blood pressure in the arteries. High blood pressure due to complications and its associated high death rate is a major health problem that affects individuals’,quality of life. Psychological distress is a risk factor for hypertension. Improperly controlled stress can lead to physical ailments, such as cardiovascular disease and hypertension. Research suggested that psychological distress and social support are associated with generating hypertension and its correlations, such as coronary heart disease. The present study aimed to determine the mediating role of psychological distress in the relationship between perceived social support and primary blood pressure in teachers. Methods: This descriptive study employed structural equation modeling. The statistic population of this study consisted of all teachers of Astara City, Iran, with the diagnosis of primary hypertension in 2019. Using the convenience and voluntary sampling method, 200 number subjects were selected among them. The inclusion criteria included primary blood pressure greater than 14. 9 mmHg and an age range of 30 to 65 years. The exclusion criteria of the research consisted of drug use, concurrent biopsychological illnesses, and receiving psychotherapy and other interventions over the past year. The study tools included the Depression, Anxiety, Stress Scale–, Short Form (DASS–, 21) (Lovibond & Lovibond, 1995) and Multidimensional Scale of Perceived Social Support (Zimet et al., 1988) and specialists’,diagnoses inclusive score of primary hypertension of subjects. Structural equation modeling and Pearson correlation coefficient were applied in AMOS and SPSS to analyze the collected data. The significance level of the tests was considered 0. 01. Results: The obtained results indicated that the total path coefficient (the sum of direct & indirect path coefficients) related to the effect of perceived social support on blood pressure was negative and significant (β, =–, 0. 161, p=0. 002). The direct path coefficient of the relationship between psychological distress and blood pressure was positive and significant (β, =0. 412, p=0. 003). The direct path coefficient of the relationship between perceived social support with blood pressure was negative and significant (β, =–, 0. 392, p=0. 001). The direct path coefficient of the relationship between perceived social support and psychological distress was negative and significant (β, =–, 0. 641, p=0. 001). The indirect path coefficient between perceived social support with blood pressure was positive and significant (β, =0. 251, p=0. 003). Furthermore, the hypothesized model had fitness with the collected data (χ, 2=36. 579, CFI=0. 971, GFI=0. 958, AGFI=0. 911 and RMSEA=0. 076). Conclusion: Teachers who receive limited social support are more stressed, depressed, and anxious. Accordingly, they have a weaker immune system and higher levels of cortisol. Finally, they are prone to hypertension in the long run.

Background & Objectives: Marriage, as a complex and challenging issue, can be successful or not, depending on various factors, like interpersonal problems of couples. Studies indicated that different variables direct couples' interpersonal problems. Schemas originate from the events of one's life. A benefit of the schema model is its complexity and depth as a unique treatment. Moreover, self–, differentiation is referred to the individual's ability to distinguish between rational and emotional currents concerning family members and others. Reality therapy is among the approaches to counseling and psychotherapy that focuses on concepts, such as the acceptance of responsibility, reality, incorrect understanding, and their relationship to everyday life. The three approaches discussed seem to be a good predictive for couples' interpersonal problems. Therefore, this study aimed to investigate the effects of the premarital counseling package (based on the concepts of schema therapy, self–, differentiation, & reality therapy) on interpersonal problems among couples on the brink of marriage. Methods: This was a quasi–, experimental study with a pretest–, posttest, a two—, month follow—, up, and a control group design. The statistical population of this study included all couples on the brink of marriage, referring to Tarrahi Zendegi center in Shahre Kord City, Iran, in 2017. Of them, 20 couples were selected by random sampling method and randomly divided into two groups of experimental and control (n=10/group). The inclusion criteria included satisfaction with participating in this research,being on the brink of marriage,being in the premarriage stage,the age range of 18–, 40 years,a higher education than a diploma, and experiencing first marriage in the normal range of society respecting socio–,economic conditions without problems to participate in training sessions. The exclusion criteria included absence from 2 consecutive training sessions, unwillingness to continue treatment, providing incomplete questionnaires, and the death of a couple. For both groups, pretest, posttest, and follow–, up examinations were performed. Inventory of Interpersonal Problems (Horowitz et al., 1988) was used to collect the necessary data. The premarital counseling package was administered in 8 ninety–, minute sessions twice a week for the experimental group. Research data were analyzed using descriptive statistics, including mean, standard deviation, frequency distribution table, and inferential statistics, including repeated–, measures Analysis of Variance (ANOVA) and LSD post hoc test in SPSS at the significance level of 0. 05. Results: The ANOVA results indicated that the main effect of time (p=0. 006), the main impact of the group (p=0. 001), and the interaction of time and group (p=0. 001) were significant on interpersonal problems. The size of the main effect of the group equaled 0. 28, revealing that 28% of the variable changes in interpersonal problems were due to the effect of the premarital counseling package intervention. Furthermore, the LSD post hoc test results suggested that in the experimental group, the mean pretest scores of couples' interpersonal problems were significantly higher than the posttest scores (p=0. 015) and follow–, up (p=0. 024). Additionally, no significant difference was observed in the mean scores of the mentioned variable between posttest and follow–, up stages (p=0. 228), reflecting that the effect of the intervention lasted over time in the experimental group. Conclusion: Based on the present study data, the premarital counseling package training based on the concepts of schema–, therapy, self–,differentiation, and reality–, therapy effectively declined interpersonal problems among couples on the brink of marriage.

Background & Objectives: Physical activity can reduce the risk of lifestyle-related diseases, and improve physical function, quality of life, as well as psychological wellbeing. However, despite the health benefits of physical activity, over-exercising does not present health benefits,it rather leads to exercise addiction. This condition generates several adverse consequences on athletes’,biopsychological health. Therefore, it seems necessary to prepare appropriate plans to prevent exercise addiction in athletes. This requires the identification of factors that affect exercise addiction among athletes. Previous research studies revealed that the fear of failure in performance and dysfunctional beliefs about appearance are the major psychological factors that result in other addictive behaviors. However, evidence on the effects of these variables on exercise addiction is scarce. The present study aimed to determine the effects of fear of failure and dysfunctional beliefs about appearance on exercise addiction in athletes. Methods: This was a correlational study. The statistical population of this study included all 20-year-old athletes in 2019,of them, 200 individuals were randomly selected from internet sports groups on social networks, as the research sample. Finally, after collecting information from the study samples and discarding the distorted and incomplete questionnaires, a total of 95 questionnaires were analyzed. The inclusion criteria of the present study were as follows: having at least 5 years of experience in practicing consecutive and regular exercise, having a minimum literacy to complete the questionnaires, and willingness to participate in the study. The exclusion criteria included practicing irregular and cross-sports, unwillingness to continue cooperation in the research, and illiteracy. To collect the required data, the Beliefs about Appearance Scale (Spangler, 1999), Performance Failure Appraisal Inventory (Conroy et al., 2002), and Exercise Dependence Scale-21 (Hausenblas & Symons Downs, 2002) were used. To analyze the collected data, descriptive statistics (mean & SD), Pearson correlation coefficient, and multiple linear regression analysis were performed in SPSS. The significance level of all tests was considered 0. 05. Results: Pearson correlation coefficient data revealed that dysfunctional beliefs about appearance presented a direct and significant relationship on exercise addiction (r=0. 242, p=0. 001). However, there was no significant relationship between fear of failure in performance and exercise addiction in the examined athletes (r=0. 061, p=0. 400). Furthermore, there was a direct and significant relationship between fear of failure in performance and dysfunctional beliefs about appearance (r=0. 152, p=0. 033). The results of the adjusted coefficient of determination indicated that exercise addiction was approximately 5% affected by beliefs about appearance and fear of failure. Conclusion: According to the obtained results, athletes’,dysfunctional beliefs about their physical appearance can affect the incidence of exercise addiction among them,however, the extent of this effect is slight. Accordingly, further investigation is required to support this finding.

Background & Objectives: Autism Spectrum Disorder (ASD) is the most serious and unknown childhood condition. A significant deficit in ASD is impairment in communication skills, which causes language and speech problems. Play–, Based interventions are among the most common approaches for these children. A critical skill of play, i. e., associated with the acquisition of language and verbal skills, is symbolic play. The deficit in symbolic play is also a characteristic of children with ASD. Considering the importance of symbolic play in development and deficiency in symbolic play in children with ASD, a curriculum can be designed for these children. However, play–, centered interventions for children with ASD have rarely focused on symbolic play. The present study aimed to determine the effects of Symbolic Play Training (SPT) on communication skills in children aged 4–, 6 with high–, functioning ASDs. Methods: This experimental study applied a single experimental design, i. e., performed using the A–, B method. The study's statistical population included children with ASD in Sabzevar City, Iran, in 2018. Three children with high–, functioning ASDs were selected using the purposive sampling method (Center of Roshd). The study's inclusion criteria included obtaining a score of 85 or higher on the Gilliam Autism Rating Scale (GARS,Gilliam, 1995), the age range 4 to 6 years, parental consent to participate in the study, and no physical disabilities and audiovisual impairments. The study participants were evaluated and intervened at the Autism Education and Rehabilitation Center for 4 months. The first participant was 5. 4 years old, which according to the results of the GARS, the autism rate equaled 71, suggesting the odds of mild ASD. The second participant was 5 years old. The total scores of the subscales of the GARS equaled 70,thus, the probability of ASD was low. The third participant was 6 years old. For this participant, the sum of the subscales of the GARS was 79, reflecting the probability of mild ASD. The study subjects were three 4–, –, 6–, year–, olds. Educational sessions were arranged in 36 weekly sessions, 4 days for 1. 5 hours. The GARS was used to assess the severity of ASD. To measure communication skills before and after implementing the intervention program, the Autism Treatment Evaluation Scale (ATEC,Rimland & Edelson, 2000) was performed. For data analysis, visual analysis of graphs and trend line, Reliable Change Index (RCI), recovery percentage index, the Percentage of Nonoverlapping Data (PND), and the Percentage of Overlapping Data (POD) were used. The collected data were analyzed using SPSS at the significance level of 0. 05. Results: Based on the visual analysis of the data, the interventional program effectively improved communication skills in all study participants. The RCI for the first, second, and third subjects was measured as 15. 03, 7. 22, and 9. 37, in sequence, i. e., more significant than the criterion value of 1. 96 for all research participants. The percentage of recovery achieved by the first participant was 66%, indicating treatment success. The percentage of recovery achieved in the second participant was 51%, reflecting improvement. The percentage of recovery achieved in the third participant was 67%, suggesting appropriate recovery. Conclusion: Based on the present study findings, SPT played an effective role in reducing communication problems among children with high–,functioning ASDs. Thus, SPT can be applied as an effective intervention for improving linguistic and communication skills in pre–, schoolers with high–, functioning ASDs.

Background & Objectives: Autism Spectrum Disorder (ASD) is a neurodevelopmental condition, characterized by deficits in social interaction and the presence of restricted interests and repetitive behaviors. ASD is not progressive, and over time, the relevant neurological impairments neither eliminate nor aggravate. One of the newest methods to enhance social interactions is hydrotherapy. Using water at different temperatures can present different effects on various systems of the human body. Hydrotherapy is based on buoyancy, hydrostatic pressure, turbulence, and flow. Accordingly, this approach provides multiple sensory stimuli through water temperature, it helps the circulatory system, as well as muscle relaxation. The current research aimed to investigate the effects of Halliwick aquatic therapy on social interactions in males with ASD hospitalized in the boarding ward. Methods: This was a quasi–, experimental study with a pretest–, posttest–, follow–, up and a control group design. The statistical population of this research included all children with ASD in Karaj City, Iran. The sample size was determined by the G*Power software. Among the boys hospitalized at the boarding ward of the Kahrizak Alborz sanatorium, 24 were selected by convenience and targeting sampling methods concerning the inclusion and exclusion criteria of the study. The inclusion criteria of the study were the diagnosis of ASD by psychiatrists and psychologists, the age range of 4–, 11 years, and the ability to understand oral instructions. The exclusion criteria included the presence of physical–, motor disabilities, audiovisual impairments, epilepsy, and infectious diseases. The research tool employed in the pretest, posttest, and follow–, up phase included Gilliam Autism Rating Scale–, Second edition (GARS–, 2) (Gilliam, 2006). The experimental and control groups were tested before the intervention. The treatment sessions were performed according to the Halliwick program (Grosse, 2001), which consisted of 24 sessions and 3 sessions a week. Next, a posttest was performed in the groups,subsequently, after one month, the follow–, up test was performed in the research groups. The obtained data were analyzed using descriptive statistics (mean & SD) and inferential statistics, including repeated–,measures Analysis of Variance (ANOVA) and the Least Significant Difference (LSD) posthoc test. Data analysis was performed in SPSS at a significance level of 0. 05. Results: The ANOVA data were significant for the intragroup factor (time) (p<0. 001) and the intergroup factor (p<0. 001). Additionally, the interaction between group and time was significant (p<0. 001) with an effect of 0. 56. In social interactions, there was a significant difference between pretest, posttest, and follow–, up stages (p=0. 001). However, there was no significant difference between the posttest and follow–, up stages, indicating the persistence of the effects of the intervention in the follow–, up stage (p=0. 571). Conclusion: The present research results revealed that hydrotherapy significantly increased the quality of social interactions in children with ASD. Thus, this method can be used as a complementary approach in rehabilitating children with ASD.

Background & Objectives: Functional Dyspepsia (FD) is the most frequent disorder of the upper gastrointestinal tract. Functional dyspepsia is a biosocial problem. Although the disease does not lead to death, due to frequent clinical manifestations, the necessity to visit a physician, receiving medical care, and absence from work, significantly affect the quality of life in patients. Despite the extant empirical evidence to support the impact of psychological factors on FD, data on available psychological interventions are scarce. Thus, this study aimed to compare the effects of Mindfulness–, Based Cognitive Therapy (MBCT) and Cognitive–, Behavioral Therapy (CBT) on Emotion Regulation (ER) and symptoms in patients with FD. Methods: This was a quasi–, experimental study with a pretest–, posttest–, follow–, up design. This study was conducted in 2017 in Mashhad City, Iran. The statistical population consisted of all patients referring to the Gastroenterology Clinic of the Ghaem Hospital who received a definitive diagnosis of FD by gastroenterologists after the laboratory tests and endoscopic examination. The study sample consisted of 30 patients who were selected by convenience sampling method according to the inclusion criteria,they were randomly divided into two equal experimental groups. The inclusion criteria of the study were the age range of 18–, 55 years, a definitive diagnosis of FD by a gastroenterologist, laboratory tests and endoscopic examination, no diseases, such as cancer and gastric ulcers, treating Helicobacter pylori infection, and Helicobacter pylori eradication therapy, literacy to complete the questionnaire, consent to participate in the research, and no other serious biopsychological illnesses. The exclusion criteria included generating other serious biopsychological conditions, and no consent to participate in the research. The research patients were randomly placed into the experimental groups of MBCT and CBT. MBCT and CBT were administered in eight 120–, min weekly sessions. CBT and MBCT were performed as per Beck’, s package (2001) and Segal et al. ’, s package (2013), respectively. The Cognitive Emotion Regulation Questionnaire (Garnefski et al., 2001) and the Nepean Dyspepsia Index (Talley et al., 1999) were employed to evaluate FD symptoms in pretest, posttest, and follow–, up steps. The follow–, up stage was performed 2 months after the posttest stage. The obtained data were analyzed using repeated–, measures Analysis of Variance (ANOVA) and Bonferroni post hoc test in SPSS at a significance level of 0. 05. Results: The obtained results suggested that the intragroup factor (time) was significant for FD and ER (p<0. 001). Additionally, the intergroup factor and the time*group interaction were significant for FD and ER (positive & negative ER strategies) (p<0. 001). In the MBCT group, the mean scores of FD significantly decreased from 56. 66 in the pretest to 46. 53 and 48. 06 in the posttest and follow–, up, respectively. However, in the CBT group, a smaller decrease was observed. In the MBCT group, the mean scores of positive ER strategies significantly increased from 46. 13 in the pretest to 74. 40 and 67. 40 in the posttest and follow–, up, respectively. However, in the CBT group, this increase was less. In the MBCT group, the scores of negative ER strategies significantly decreased from 50. 06 in the pretest to 37. 86 and 41. 46 in the posttest and follow–,up, respectively. However, in the CBT group, a smaller decrease was observed. There was a significant difference in the mean values of FD and ER between the pretest, posttest, and follow–, up stages (p<0. 001). Additionally, a significant difference was observed between the posttest and follow–, up stages in the mentioned variables, indicating that the effects of the intervention were not permanent in the follow–, up stage (p<0. 001). Conclusion: According to the present study data, MBCT was more effective than CBT in decreasing FD symptoms and improving ER in patients with FD.

Background & Objectives: Cultural rights are a newly established field of legal studies,the relevant literature has been developed during the 1970s as a spectrum of globally accepted rights. Disabled individuals have been deprived of cultural rights regarding various opportunities. The right of education among the cultural rights dedicated to disabled individuals is a key right. This is because other rights, including participating in cultural life, enjoying cultural traditions, etc. will be realized if accurately executed. Concerning education rights for disabled children, the main international laws include the following: “, disabled individuals rights convention”,and "child rights’,convention, ”,and in Iran, "the rule of education promotion for children with disability”,and “, comprehensive rule of protecting disabled rights”, . This study aimed at assessing the feasibility of education rights for children with mental disabilities in Tehran City, Iran, based on the managers' and mentors’,viewpoints engaged in 6 exceptional training centers. Methods: This methodical, descriptive–, analytical, and applied study was conducted in 2020. In this study, the researcher prepared a research–,made checklist according to the most important law at the international level, namely the "Convention on the Rights of Persons with Disabilities" and the "Comprehensive Law for the Protection of the Rights of Persons with Disabilities" in Iranian law. The content validity of this scale was obtained using the opinions of experts in the field of disability law and exceptional education. Accordingly, the checklist was provided to them in several stages and its items were modified. Then, based on this checklist, the views of 12 managers and instructors of 6 exceptional primary and secondary education centers in Tehran City, Iran, on the status of students' enjoyment of educational rights were evaluated in a descriptive–,analytical manner. Therefore, the required samples were selected by the purposive sampling method. Additionally, the study samples were considered purposively from the managers and instructors section of these centers and one manager and one instructor from each school. The reliability of the research tool remained similar in all places respecting the needs of children with disabilities on educational rights. Therefore, the research tool was reliable. In other words, the researcher believes that with this checklist, the conditions of children with disabilities benefiting from education rights can also be analyzed internationally. Results: In this study, 7 dimensions and 30 components for the right to the education of children with mental disabilities were extracted. The 7 dimensions were public education,life skills training,the conditions of educational space for technical and vocational education,employing special education teachers,health education,related services, including individual training, transportation and incentive program, and evaluation system. In some components, like all students having public and transportation education, 100% of the study samples believed that it would be operational. In some components, like advising parents on language learning for students with disabilities, 66. 7% of the research sample believed that the right to education would not be operational. Conclusion: According to the research results, among the cultural rights assigned to disabled individuals, the right to education has a fundamental place. If the education of the disabled is properly achieved, it will be a desirable platform for the realization of their other rights.

Background & Objectives: The parent-child relationship is one of the most important components of social life and plays an essential role in children's mental health. Unlike a safe child, who can count on the accountability of the caregiver, an unsafe child must deal with the constant need for the caregiver and cope with the continued failure and unbalanced behavior of this person. Insecure children should constantly be concerned about their caring location, as they cannot count on availability when needed. Because of the possible inaccessibility of these caregivers, unsafe children live with a constant fear of being left alone. The fear of separation and abandonment is transferred to the postnatal period, as the fear of loneliness persists when the need for comfort or support continues throughout childhood and adulthood. Desensitization and reprocessing with eye movements can help to improve children's reactive attachment disorder. Therefore, this study aimed to determine the effectiveness of desensitization and reprocessing methods through eye movements on symptoms of reactive attachment disorder in children aged 8-12 years. Methods: The research method was semi-experimental with pre-test, post-test, and follow-up with two groups in this study. The statistical population consisted of all students of 8-12 years with reactive attachment disorder in the academic year of 2019 in districts 1, 3, and 22 of Tehran who had expressed a desire in calling through cyberspace. Sixteen eligible volunteer children were included in the study and randomly assigned to experimental and control groups among the mentioned population. The number of samples was calculated based on similar studies considering the effect size of 0. 40, the confidence level of 0. 95, the test power of 0. 80 and the loss rate of 10% for each group of 8 persons. In the experimental group, desensitization and reprocessing methods were performed by eye movements of 8 students, and in the control group, eight students were placed. Inclusion criteria included age between 8 and 12 years, score higher than 30 in Randolph attachment disorder questionnaire and exclusion criteria, physical, sensory, and motor problems, lack of proper cooperation in regular participation in meetings or doing exercises at home. The intervention was presented as desensitization and reprocessing with eye movements every week. Participants completed the attachment disorder questionnaire (Randolph, 2000), Achenbach behavioral log (Achenbach, 2000), and Wisconsin card classification test (Grant & Berg, 1948) and follow-up period three months later. Data were analyzed by SPSS software using repeated variance analysis. The significance level of the tests in this study was considered 0. 05. Results: The results showed that desensitization and reprocessing training through eye movements significantly reduced antisocial behaviors (effect of group: p<0. 001, time effect: p<0. 001, time effect*Group: p<0. 001), impulsivity (group effect: p<0. 001,time effect: p<0. 001,time effect*Group: p<0. 001), and bullying (group effect p<0. 001, Time effect: p<0. 001, time effect*Group: p<0. 001) in the experimental group was post-tested and followed up, but the scores of antisocial behavior, impulsivity and bullying were not changed in the control group. Conclusion: It can be concluded that the use of desensitization and reprocessing approach with eye movement can be effective in reducing the symptoms of reactive attachment disorder and can be used as a therapeutic intervention tailored to the child's condition.

Background & Objectives: Sometimes, improper satisfaction of childhood needs leads to the formation of early maladaptive schemas in them, resulting in the development of psychological problems. Given the adverse effects of early maladaptive schemas in various aspects of personal, social, occupational, and educational life, identifying the psychological interventions affecting these schemas while modifying them can help reduce the negative consequences. One of the most common therapies used in early maladaptive schemas is schematic therapy. Another intervention that can effectively modify early maladaptive schemas is interventions based on cognitive therapies. One type of intervention based on a cognitive approach that is less discussed in Iran is trial–, based cognitive therapy. Therefore, by reviewing different research backgrounds and since schema therapy is a common intervention in this field, this study aimed to introduce a trial–, based cognitive approach and compare its effectiveness with schema therapy on modulating early maladaptive schemas. Methods: This was a quasi–, experimental study with pretest–, posttest and a control group design. The statistical population included all individuals referring to the Psychiatric Center of Qom City, Iran, in 2019 to investigate and address their psychological problems. Of them, 30 qualified volunteers entered the study and were randomly assigned to the study groups (schema therapy, cognitive therapy, & control groups,n=10/group). The inclusion criteria of this research had the desire to participate in the research, being a resident of Qom, not having specific physical illness problems, and having literacy to write and complete the research questionnaire. The exclusion criteria were reluctance to participate in further research, relocation from Qom during the research, absence from the interventional sessions, and illiteracy. The instrument used in this study in the pretest and posttest stages was the Yang Early maladaptive Schema Questionnaire–, Short Form (Young & Brown, 1998). Young schema therapy protocol was performed in eight 45–, minute sessions, and trial–, based cognitive therapy protocol was performed in 8 sixty–, minute sessions in the experimental groups,however, no intervention was provided to the control group. To analyze the obtained data, descriptive statistics (mean, standard deviation) and inferential statistics, including univariate analysis of covariance and Bonferroni post hoc test, were used at a significant level of 0. 05 in SPSS. Results: The collected results suggested that trial–, based cognitive therapy and schema therapy significantly modulated early maladaptive schemas of the studied individuals (p<0. 001). The effect of these interventions on the modulation of early maladaptive schemas was measured as 29. 6%. There was no significant difference between the effectiveness of trial–, based cognitive therapy and schema therapy in modulating the initial maladaptive schema (p=0. 670). However, these two groups were significantly different from the control group (p<0. 001). Conclusion: According to the results of this study, trial–, based cognitive therapy and schema therapy are equally effective in modulating early maladaptive schemas.

Background & Objectives: Some factors challenge the learning process for students, including a Specific Learning Disability (SLD). Samuel Kirk first noticed this disorder in 1963. Human resources have been added to it, and scholars concluded that SLDs are pretty different from mental disabilities. Therefore, to prevent thematic sputum, learning disability was limited to 3 topics,dyslexia (reading skills), math disorder, and writing disorder. Since then, it has been known as an SLD. This division caused the spectrum of SLD students to be separated from the spectrum of children with biopsychological disabilities. Over time, special training was developed to improve their condition. SLD is among the problems of ordinary students in education. Diagnosing learning disorders was very difficult until formal training began. Therefore, with its initiation and lack of academic achievement of students with SLDs, teachers and instructors will imagine that they are low–, profile students if this is merely an impairment that can be improved. The lack of accurate and timely identification of these students from trainers and teachers. Another factor in criticizing their academic status is that the disorder can also emerge from other problems such as social skills and understanding. Students have survived the competition for competition in school,thus, they did not attempt to improve and separate their peers from their peers. Therefore, various tools for enhancing the academic status of students with SLDs have been presented,however, each has limitations. The current study aimed to investigate the effects of family–, centered multibased programs on reading skills, understing, and social performance in SLD students. Methods: This was a quasi–, experimental study with pretest–, posttest and a control group design. The statistical population was all knowledge (both genders) referring to two Centers of Learning Disorder of Qorveh City, Iran. The research sample consisted of 28 volunteers with SLDs and dyslexia, i. e., obtained by a random sampling method and randomly divided into the experimental and control group. First, to differentiate students with SLDs from other disorders, the Wechsler 4 test was performed among all students to determine the IQ score and active memory score of students. To identify students with SLDs, the scores that differed from the full scale by 12 points were separated and marked as students with SLDs. Then, by performing a dyslexia test, among the marked students, students with SLDs and reading difficulties were identified (n=28). They were divided into the control and experimental groups (n=14/group). Next, while maintaining the Wechsler test and dyslexia as a pretest for each member, the social skills test was taken as another pretest. To conduct research and encourage cooperation from the subjects, consent was obtained from the parents to play a central role in teaching in the present study of the family. Therefore, for justifying them, 16 sessions were first held for parents of the experimental group, and they became acquainted with all stages of family–, centered multisensory training. Then, only for the experimental group, the sixteen–, session of 45 minutes of education was based on multiple sensory bases by the Families. Meanwhile, the researcher was in the training of students in students and the family intervention. Wechsler Intelligence Scale collected data for Children (2003), social skills (Gersham and Elliott, 1990), and dyslexia test (Karami and Moradi, 2001) in pretest and posttest stages. After training, a posttest was performed on the experimental and control groups to obtain the difference in the independent variable on the experimental group. The collected data were analyzed in SPSS by Analysis of Covariance (ANCOVA) at a significant level of 0. 05. Results: The ANCOVA results indicated that education (family–, centered multisensory program) could lead to a significant difference in the mean scores of dependent variables (reading skills, comprehension, and students' social performance) in the posttest stage. The effect of family–,centered multisensory training on students' reading, comprehension, and social performance was 0. 32, 0. 65, and 0. 36, respectively (p<0. 001). Conclusion: According to the research findings, students with SLDs can progress in academic and social skills using a family–, based multisensory program. Therefore, with the implementation of dyslexic problems, improving the social skills and understanding of children with SLDs in the experimental group was observed.

Background & Objectives: A non–, invasive method of relieving pain is implementing massage therapies. The technique of massage has long been art with a combination of human connection and the miracle of touch. Furthermore, it is a manner to use healing elixirs, such as herbal scents in the service of mankind. Massage, by activating the parasympathetic nervous system, reduces anxiety by facilitating endorphin secretion. The present study aimed to investigate the effects of different massage methods on the severity of labor pain in nulliparous women who received treatment from an infertility specialist for ≥, 3 years. Methods: This was a quasi–, experimental study with a pretest–, posttest and a control group design, i. e., conducted in 2017–, 18. Fifty pregnant 20–,to 35–, year–, old women with ≥, 3 years of infertility underwent various massage procedures. Moreover, the study subjects were divided into 5 groups of 10 females. The control group received no massage. The second group included those receiving massage sessions before delivery,the third, fourth, and fifth groups included pregnant women. The researcher (the third author of the article) massaged them during childbirth, including massage, Hugo point, massage at the Sanyinjiao point, and back massage. The study inclusion criteria included nulliparous women aged 20–, 35 years, ≥, 3 years of infertility experience, willingness to participate in the study, and having a single fetus with a gestational age of 42–, 34 weeks. The exclusion criteria of the study were diagnosed psychiatric and anatomical disorders (psychosis, pelvic stenosis, etc. ), chronic diseases, such as cardiovascular disease, pulmonary disease, hypertension, diabetes, and skin conditions (lesions, eczema, inflammation in the area of massage), embryonic growth restriction, and the induction of labor with oxytocin. Furthermore, the exclusion categories were divided into two classes,the first category included the pregnant mother’, s health and the mother’, s physiologic response. The Short Form of McGill Pain Questionnaire (Melzack, 1987) was used to assess pain in the study participants. For data analysis, Analysis of Variance (ANOVA) and Tukey's posthoc test were used at a significance level of 0. 05. Results: There was a significant difference between the control group and other study groups, including back massage, prenatal back massage, Hugo point, and Sanyinjiao point in reducing labor pain (p<0. 001). In other words, all provided massage methods have reduced the extent of labor pain in the explored women. Among different methods of massage, the back–, massage approach reduced the labor pain level the most (p<0. 001). Conclusion: According to the current study results, massage therapy was effective in reducing pain in the study participants,thus, it is an effective, safe, simple, and inexpensive measure for facilitating delivery. Therefore, it can be used to reduce labor pain and help mothers.

Background & Objectives: The family is the most significant element for progression and development in a society,however, this crucial institution can be endangered for various reasons and deviate from its primary function. Marital infidelity is among these reasons. Being unfaithful to your married partner has a significant and negative impact on the whole family. Therefore, psychologists constantly intend to reduce the following adverse effects that predominantly affect women since they are often the ones who are being cheated on. What makes women be more affected by the negative impacts is that although most men are engaged in extramarital affairs, they never accompany their wives to the consulting sessions. If their participation in the counseling process is achieved, we can improve and enhance marital life. Thus, this study aimed to investigate the effects of Emotional Schema Therapy (EST) on anger and suicidal ideation in males engaged in extramarital affairs. Methods: This was a quasi–, experimental study with a pretest–, posttest and a control group design. The study population included all the spouses (in this study, only men are considered cheaters) being cheated on and consulted a psychologist in Tehran City, Iran, in 2020. Thirty subjects were randomly selected and placed in 2 groups. The inclusion criteria of the study were at least eighth–, grade of education, no substance use disorders, consent to participate in the survey, involvement in extramarital relations in recent three months, and having been left at present, not having used psychological interventions, and having been married for at least 2 years. The exclusion criteria were not attending more than 2 intervention sessions, failure to perform assignments, and not volunteering to continue the therapeutic process. The State–, Trait Anger Expression Inventory–, 2 (Spielberger, 1999) and Beck Scale for Suicide Ideation (Beck & Steer, 1961) collected the required data at pretest and posttest stages. The experimental group participated in 9 ninety–, minute EST sessions (Leahy, 2002). Moreover, descriptive statistics, including means and standard deviation and inferential statistics, including Analysis of Covariance (ANCOVA), were applied in SPSS at the significance level of 0. 05 to analyze the obtained data. Results: According to the ANCOVA data, EST reduced external anger reaction (p<0. 001, Eta Squared=0. 855), internal anger reaction (Eta Squared=0. 936, p<0. 001), external anger controlling (p<0. 001, Eta Squared=0. 985), external anger controlling (p<0. 001, Eta Squared=0. 989), and suicidal ideation (p<0. 001, Eta Squared=0. 949) in men involved in extramarital relations. Conclusion: EST reduces anger and suicidal ideation among men engaged in extramarital affairs,thus, applying this effective method is suggested to minimize the adverse effects of marital infidelity.

Background & Objectives: Marital adjustment is a term used in the family and marital studies are related to terms such as marital satisfaction, success, stability, etc. each of these terms refers to only one dimension of marriage. In contrast, Marital compatibility is a multidimensional term. Adaptation in married life is a continuous and flexible process defined as the agreement and adaptation of a couple in a certain period. Marital adjustment is influenced by several factors, such as psychological flexibility, which means changing cognitive motivations to adapt to changing environmental stimuli. Another personality factor that affects marital adjustment is self-control, which is defined as the proper use of emotions and is an essential and remarkable feature that allows people to manage their thoughts, impulses, emotional states, and behaviors. Identifying the factors that affect couples’,adjustment is theoretically and clinically crucial because our greater understanding of the fundamental psychological trends and predictors of marital adjustment can lead to a better understanding of this Concept. In addition, by identifying the causative factors of couples’,adjustment, one can effectively predict and control it,Therefore, this study aimed to determine the effect size of psychological flexibility and self-control on marital adjustment of married staff of Samen Al-Aimeh Hospital in Mashhad. Methods: This study was a descriptive correlational study. The statistical population included all married employees of Samen Al-Aimeh Hospital in Mashhad in September 2017. Among the eligible volunteers, 181 people (male=69,female=112) were selected based on Morgan and Krejcie table by available sampling method. The participants completed Second Edition Acceptance and Practice Questionnaire (Bond et al., 2011), Self-control Questionnaire (Tanjani et al., 2004) and Questionnaire Marital Adjustment (Locke & Wallace, 1959). Data were analyzed using SPSS software version 25 by Pearson correlation test and multiple regression while a p<0. 05 was considered as statistically significant. Results: According to the obtained results, among the participants, 112 individuals were female (61. 8%) and 69 were male (38. 2%). Also, among the participants, 32 individuals were 25-34 years old (17. 7%), 78 were 35-44 years old (43. 1%) and 71 were 45-55 years old (39. 2%). The results showed that marital adjustment had a direct and significant relationship with psychological flexibility (r = 0. 457, p<0. 001) and between selfcontrol (r=0. 345, p<0. 010). Also, the results of multiple regression coefficients showed that the value of standardized regression coefficient (Beta) for the variables of psychological flexibility was (p<0. 001, β, =0. 379) and for self-control was (p=0. 025, β, =0. 168),Therefore, it can be said that psychological flexibility and self-control were able to predict marital adjustment. Conclusion: Based on the findings of this study, psychological flexibility and self-control are essential for marital adjustment, so if couples experience more psychological flexibility and self-control in life, they will have more marital adjustment.

Background & Objectives: Nursing is associated with numerous stressors. Furthermore, inefficient cognitive processes, intolerance of uncertainty, and experiential avoidance affect the onset, exacerbation, and persistence of psychological symptoms. Intolerance of uncertainty leads to high experiential avoidance,consequently, it reinforces avoidance behavior by reducing short–, term relaxation, leading to decreased distress tolerance levels. These stages are closely linked with various anxiety disorders and emotion dysregulation. Therefore, Emotion Efficacy Therapy (EET) can be a useful therapy that integrates the components of acceptance and commitment therapy, dialectical behavior therapy, and cognitive–, behavioral therapy. Numerous studies reported the effectiveness of these therapies on distress tolerance and intolerance of uncertainty. Thus, this study aimed to determine the effects of EET on the components of a defective cognitive system (i. e., intolerance of uncertainty & experiential avoidance) and distress tolerance in anxious nurses. Methods: This was a quasi–, experimental study with pretest–, posttest, a two–, month follow–, up, and a control group design. The statistical population included all nurses working in Chamran and Hazrat Rasool Hospitals in Ferdows City, Iran, in December 2019. In total, 50 individuals was estimated by considering a test power of 80%, a mean effect size of 0. 5, and an error probability of 0. 05 as the study sample. Initially, based on the inclusion and exclusion criteria, 140 nurses were enrolled, who completed Beck Anxiety Inventory (BDI,Beck & Steer, 1991). The obtained results signified that 48(34. 3%) nurses had no anxiety, 36(25. 7%) subjects reported mild anxiety, 42(30%) nurses manifested moderate anxiety, and 10 (7. 1%) subjects presented severe anxiety. Fifty nurses with moderate to severe anxiety were recruited and randomly assigned to the experimental and control groups. The experimental group received eight 90–, minute EET sessions in two months,however, the control group received no intervention. Data collection tools included BDI, Acceptance and Action Questionnaire–, II (Bond et al., 2011), Intolerance of Uncertainty Scale (Freeston et al., 1994), and Distress Tolerance Scale (Simmons and Gaher, 2005). The obtained data were analyzed using descriptive statistics (including mean & standard deviation) and inferential statistics, including Chi–, squared test, Fisher's Exact test, Independent Samples t–, test, repeated–, measures Analysis of Variance (ANOVA), and Bonferroni post hoc test in SPSS. The significance level of the tests was considered 0. 05. Results: The present study results revealed that the group effect was significant for experimental avoidance (p=0. 047) and distress tolerance (p<0. 001),however, it was not significant for uncertainty intolerance (p=0. 100). Moreover, time effect was significant for experimental avoidance, distress tolerance, and uncertainty intolerance (p<0. 001),group*time interaction was significant for experimental avoidance, distress tolerance, and uncertainty intolerance (p<0. 001). In addition, in the experimental group, for all 3 variables, a significant difference was observed between pretest and posttest scores (p<0. 001) as well as pretest and follow–, up steps (p<0. 001). However, there was no significant difference between the posttest and follow–, up stages in experimental avoidance (p=0. 100), distress tolerance (p=0. 370), and uncertainty intolerance (p=0. 610). Conclusion: Based on the current research findings, EET can be effective as a timely intervention to reduce experiential avoidance and uncertainty intolerance, and increase distress tolerance among anxious nurses,therefore, this intervention can be used in medical centers.

Background & Objectives: Divorced women are among the most vulnerable groups in society who encounter psychosocial, economic, and cultural problems. The present study aimed to investigate the effects of Acceptance and Commitment Therapy (ACT) on alexithymia, resilience, and mental wellbeing in divorced women. Methods: This was a quasi–, experimental study with pretest–, posttest and a control group design. The statistical population of the study included all divorced women referring to the Welfare Organization of Tehran Province, Iran, in 2019 (N=263),of whom, 30 volunteers were selected by targeted sampling method and randomly divided into 2 groups of experimental and control (n=15/group). Both groups completed Toronto Alexithymia Scale, Connor–, Davidson Resilience Scale, and Mental Wellbeing Questionnaire in the pretest and posttest stages. The experimental group underwent group ACT for 8 sessions,however, the controls received no intervention during this period. In this study, the following ethical considerations were observed: conscious and voluntary consent of the subjects, the possibility of leaving the study, respect for the rights and personality of the subjects, confidentiality, and trustworthiness, researching by the researcher, and compensation for possible risks during the study by the researcher. Results: The present study findings suggested that the posttest mean scores of alexithymia, decreased in the experimental group, compared to the pre–, test stage. Furthermore, the mean posttest scores of resilience, compared to the pretest, also the mean posttest scores of mental wellbeing, compared to the pretest, increased in the experimental group. However, the changes in the posttest mean scores of alexithymia, compared to the pre–, test, the mean posttest values of resilience, compared to the pretest, also the mean posttest scores of mental wellbeing, compared to the pretest, were not significant in the control group. Additionally, the obtained results reflected the magnitude of the effects of alexithymia (Eta=0. 674), resilience (Eta=0. 538), and mental wellbeing (Eta=0. 739). Therefore, ACT was effective in reducing alexithymia and increasing resilience and mental wellbeing in divorced women (p˂, 0. 001). Conclusion: Overall, the current study results suggested that group ACT reduced mood swings in divorced women. Group–, based ACT also promoted resilience and mental wellbeing among divorced women. Therefore, to reduce mood swings and increase resilience and mental wellbeing in divorced women, group ACT can be used. The study had the following limitations: Due to time constraints, the long–, term follow–,up did not affect ACT concerning resilience, mood swings, and mental wellbeing in divorced women. This research was performed on divorced women,thus, caution should be exercised in generalizing research data to other groups. According to the present study findings, based on the effectiveness of group ACT and considering the increasing growth of social harms, especially among women and children of divorce, it is recommended to teach ACT from preschool to university. The continuous form should be included in the textbook so that all society members can get acquainted with it from childhood and enjoy its benefits in individual and social lives. It is also suggested that group ACT training be provided to school educators and counselors to empower them for in–, service courses. Given that group ACT was effective for the examined divorced women, it is recommended that the children of divorced women also concurrently receive the same education to adapt to their conditions.

Background & Objectives: Psychopath evaluation and conceptualization in non–, clinical individuals has attracted increasing attention in recent years. Psychopathy is a set of emotional, interpersonal, and behavioral traits that represent cruelty, recklessness, deception, bigotry, excitement, and aggression. Underlying individual differences in Antisocial Personality Disorder (APD) are biological issues. One of the personality theories that addressed individual differences, especially biological differences, is Eysenck's theory of personality. Eysenck's personality traits model describes APD based on the following traits: extraversion, neuroticism, and psychoticism. Thus, the present study aimed to investigate the relationship between personality traits of primary and secondary psychopathy based on Eysenck’, s model. Methods: The present correlational research applied structural equation modeling. The statistical population of this study included all medical students in Tabriz City, Iran, in the academic year of 2019–, 2020. In total, 284 subjects were selected using the convenience sampling method. The inclusion criterion of the study included medical students. Besides, the exclusion criteria of the study were the presence of active mental health disorders and absence from >2 sessions. The required data was gathered by the Levenson Self–, Report Psychopathy Scale (LSRP) (Levenson et al., 1995) and Eysenck Personality Questionnaire–, Revised Short (EPQ–, RS) (Eysenck et al., 1985). The obtained data were analyzed using Pearson correlation coefficient and structural equation modeling in SPSS and LISREL. The significance level of all tests was 0. 01. Results: The collected results indicated that neuroticism had a direct and significant relationship with primary APD (Beta=0. 301, p<0. 001) as well as secondary APD (Beta=0. 823, p<0. 001). Psychosis had a direct and significant relationship with primary APD (Beta=0. 502, p<0. 001) as well as secondary APD (Beta=0. 310, p<0. 001),however, extraversion had no significant relationship with primary APD (Beta=–, 0. 123, p=0. 061) as well as secondary APD (Beta=0. 122, p=0. 080). Furthermore, the collected data fitted with the proposed research model (x2/df=2. 46, CFI=0. 96, GFI=0. 91, NFI=0. 94, RMSEA=0. 072). Conclusion: According to the current research results, Eysenck's theory has a tremendous influence on the development of theoretical and research etiology of psychopathy and supports the major role of Eysenck's theory in APD.

Background & Objective: Obsessive-compulsive disorder (OCD) is a psychological disorder with debilitating impacts on many aspects of daily functioning, including relationships and quality of life. Exposure to ritual prevention (ERP) is the psychotherapeutic treatment of choice for obsessive-compulsive disorder. Also metacognitive therapy (MCT) based on Wells’,metacognitive model of OCD aims to modify the maladaptive metacognitive beliefs and processes implicated in the disorder, to alleviate symptoms. The aim of the present study was to compare the efficacy of Well’, s Metacognitive Therapy (MCT) and Exposure and Response Prevention (ERP) for the treatment of Thought Fusion symptoms in women with Obsessive-Compulsive Disorder (OCD). Methods: The study was semi-experimental research done through a pretest-posttest design, using a control group. The statistical population included all OCD patients who were referred to the counseling centers in Shiraz during 2015-2016. The 60 patients who had been diagnosed as having OCD by the psychiatrist or clinical psychologist were selected and divided into two groups of 20 people (MCT and ERP) and a 20member as control group. The experimental group1 experienced Wells’,Metacognitive Therapy in 8 sessions and the experimental group 2 experienced ERP in 14 sessions of 1. 5 hours during two months. Both experimental and control groups received equal doses of medicine during the study. Participants completed the thought fusion instrument as a research scale. It is a 14 item self-report measure assessing metacognitive beliefs about the meaning and power of thoughts. It is designed to measure the three types of thought fusion implicated in the metacognitive model: TAF (eg. ‘, ‘, if I have thoughts about harming someone I will act on them”, ), TEF (eg. “, my thoughts alone have the power to change the course of events”, ) and TOF (eg. “, my feelings can be transferred into objects. ”, ). Gwilliam et al. reported good internal consistency with a Cronbach’, s alpha of 0. 89 for the scale. Khorramdel et al. (2010). in their final investigation about internal consistency found the alpha coefficients for the general factor index were 0. 87, and for the first, second, third factors, and split-half coefficient, it was 0. 77, 0. 82, 0. 80, and 0. 73, respectively. Data were analyzed by covariance analysis, using the 21st version of SPSS software. Results: The results indicated that the MCT group had a significant reduction (more efficacy) in two factors of thought-action and thought-event fusion in comparison to the ERP group (p<0. 001). No significant difference was observed in the thought fusion of the experimental groups. ERP group, on the other hand, showed significant reduction in all factors in comparison to the control group (p<0. 001). Conclusion: Despite some methodological limitations, results showed that MCT proved to be a promising psychotherapeutic alternative to the well-established ERP in the treatment of Obsessive-Compulsive Disorder. Further investigations into the efficacy of MCT are necessary to answer questions as to the working mechanisms underlying therapy for Obsessive-Compulsive Disorder.

Background & Objectives: Having a network of healthy family and close friends can be helpful when working in a healthy environment. Such a healthy environment can improve individuals’,sense of wellbeing and physical health. A great proportion of an individual’, s life is dedicated to working and their spiritual and financial needs are achieved by working,therefore, understanding and managing work-related problems are critical to controlling the associated adverse effects. There exists an urgent need to investigate effective psychosocial therapies in reducing employees' functional problems. Furthermore, social skills are crucial in interpersonal interactions and training. Thus, the present study aimed to compare the effects of group-based Acceptance and Commitment Therapy (ACT) and Social Skills Training (SST) on metacognition, selfesteem, self-focused attention, and social phobia. Methods: This was a quasi-experimental study with a pretest-posttest and a control group design. The statistical population of the study consisted of all employees working in public organizations in Arak City, Iran, in the second half of 2018. The inclusion criteria of the research included the age of 25-60 years, no history of physical and mental illnesses, and completing the screening tests. The screening criteria were receiving higher scores than the cut-off point (40) in the Social Phobia Inventory (Connor et al., 2000), the Short Form of Metacognition Questionnaire (Wells & Cartwright-Hatton, 2004) (cut-off point: 70), the Focus of Attention Questionnaire (Woody et al., 1997) (cut-off point: 15), and the Self-Esteem Inventory (Coopersmith, 1967) (cut-off point: 23). The selected study sample was 64 individuals. Then, using the sample size formula to test the hypothesis on the mean value, 45 qualified volunteer subjects were selected as the sample by a simple sampling method. The study participants were randomly divided into 3 groups of ACT, SST, and control. The necessary data were collected using the above-mentioned inventories. The group-based ACT (Hayes et al., 1999) and the SST program were implemented in ten 90-minute sessions. In this study, descriptive statistics (including mean & standard deviation) and inferential statistics, including Multivariate Analysis of Covariance (MANCOVA) and Bonferroni posthoc test were used to analyze the obtained data. Statistical analyses were performed using SPSS at the significance level of 0. 05. Results: The MANCOVA results, after controlling the pretest effects, for comparing the effects of the provided interventions revealed a significant difference between the study groups concerning all components, including metacognition, self-esteem, self-focused attention, and social phobia (p<0. 001). Furthermore, metacognition, self-esteem, self-focused attention, and social phobia were 70%, 55%, 47%, and 51% explained by the effects of the interventions, respectively. The Bonferroni posthoc test data indicated no significant difference between the experimental groups in metacognition (0. 919), self-esteem (0. 919), self-focused attention (0. 899), and social phobia (0. 098),accordingly, their effectiveness was the same. However, the test groups were significantly different in the mentioned variables, compared to the control group (p<0. 001). Conclusion: According to the current research results, the presented group-based ACT and SST could effectively reduce metacognition, selffocused attention, and social phobia, and increase self-esteem in the explored employees.

Background & Objectives: Working Memory (WM) plays a key role in learning and contributes to developing cognitive functioning. WM supports temporary storing and manipulating the required data for complex cognitive tasks, such as language comprehension, reasoning, and learning. Most studies indicated that children with Intellectual Disability (ID) poorly perform in most WM tasks, compared to their typicallydeveloping counterparts, regardless of the etiology of ID or Intelligence Quotient (IQ). Transcranial Direct Current Stimulation (tDCS), as a noninvasive brain stimulation was represented to increment the cortical excitability in the Dorsolateral Prefrontal Cortex (DLPFC) and improve WM. This is contrary to other brain stimulation approaches, normally involving the active triggering. WM training is especially important for children with ID. Therefore, this study aimed to determine the effects of tDCS on WM in children aged 7 to 14 years with mild ID. Methods: This was a quasi-experimental study with pretest-posttest and a control group design. The statistical population included children in the age range of 7-14 years referring to Atieh clinic in Tehran City, Iran, in 2018. Among the clients, children whose IQ test scores were between 70 and 85 based on the results of the New Version of the Tehran-Stanford-Binet Intelligence Scale (TSBIS,Afrooz & Kamkari, 2006) were diagnosed with mild ID (borderline) and according to a clinical interview. In total, 32 eligible volunteers were selected as the study sample by convenience and purposive methods. In the process of conducting the research, 12 subjects stopped cooperating,eventually, the data of 20 individuals were analyzed (experiential group=15 & control group=15 subjects). The inclusion criteria included children aged 7-14 years, and the IQ test score to range between 70-85 based on the TSBIS. Any comorbid biopsychological disorders (epilepsy, autism, etc. ), drug use, head trauma, the presence of any foreign object in the head, like cerebral shunt, and the occurrence of any unwanted adverse effects, like headache during the meeting were among the exclusion criteria of the study. Only the experimental group received 5 consecutive sessions of tDCS in the DLPFC with an intensity of 1 mA for 30 minutes. At the end of the sessions, for both groups, the working memory subtest was re-performed based on the same test. Descriptive statistics, including mean and standard deviation as well as inferential statistical methods, such as Independent Samples t-test and univariate Analysis of Covariance (ANCOVA) were used to analyze the obtained data in SPSS and SmartPLS. A significance level of 0. 01 was used for all statistical tests. Results: The present study results suggested that after eliminating the pretest effects, the between-group difference was significant in the posttest,thus, tDCS increased WM performance in the intervention group, compared to the controls (p<0. 001). Furthermore, the obtained Eta coefficient (0. 56) highlighted the effects of the intervention. Conclusion: Based on the present research findings, tDCS impacts WM in children with mild ID (borderline).

Background & Objectives: Anxiety in families with an ill member can be induced by socioeconomic factors, i. e., a problem for the relatives, leading to anxiety in the family members. The parents of children with Autism Spectrum Disorder (ASD) reported a high–, tension environment at home. These parents present higher stress levels and lower psychological health status, compared to the parents of typically developing children. Research indicated that children with debilitating diseases can cause anxiety and tension in families, especially mothers. An approach to improve the psychological health and quality of life of patients and their families is to empower them in coping with the effects and complications of the disease and enable them to gain control over the disease and life events. The current study aimed to evaluate the effects of an education program to reduce anxiety in the families of children with ASD. Methods: This was a quasi–, experimental study with a pretest–, posttest and a control group design. The statistical population consisted of all parents of children with ASD referring to the care center for children with ASD covered by the Welfare Organization in Kermanshah City, Iran. The research sample included parents who were eligible and willing to participate in the study. The study participants were selected by convenience sampling method. In this study, the number of required samples was determined as <90 subjects according to the sample size formula for interventional research. Accordingly, the study participants were randomly assigned into the test and control groups (n=45/group). The inclusion criteria of the study included the awareness of the child's diagnosis,the lack of critical bio psychological conditions once completing the questionnaire,no hearing or speech problems,being able to communicate in Persian,having a minimum literacy level,not attending similar programs while studying and in the past,living in or around Kermanshah, and desire to participate in the research. Individuals who were reluctant to cooperate and had known chronic bio psychological illnesses, including anxiety disorders were excluded from the study. Data collection tools in this study consisted of a researcher–, made questionnaire, containing the demographic characteristics of parents participating in the study and the Beck Anxiety Inventory (Beck & Steer, 1990). The pretest and posttest steps were performed on all research subjects by Beck Anxiety Inventory. The intervention group received seven 30–, minutes sessions in 3 months. Descriptive statistics, including mean, standard deviation, variance, and frequency tables, as well as inferential statistics, including Independent Samples t–, test were applied for comparing the pretest and posttest results between the study groups in SPSS. According to the objectives of the study, frequency, mean, and standard deviation (descriptive statistics) as well as Kolmogorov–, Smirnov test, Leven’, s test, Paired Samples t–, test, and Analysis of Covariance (ANCOVA) (inferential statistics) were used to analyze the obtained data at the significance level of 0. 05. Results: The current study results revealed a significant difference in anxiety between the family empowerment training and the control groups at the posttest phase (p<0. 001). The effect size was measured as 0. 75, suggesting the difference between the study groups at the posttest was due to the family empowerment training. Therefore, family empowerment training reduced anxiety in the experimental group. Moreover, based on the results of Paired Samples t–, test, there was a significant difference in the mean values of anxiety between the pretest and posttest phases in the experimental group (p<0. 001),however, no significant difference was observed in the control group in this respect (p=0. 091). Conclusion: The present study findings suggested that anxiety management education for the families of children with ASD was effective and reduced anxiety in the intervention group.

Background & Objectives: Substance dependence is a significant issue in society and among the most widespread health risk factors examined from the biopsychosocial perspective. Among the consequences of substance use can be the intermingling of thought–, action, i. e., the desire and tendency of the individual to combine thoughts and actions. Accordingly, these individuals may become confused with their thoughts. These thoughts are intrusive, unintentional, unpleasant, uncontrollable, and meaningless,thus, they might harm themselves or others. The third–, wave cognitive–, behavioral therapies can effectively rehabilitate substance–, dependent individuals with an emphasis on awareness and attention to psychological resilience. Among these interventions are Acceptance and Commitment Therapy (ACT). Thus, the present study aimed to evaluate the effects of ACT on the interplay of thought–, action and self–, harm in substance dependents. Methods: This was a quasi–, experimental study with a pretest–, posttest and a control group design. The study's statistical population consisted of all substance dependents referring to Substance abuse treatment centers in Sari City, Iran (N=1700). The study population was vast,it was impossible to compile a list of all community members. Therefore, sample selection was challenging from an administrative point of view. Therefore, simple random sampling and inclusion criteria were used to select the sample. Initially, centers with more experience, cooperation, and diversity in substance–, dependent clients were identified (N=10). Then, 6 centers were selected by simple random sampling. The Thought–,Action Fusion Questionnaire (TAFQ,Shafren et al., 1996) and The Self–, Harm Inventory (SHI,Sanson et al., 1998) were distributed. Thirty individuals from these centers who met the inclusion criteria to enter the research and receive scores greater than 38 from the TAFQ and scores greater than 5 from the SHI were selected as a sample and divided into two experimental and control groups (n=15/group). The inclusion criteria of the study were at least a 5–, year history of substance dependence,referring to drug abuse treatment centers in Sari,ages between 25 and 40 years,consent to participate in the research,ability to attend treatment sessions,no acute mental illness, and not attending other interventions, concurrently. Exclusion criteria included absence from more than one ACT session, not participating in the research, and not completing the questionnaire. ACT (Hayes & Strosahl, 2004) was administered to the experimental group in 8 sessions. The obtained data were analyzed using descriptive statistics (mean & SD) and inferential statistics, including Multivariate Analysis of Covariance (MANCOVA) in SPSS at a significant level of 0. 05. Results: The obtained results suggested that after removing the pretest effect, ACT was effective on thought–, action fusion and its components, including ethical thought–, action fusion, probabilistic thought–, action fusion for others, and probabilistic thought–, action fusion for self (p<0. 001). Moreover, ACT effectively declined self–, harm behavior in the experiment group (p<0. 001). Conclusion: ACT effectively reduces thought–, action fusion and self–, harm behavior in substance dependents. Thus, it is suggested to improve the fusion of thought–, action and self–, harm behavior in this population.

Background & Objectives: Unsolved conflicts among couples may exacerbate their problems and even result in divorce. Therefore, the manners that couples interact and resolve their disagreements significantly influence the quality of their marital life. Negative strategies used to resolve marital controversies are predictive of divorce and positive approaches are predictive of marital stability. Early maladaptive schemas make women unaware of their unsatisfied basic needs,consequently, such conditions affect conflict resolution among them, making them less adaptive and compromising. Early maladaptive schemas are enduring attitudes toward the self as well as the interactions with the surrounding world and may affect conflict resolution. Thus, this study aimed to explore the relationship between early maladaptive schemas and marital quality through the mediation of conflict resolution strategies in married women. Methods: This was a correlational study. The statistical population of the study included the married women who were referred to healthcare centers in Tehran City, Iran, in 2020,of them, by random cluster sampling, 320 eligible subjects were included in the current study. Initially, the districts were randomly selected. Next, the study participants were selected using online and convenience sampling methods. To select healthcare centers, districts were randomly selected in the north (districts 2 & 3), south (districts 18 & 19), center (districts 11 & 12), east (districts 8 & 13), and west (districts 9 & 10). Due to the Coronavirus Disease 2019 (COVID–, 19) pandemic, randomization was impossible and the questionnaire was virtually provided to the study participants. The inclusion criteria of the study included living in Tehran and spending a year together (couples). Research tools included the Young Schema Questionnaire–, Short Form (Young, 1998), Rahim Organizational Conflict Inventory–, II (ROCI–, II) (Rahim, 1983), and Revised Dyadic Adjustment Scale (Busby et al., 1995). The obtained data were analyzed using structural equation modeling and Pearson correlation coefficient in SPSS and AMOS. The significance level of the tests was considered 0. 05. Results: According to the present research results, the total effect of early maladaptive schemas was significant on marital quality (β, =–, 0. 431, p=0. 001). The direct effects of constructive conflict resolution strategies (β, =0. 350, p=0. 009) and non–, constructive conflict resolution strategies (β, =–, 0. 308, p=0. 014) were significant on marital quality. The direct effect of early maladaptive schemas was significant on constructive conflict resolution strategies (β, =–, 0. 156, p=0. 043) and non–, constructive conflict resolution (β, =0. 147, p=0. 043). Furthermore, the direct effect of early maladaptive schemas was significant on marital quality (β, =–, 0. 332, p=0. 011). The indirect effects mediated by constructive conflict resolution strategies (β, =–, 0. 054, p=0. 008) and non–, constructive conflict resolution strategies (β, =–, 0. 45, p=0. 011) were significant on marital quality. The hypothesized model presented a relatively good fit with the collected data (χ,2 /df=2. 48, CFI=0. 933, GFI=0. 969, AGFI=0. 891, & RMSEA=0. 047). Conclusion: The present study results revealed that constructive and non–, constructive conflict resolution strategies mediated the relationship between early maladaptive schemas and marital quality in married females.

Background & Objectives: Obesity, as a complex multifactorial disease, is a global epidemic caused by several factors, including genetics, poor nutrition, inadequate mobility, and psychological characteristics. Obese children have a lower level of basic motor skills than their healthy peers. There is a link between obesity and a decrease in the volume of gray matter in the cerebral cortex and poor cognitive function. Obesity is associated with hypertension, hypercholesterolemia, cardiovascular disease, and certain tumors. Given the critical role of physical activity in developing cognitive, bio–, social, and motor abilities, it seems necessary to provide opportunities for play and physical activity for obese children. Furthermore, designing and using exercise programs for these children is a significant challenge faced by researchers, educators, and sports teachers. The current study aimed to explore the effect of the Comprehensive School Physical Activity Program (CSPAP) on cognitive and motor development in 9–, 11–, year–, old males with obesity. Methods: This was a quasi–, experimental study with pretest–, posttest and a control group design. Thirty 9–, 11–, year–, old boys with obesity from Babol City, Iran, in 2018–, 2019 were selected by the convenience sampling method and randomly divided into the control and experimental groups. The inclusion criteria included a calendar age range of 9 to 11 years, having a Body Mass Index (BMI) above 32. 5, no hyperactivity syndrome, no attention issues according to the Child Symptoms Inventory (CSI–, 4), and no acute neurological, skeletal, and muscular complications,the atrial system was diagnosed by a physician and physiotherapist. The exclusion criterion was absence from 5 training sessions. The Test of Gross Motor Development–, Third Edition (Ulrich, 2016) was used to evaluate motor skills at pretest and posttest. Moreover, to assess cognitive skills, the London Tower Test (Shaliss, 1982) was used. The experimental group participated in the Comprehensive school physical activity program for 8 weeks and 5 days a week (40 90–, minute sessions). The control group performed their daily activities during this time. Descriptive statistics (mean & standard deviation) and inferential statistics, including Analysis of Covariance (ANCOVA) and Independent Samples t–, test, were performed to analyze the obtained data in SPSS at the significance level of 0. 05. Results: The ANCOVA results indicated that after adjusting the pretest scores on the posttest scores, a significant difference was observed between the experimental and control groups in motor development (p<0. 001) and its subtests, including motor mobility skills (p<0. 001) and object control motor skills (p<0. 001) as well as cognitive development (p<0. 001). Eta–, square for the cognitive development variable was measured as 0. 780, indicating that 78% of the changes in cognitive development scores were due to the CSPAP. Furthermore, the Eta–, square for the motor development was equal to 0. 905, revealing that 90. 5% of the changes in motor development scores were due to the implementation of CSPAP. Conclusion: According to collected results, in obese boys aged 9 to 11 years, a significant improvement could significantly improve cognitive and motor development by the CSPAP.

Background & Objectives: Infertility is a stressful life event and is currently considered a relatively frequent issue among couples. According to world statistics, a couple out of every 8 couples is struggling with infertility. Medical factors associated with infertility, such as diagnosis, the duration of child wish, the numbers of treatment cycles, the geographical and financial availability of different Assisted Reproductive Technology (ART) interventions, as well as communication with physicians and nurses working in the reproductive medicine filed could be the basic elements in determining the experience of infertility. Therefore, the present study aimed to investigate the physical and financial aspects of infertility in infertile females. Methods: The current study was conducted in Yazd Reproductive Sciences Institute in Yazd City, Iran, in 2018–, 2019. The statistical population was all women who were diagnosed with primary infertility. The grounded theory research method was adopted, based on the research subject and purposes. Grounded theory was proposed by Glaser and Strauss (1967). The importance of this methodology, on one hand, is its capability in theorization, and on the other hand, is to create a space for analyzing qualitative data. The grounded theory is a qualitative approach in which the researcher proceeds to produce a general explanation (the theory) of a process, act, or interact, based on the viewpoint of a significant number of contributors. In this study, 21 females were selected and studied using a qualitative approach, grounded theory, and theoretical sampling. The sampling process continued until data saturation. Credibility in the present study was established through peer review, the research participants’, confirmation, and triangulation. Additionally, the registration of events and precise implementation of dependability has been established. The reflexivity technique was used in this study. Ethical considerations were also observed in this research. As outlined in the research sampling part, 21 participants were selected. The study participants (their infertility has been confirmed), were selected based on the theoretical and purposive sampling methods. The required data were collected and analyzed using the open and axial coding technique. For data collection, the interviews were recorded and consequently transcribed after several times of listening. Results: The current research findings included 13 main categories, namely high medical expenses,travel expenses,the lack of facilities,stress and financial concerns,strategies for attracting financial resources,an inequality of income and expenses,treatment abandon,medications’,adverse effects,negative effects on the hair growth,skin complications,drug inefficacy,voracious appetite,body vulnerability,the adverse effects of aging, as well as a core phenomenon called the expenses of parenting. The causal conditions, i. e., the main cause of infertility were infertility disorders and medical expenses. The underlying conditions of this phenomenon were financial stress and worries as well as a lower social class. Infertile couples, especially women, encounter financial pressures due to infertility. Strategies used by infertile women to cope with the relevant costs of parenting were discontinuing treatment and strategies for obtaining financial resources. Conclusion: According to the present study findings, financial problems, as well as the physical complications of infertility drugs, are among the consequences of infertility that most infertile women have to cope with.

Background & Objectives: Generalized Anxiety Disorder (GAD) is a pervasive condition in which a subject is constantly worried and afraid about future events. Pervasive anxiety disorder is a common and debilitating disorder that rises to a level of pathological anxiety and interferes with daily life,however, it is of poor cognitive etiquette. Moreover, current interventions are associated with numerous adverse effects and delays in treatment, and impaired therapeutic outcomes. The structures of intolerance, cognitive avoidance, and attention bias play a major role in GAD. Developing biopsychological therapies to reduce these symptoms can help these patients with treatment. Therapies include Acceptance and Commitment Therapy (ACT) and Emotional Schema Therapy (EST). Therefore, this study aimed to evaluate and compare the effects of ACT and EST on the attentional bias, intolerance, and cognitive avoidance in women with GAD. Methods: This was a quasi–, experimental study with a pretest–, posttest and a control group design. The statistical population was women with GAD in District 22 of Tehran City, Iran, in 2019. Overall, 45 individuals voluntarily enrolled in the study based on the inclusion and exclusion criteria. They were randomly divided into two experimental groups (ACT & EST) and a control group. The inclusion criteria included a diagnosis of GAD and no clinical diagnosis associated with GAD or biological diseases, not receiving concurrent pharmacotherapy, no history of hospitalization and medication use for chronic psychological problems, no attendance of other therapy sessions simultaneously, providing consent to participate in the study, and completing the study course. The study's exclusion criteria were unwillingness to cooperate, having severe physical conditions, providing incomplete questionnaires, and participating in other psychological interventions concurrently. The interventions were performed in the test groups for 8 ninety–, minute sessions,the control group received no intervention. In the pretest and posttest, to collect the necessary data, the Attention Bias Questionnaire (Woody et al., 1997), Uncertainty Intolerance Questionnaire (Freeston et al., 1994), and Cognitive Avoidance Questionnaire (Sexton & Dugas, 2008) were employed. Descriptive statistics (frequency, mean, & standard deviation indices) and inferential statistics, including Analysis of Covariance (ANCOVA) and Bonferroni post hoc test, were applied in SPSS to analyze the collected data at the significance level of 0. 05. Results: The present study results indicated that by controlling the pretest effect, the scores of attention bias (p<0. 001), cognitive avoidance (p<0. 001), and uncertainty intolerance (p<0. 001) in ACT and EST groups were significantly reduced, compared to the controls (p<0. 001). Additionally, no significant difference was observed between the effects of EST and ACT in reducing the symptoms of attention bias (p=0. 101), uncertainty intolerance (p=0. 928), and cognitive avoidance (p=0. 825). Conclusion: ACT and EST are effective treatment methods to reduce the symptoms of uncertainty intolerance, attention bias, and cognitive avoidance. Therefore, therapists can use the present study findings to reduce the symptoms of individuals with GAD.

Background & Objectives: Low birth weight is among the causes of various disorders. Low birth weight is one of the most serious health problems in today's world. It is probably a cause of death in the neonatal period. The mortality rate of infants weighing less than 2500 grams is 40 times higher than their normal–, weight counterparts. This case is valid in these children even concerning mortality before 15 years of age (at greater risk). Low birth weight can also be associated with short–, term and long–, term problems for the individual. Sensory and motor disorders, such as intellectual disabilities, behavioral problems, hyperactivity, cardiovascular disease, can also be induced by low birth weight. Several factors contribute to this condition. Thus, recognizing these characteristics can be controlled by taking them to reduce the incidence of this disorder. Among the factors affecting birth weight are biological, cognitive, and psychological characteristics. The current study aimed to investigate the relationship between parents' biological and cognitive characteristics and low birth weight in neonates. Methods: This was a case–, control study. The statistical population consisted of all infants born from October 2014 to October 2015 and their parents. Using the neonatal and maternity records of Imam Reza Hospital in Sirjan City, Iran, 25 parents of neonates weighing less than 2500 grams and 25 parents of neonates weighing over 2500 grams were selected. Dr. Afrooz's questionnaire on biological, psychological, and social characteristics was used to collect the necessary data. The mean and standard deviation were used,for the serial variables, frequency and percentage were applied. Furthermore, to investigate the relationship between the study variables, the Chi–, squared test, Fisher's Exact test, linear correlation, binary logistic regression analysis, and nonparametric test, Independent–, Samples t–, test (for continuous variables), were used. SPSS was implemented to analyze the collected data at the significance level of 0. 05. Results: The present study findings suggested no significant difference between the mean scores of maternal and fetal age and the mean maternal overweight at the time of admission in both groups of low and normal infants (p<0. 05),however, the mean weight at birth, birth height, and head circumference in normal–, weight infants were significantly higher than those in their low birth weight counterparts (p<0. 05). Marriage type did not present any significant difference between the two groups (p<0. 05). In single–, variable and logistic regression analyses, only the father's knowledge about maternal pregnancy significantly affected low birth weight (p=0. 017). Conclusion: The biological characteristics and recognition features affect newborns' weight at birth. This study's results can be used in health care, especially for pregnant women.

Background & Objectives: Anxiety is among the most frequent problems in students. In addition to creating academic problems, it may also generate behavioral complications. Test anxiety could be induced by several reasons, such as environmental (e. g., school and family environment & peers), and intrapersonal characteristics. Overlooking the contributing factors that induce test anxiety can lead to individual and social risks for students and families, including high financial costs, academic failure, and learning disabilities. Therefore, it is essential to address this issue. The present study aimed at determining the mediating role of academic self–, efficacy and self–, esteem in the relationship between learning styles and test anxiety in Iranian 11 th –, grade female students. Methods: This was a correlational study. The study population consisted of all 11 th –, grade female students living in Tabriz City, Iran, in the 2019–, 2020 academic year. The study sample consisted of 430 students who were randomly selected in 3 stages. Initially, the third district out of 5 educational districts was randomly selected. Next, 5 schools were randomly selected from this area. Finally, volunteer eligible students were selected as the research sample. The inclusion criteria included female gender,no mental health disorders,willingness to participate in the study,residing in Tabriz City, and not receiving pharmacotherapy for biopsychological conditions. The study participants who failed to complete the questionnaires were excluded from this study. Data collection tools were the Test Anxiety Questionnaire (Abolghasemi et al., 1996), Academic Self–, Efficacy Scale (Midgley et al., 2000), Kolb Learning Style Inventory (Kolb & Kolb, 2005), and Rosenberg Self–, Esteem Scale (Rosenberg, 1965). Gender, grade, and age were considered as the control variables. For statistical analysis, descriptive statistical procedures (e. g., mean & SD), and inferential statistics, including Spearman's rank correlation coefficient were employed in SPSS. To assess the model's goodness of fit, structural equations were conducted using AMOS via the asymptotic distribution–, free procedure. This is because the obtained data were not normally distributed and this procedure was not sensitive to the abnormality of distribution. The significance level of all tests was set at 0. 05. Results: Based on the Spearman test data, there was no relationship between self–, esteem, visual learning style, reflective observation, and experimentalism (p>0. 05). There was a positive relationship between academic self–, efficacy and self–, esteem (r=0. 26, p<0. 001). There was a negative relationship between test anxiety and visual learning style (r= –, 0. 53, p<0. 001),a positive and significant relationship between test anxiety and abstract learning style (r=0. 52, p<0. 001), and a positive and significant relationship between test anxiety and experimental learning style (r=0. 39, p<0. 001). The goodness of fit results revealed that the direct effect of learning styles was not significant on self–, esteem (β, =–, 0. 02, p=0. 67). The direct effect of self–, esteem was significant on academic self–, efficacy (β, =0. 19, p=0. 001). Learning styles significantly impacted academic self–, efficacy (β, =–, 0. 14, p=0. 006). Academic self–, efficacy significantly influenced test anxiety (β, =0. 13, p=0. 001). Additionally, the effect of self–, esteem was significant on test anxiety (β, =–, 0. 07, p=0. 04),learning style also presented a significant effect on test anxiety (β, =0. 62, p=0. 001). The indirect effect of self–, esteem on test anxiety was not significant (p=0. 500),neither was the total effect of self–, esteem on test anxiety (p=0. 486). The indirect effects of learning styles were not significant on test anxiety either (p=0. 517). The total effect of learning styles was also insignificant on test anxiety (p=0. 482). Furthermore, the study results revealed that the research model had acceptable goodness of fit (AGFI=0. 96, RMSEA=0. 054). Conclusion: Teachers and school counselors can reduce students' test anxiety by improving their academic self–, efficacy as well as experimental, abstract, and objective learning styles.

Background & Objectives: Hope is among the principled foundations of balance and psychological power determining life's achievements. Hope is an ability that helps an individual maintain motivation despite the difficulties in achieving the goal. Hopelessness puts a person in a situation of inactivity that cannot measure their different conditions and decide on them. Furthermore, frustration makes the person defenseless and caught against stressors. The person is severely disabled due to hopelessness and cannot measure and resolve different situations. Meta–,Diagnostic therapies are therapeutic protocols based on typical clinical experiences and techniques common to specific cognitive–, behavioral therapies. Schema therapy (ST), Dialectical Behavior Therapy (DBT), and Compassion–, Focused Therapy (CFT) have shared points and can be integrated. The present study aimed to determine the effects of ST, DBT, and CFT on life expectancy in women. Methods: This was an applied and quasi–, experimental research with a pretest–, posttest and a control group design. The statistical population of this study included all women who were referred to Tonekabon and Ramsar Social Emergency Services in the spring and summer of 2017. Of the 100 respondents who completed the Life expectancy Questionnaire (Snyder et al., 1991), 60 were selected purposively,of them, 30 were randomly assigned into the experimental and control groups. The study's inclusion criteria were the age range of 18–, 45 years, full consent to participate in this research, no mental disorder, and not receiving simultaneous psychological interventions. The exclusion criteria included absence from>2 sessions and dissatisfaction with attending intervention sessions. A Life Expectancy Questionnaire (Snyder et al., 1991) was used to collect the necessary data in the pretest and posttest stages. The intervention was performed in 12 ninety–, minute weekly sessions,however, the control group received no intervention. Therapy sessions were a combination of ST, DBT, and CFT. The significance level of the tests was considered 0. 05. The obtained data were analyzed in SPSS using Multivariate Analysis of Covariance (MANCOVA). Results: The collected results indicated that the combination of ST, DBT, and CFT was effective in increasing hope (p<0. 001), strategic hope (p<0. 001), and overall life expectancy (p<0. 001) scores. The effect coefficients of hope, strategic hope, and life expectancy were calculated as 0. 32, 0. 35, and 0. 84, respectively. Conclusion: The combination of ST, DBT, and CFT improved life expectancy in women. Thus, this type of treatment plan can increase life expectancy in this population.

Background & Objectives: Among the factors affecting the rate of marital conflict reduction, we can mention marital burnout, i. e., directly and indirectly, impacted by various characteristics, such as resilience, differentiation, and emotion regulation in couples. Numerous psychologists and family therapists consider the quality of relationships between key family members as a critical factor in the success or failure of any marriage. Marital burnout is a general lack of care and love in a relationship, i. e., different from marital dissatisfaction. Marital burnout fades and sometimes completely disappears the love and affection between couples. The current study aimed to develop a causal model of marital burnout based on the degree of differentiation, resilience, and emotion regulation in couples with marital conflict. Methods: The present descriptive–, correlational study employed structural equation modeling. The statistical population of the study included all couples who were referred to the counseling centers of Gachsaran City, Iran, in 2019 with the complaint of marital conflict. The number of couples participating in counseling centers was estimated at approximately 1000–, 1200. Therefore, to select a research sample using the convenience sampling method, 300 couples referring to counseling centers were selected. After guiding the couples, they were dedicated adequate time to complete the research questionnaires. The inclusion criteria of the study include a high score of marital conflict among the samples according to the Marital Conflict Questionnaire (MCQ,Sanaei & Barati, 2000),no substance abuse in neither spouse,no chronic mental disorders, and willingness to participate in the research. To collect the required data, we used the Differentiation of Self Inventory (DSI) (Skowron & Friedlander, 1998), the Connor‐, Davidson Resilience Scale (CD‐, RISC,Connor & Davidson, 2003), the Affective Self–, Regulation Strategies Scale (Larsen & Prizmic, 2004), the Marital Burnout Scale (Pines, 1996), and the MCQ. Descriptive statistics, including mean and standard deviation as well as, inferential statistical methods, such as Pearson correlation coefficient and structural equation modeling were used to analyze the collected data in SPSS and SmartPLS. A significance level of 0. 05 was used for all statistical tests. Results: The present research results suggested that the direct path coefficients between resilience and emotion regulation (p<0. 001, β, =0. 63) as well as differentiation and emotion regulation (p<0. 001, β, =0. 28) were significant and positive. Moreover, the path coefficients between resilience and marital burnout (p= 0. 009, β, =–, 0. 15), differentiation and marital burnout (p<0. 001, β, =–, 0. 29), and emotion regulation and marital burnout (p<0. 001, β, =–, 0. 48) were negative and significant. Additionally, the indirect effect of resilience on marital burnout (p<0. 001, β, =–, 0. 30) and the indirect effect of differentiation on marital burnout (p<0. 001, β, =–, 0. 13), with the mediating role of emotion regulation, was significant and negative. Besides, the goodness of fit indices supported the relatively good fit of the research model with the collected data (X2/df=3. 13, CFI=0. 91, GFI=0. 95, AGFI=0. 93, RMSEA=0. 061). Conclusion: According to the present research findings, resilience and differentiation, with the mediating role of emotion regulation, can be a desirable model for explaining marital burnout in couples with marital conflicts.

Background & Objectives: Gifted adolescents usually present high performance in creative, intelligent, and academic activities,sometimes, the educational environment cannot provide for their needs, resulting in their increased tendency to aggressive behaviors. Aggression results in biopsychological harm to others. It is caused by problems in cognition, or Emotion Regulation (ER), and perfectionism. ER refers to the process of the regulation of emotions by cognitive strategies with includes positive and negative ER strategies. Perfectionism is a multidimensional structure that includes the extreme belief in achieving high criteria and standards. Perfectionists express unrealistic expectations. These expectations are other–,or community–, oriented. Therefore, the present study aimed to investigate the effects and sustainability of creative drama on ER and perfectionism in aggressive gifted adolescent females. Methods: This was a quasi–, experimental study with pretest–, posttest, one–, month follow–, up, and a control group design. The research population was aggressive gifted adolescent females in talented schools in the second district of Tehran City, Iran, in the academic year of 2019–, 2020. Considering the inclusion criteria, 30 eligible volunteers were entered into the study by convenience sampling method and randomly assigned to the experimental and control groups (n=15/group). The inclusion criteria included an Intelligent Quotient (IQ) of above 130 based on Stanford–,Binet Intelligence Test, i. e., documented in the students’,educational records, obtaining a higher score of 78 in the Aggression Questionnaire (Buss and Perry, 1992), living with the parents, no receipt of psychological services in the last 3 months, and no history of creative drama education. The exclusion criteria included reluctance to participate in the study and absence from more than 2 treatment sessions. The experimental group participated in 12 two–, hour group weekly sessions of the creative drama program (3 months),however, the controls received no training. The creative drama program was prepared by researchers based on the Creative Drama in the Classroom and Beyond book (2011). The following questionnaires were applied at the pretest, posttest, and follow–, up stages: Aggression Questionnaire (Buss and Perry, 1992), Cognitive Emotion Regulation Questionnaire (Garnefski et al., 2001), and Tehran Multidimensional Perfectionism Scale (Besharat, 2008). The obtained data were analyzed by descriptive and inferential statistics in SPSS at a significance level of 0. 05. At the descriptive level, the indicators of mean, standard deviation, frequency, and percentage were used. At the inferential level, the Chi–, squared test, repeated–, measures Analysis of Variance (ANOVA), and Bonferroni post hoc test were employed. Results: The current research results revealed the significant effect of the group on positive ER strategies (p=0. 021) and negative ER strategies (p=0. 019), as well as self–, centered (p=0. 033), other–, centered (p=0. 002), and community–, oriented perfectionisms (p=0. 002). The effect of time and the effect of time*group was significant on positive ER strategies (p<0. 001) and negative ER strategies (p<0. 001), as well as self–, centered (p<0. 001), other–, centered (p<0. 001), and community–, oriented perfectionisms (p<0. 001). Additionally, there was a significant difference between the mean scores of pretest, posttest, and follow–, up concerning positive ER strategies (p<0. 001) and negative ER strategies (p<0. 001), as well as self–, centered (p<0. 001), other–, centered (p<0. 001), and community–, oriented perfectionisms (p<0. 001). However, there was no significant difference between the mean posttest and follow–, up scores respecting positive ER strategies (p=1. 000) and negative ER strategies (p=1. 000), as well as self–, centered (p=1. 000), other–, centered (p=1. 000), and community–, oriented perfectionisms (p=1. 000). Conclusion: The current study results indicated the effectiveness and sustainability of creative drama on improving ER and perfectionism among aggressive gifted adolescent females. Thus, counselors and psychologists can use the creative drama method along with other approaches to improve psychological characteristics in adolescent females.

Background & Objectives: Schizophrenia (SC) is the most severe mental disorder. SC can adversely affect interpersonal interactions, family relationships, and job performance. Using antipsychotic drugs, despite their effectiveness on hallucinations and delusions presents little effect on negative and cognitive symptoms,thus, the need for more effective therapeutic strategies is of significance. Behavioral Activation Therapy (BAT) is a short–, term, solution–, based intervention that aims to increase activity regularly to help clients access rewards resources and solve their life problems. Accordingly, the present study aimed to investigate the effects of BAT on negative symptoms in women with chronic SC. Methods: This was a quasi–, experimental study with pretest–, posttest–, follow–, up (2–, month) and a control group design. The statistical population of the study consisted of all women with chronic SC in Paravar Comprehensive Rehabilitation Center for Chronic Psychiatric Patients in Shahreza City, Iran. in 2019. Of them, 30 volunteer patients were selected by the convenience sampling method. They were then randomly assigned to two groups of experimental and control (n=15/group). The inclusion criteria of the study were a confirmed schizophrenia diagnosis per the centers’,records,≥, 2months have elapsed since the patients were treated at the center,having a higher level of education than primary school, and the age range of 20–, 50 years. The exclusion criteria included the recurrence and exacerbation of symptoms preventing the patient from attending the sessions, absence therefrom >3 sessions, and unwillingness to continue cooperation with the study. The experimental group participated in twelve 90–, minute BAT sessions,however, the control group received no intervention. BAT sessions were performed based on the Behavioral Activation Protocol of Lijouz and associates (2011). The study subjects completed the Scale for Assessment of Negative Symptoms (Andreasen, 1989) in 3 stages. The obtained data were analyzed by descriptive statistics (central & dispersion indices, e. g., mean & standard deviation) and inferential statistics, including t–, test, Chi–, squared test, repeated–, measures Analysis of Variance (ANOVA), and LSD post hoc test in SPSS. The significance level of the tests was 0. 05. Results: There was a significant difference between the 3 measurement stages concerning the superficiality of affect (p=0. 003), the lack of pleasure (p=0. 003), the lack of speech (p=0. 026), infertility (p=0. 049), attention deficit (p<0. 001), and the total score of negative symptoms (p<0. 001),thus, the assumption of homogeneity of responses over time was rejected. The results also revealed that the interaction of time and group respecting the lack of speech (p=0. 048), infertility (p=0. 003), the lack of pleasure (p=0. 017), and the total score of negative symptoms (p=0. 007) was significant. Furthermore, concerning the group source, the results indicated a significant difference between the mean scores of the study groups, including affect (p=0. 048), the lack of speech (p=0. 014), the lack of pleasure (p=0. 007), infertility (p<0. 001), attention deficit (p<0. 001), and the total negative symptom score (p<0. 001). Besides, the obtained findings suggested that in the posttest and follow–, up stages, compared to the pretest stage, ABT reduced negative symptoms (p<0. 001, p<0. 001, respectively) and its components, including the superficiality of affect (p>0. 001, p=0. 005 respectively), attention deficit (p>0. 001, p<0. 001, respectively), and the lack of pleasure (p=0. 003, p=0. 005, respectively) in the experimental group. Comparing the posttest and follow–, up stages in reducing negative symptoms (p=0. 076) and its components, including superficiality of affect (p=0. 570), attention deficit (p=0. 243), and the lack of pleasure (p=0. 077) reveled no significant difference, indicating that the effect of the intervention remained constant over time (at the follow–, up stage). Also, there was a significant difference between the pretest and posttest stages in infertility (p=0. 026),thus, the treatment intervention reduced the lack of affect in experimental group at posttest,however, no significant difference was observed between the pretest and follow–, up stages in this regard (p=0. 058). Therefore, the effect of the intervention was not maintained over time. Conclusion: Based on the present research findings, BAT effectively reduced negative symptoms in women with SC and its effect remained stable over time.

Background & Objectives: Individuals With Disabilities (IWDs) are part of the society that, respecting their situation, have the greatest need for social support and the provision of desirable services. However, in underdeveloped and developing countries, the existence of a negative and incorrect view towards IWDs is effective in providing services to them, especially in care centers,accordingly, this condition makes this part of society encounter numerous challenges in receiving the necessary services. Factors, such as the number of IWDs in care centers, their age, their ratio to the number of caregivers, and the characteristics of caregivers, such as their professional skills and experience, are influential in the occurrence of abusive behaviors. Due to the necessity of providing efficient and effective service to IWDs, the present study aimed to identify the challenges of providing services in care centers for IWDs. Methods: This qualitative study was conducted in 2020. The research setting consisted of all care centers for IWDs in Tehran City, Iran. Moreover, the study population included the managers of care centers for IWDs in Tehran. Using the purposive sampling method, 19 managers of the centers were selected and interviewed according to the objectives of the study. The interviews continued until reaching data saturation. For data collection, we used semi–, structured interviews,the interviews were recorded, then transcribed, and analyzed with the consent of the study participants. For data confirmation, each interview was provided to the study participants after analysis, and their opinions were re–, obtained concerning their interviews. The latent content analysis method was also used to analyze the collected data. For this purpose, after listening to each interview several times and reading the transcripts line by line, important phrases in the content of the data were identified,consequently, the appropriate concepts were determined and placed in the same categories. To observe ethical issues, verbal informed consent was obtained from all study participants before conducting the interviews. SPSS was used to investigate the frequency distribution of study participants respecting the demographic variables. Results: The mean age of study participants was 41. 13 years. The majority of the study participants (57. 89%) were in the age group of 41–, 46 years. Their average work experience equaled 14. 51 years and the majority (68. 42%) were in the group of 13–, 20 years. Additionally, most of the respondents had a BA degree (68. 42%). After analyzing the interviews with 19 managers of the centers, the first 321 separate codes were obtained,after analyzing, they were grouped under 15 sub–, categories. Finally, after reviewing and analyzing these subcategories, 3 main categories, including cultural–, educational factors, planning, and necessary resources, as well as facilities and infrastructures were developed. Cultural–, Educational characteristics, included the lack of culture creating, the lack of promotion of public knowledge, the lack of individual and public education, not introducing resources about disability, no belief in the ability of IWDs, and the lack of education and training of human resources. Planning consisted of the lack of a database, no codified service delivery programs, no plan to increase service coverage, guidelines, and specific program for use by IWDs. Necessary resources, facilities, and infrastructures included the lack of adequate equipment and items, drug shortages, human and financial resources, the lack of interdepartmental supports to support IWDs. Conclusion: According to the current research findings, factors related to culture–, education, planning, and the necessary resources, facilities and infrastructures were the main challenges and obstacles in providing services to IWDs.