JOURNAL OF PSYCHOLOGY (TABRIZ UNIVERSITY)
Year:2023 | Volume:18 | Issue:70|Papers Count:30

The aim of this research was to investigate The effectiveness of teaching phenographix method on the level of phonological awareness and attitude to reading of students with reading difficulties. The study was a quasi experimental pretest-posttest with control group. The statistical population includes all students (boys and girls) with reading difficulties, fourth and fifth grades of elementary school in Aligudarz, who are studying in the academic year 2019-2020, Targeted sampling method of which 30 students (15 in the experimental group and 15 in the control group was selected as the sample size and randomly. Research tools included Dastjerdi and Soleimani Phonological Awareness Test (PAT) (1389) and McKenna & Kear (ATQ) (1990) attitudes to reading. Data using descriptive statistics (mean and standard deviation) and inferential statistics (multivariate analysis of covariance) were analyzed. research results show that teaching phenographix techniques increased phonological awareness and improving attitude to reading in students with reading difficulties (p<0/001). Therefore, it can be said that reading is one of the main skills identifying lower elementary students with reading difficulties is essential to solving their problem.

The purpose of the present study was to investigate the role mediating of co-rumination in relationship between self-esteem and self-compassion with anxiety in adolescents. The present research is the correlation study using structural equation modeling. The statistical population in this research included the high schools students of Tehran city in academic year of 1400-1401. The sample size was selected based on Kline model (2016) and with available sampling method (online method) of 300 students. Data collection tools included the anxiety inventor of Beck and et al (1988), self-esteem scale of Rosenberg (1989), self- compassion scale of Neff (2003) and co-rumination questionnaireof Davidson and et al (2014). Statistical analysis of data was performed using AMOS-24 software. Findings showed that self-esteem and self-compassion have the ability to predict anxiety both directly and indirectly through role mediating of co-rumination. Also, proposed model had an acceptable fitness to the data (RMSEA=0/072, P-value<0/05) and analyses also revealed that %56 of variance of anxiety was explained by self-esteem and self-compassion through the mediating role of co-rumination. Thus, the anxiety of adolescents is influenced by self-esteem, self-compassion and co-rumination. This finding can be used to design an intervention and a comprehensive approach to reduction of anxiety symptoms in adolescent community.

The present study was conducted with the aim of determining the effectiveness of Mindful Self-Compassion Training on Distress Tolerance and Emotional Inhabitation in Students with Generalized Anxiety Disorder. The statistical population was whole client Students of the Generalized Anxiety Disorder in Ardabil Seyed Hatami comprehensive health clinic in the year 2021. 30 Students with Generalized Anxiety Disorder were selected through the purposive sampling method and randomly assigned into two equal experimental and control. Experimental group received 8 weeks of mindful self-compassion training 90 minutes each session During this period, the control group did not receive any intervention. distress tolerance Questionnaire and emotional inhabitation were used in pre-test, post-test to assess the subjects. Data were analyzed by Multivariate Analysis of Covariance (MANCOVA) and Analysis of Covariance (MNCOVA). The result showed that Mindful self-Compassion Training was effective on distress tolerance and emotional inhabitation. Therefore, it could be said that the Mindful self-Compassion Training improvement distress tolerance and emotional inhabitation scores in Students with Generalized Anxiety Disorder.

Introduction: The aim of this study was to compare the effectiveness of metacognitive therapy and emotion regulation skills on fashion orientation, irrational beliefs and thought-action fusion in women applying for cosmetic surgery. Method: The present study was a semi-experimental design with a multi-group pre-test-post-test design with a control group. 30 women referring to Nika beauty clinic in Shahrood city were selected as available and randomly assigned to three groups of 10 people. The experimental groups each participated in 8 therapy sessions, one 60-minute session per week, but the control group did not receive any intervention until the end of the study. The research tool included a questionnaire of fashion orientation, irrational beliefs and thought-action fusion. Data were analyzed by multivariate analysis of covariance and Tukey's post hoc method. Findings: The results showed that metacognitive therapy and emotion regulation skills were significantly effective in reducing fashion trends, irrational beliefs, and thought-action fusion compared to the control group (P<0.05). The results of Tukey's test showed that the average of the metacognitive therapy group was more effective in the research variables than the emotion regulation training group in the post-test and showed a significant difference (P<0.05). Conclusion: The findings of this research have shown the effectiveness of these two interventions in reducing the trend towards fashion, irrational beliefs and thought-action fusion. Therefore, therapists can use these two therapeutic and educational approaches, especially metacognitive therapy, which is one of the third wave therapies.

The aim of this study was to investigate the effectiveness of emotional self-regulation training on reducing bullying behaviors of male high school students in Sanandaj. The research method was quasi experimental with pre-test, post-test and control group and Patchin and Hindoja (2011) bullying scale was used as a research tool. For sampling, first a school was selected by cluster random sampling and 40 students with the highest bullying behavior were identified and then randomly assigned to an experimental and a control group. In the practical phase of the study, the emotional self-regulation training program was presented to the experimental group in 10 sessions of 75 minutes for 5 consecutive weeks (two sessions per week), while the control group was not exposed to any intervention. Data analyzed using covariance test. Results showed a significant effectiveness of emotional self-regulation training on reducing bullying behavior of students in experimental group both in the experimental and follow-up stages (P <0.05). Based on these findings, it is suggested that emotional self-regulation trainig be included in anti-bullying programs in schools as an effective intervention for reducing bullying behaviors among students.

Paranoia is an unfounded and threatening belief that others intend to harm a person, which is spread along a continuum in the clinical and non-clinical population. The aim of the present study is to investigate the relationship between perceived parenting styles and affective family climate with paranoid thoughts in two dimensions of reference idea and persecutory delusions in adolescents. The research method is descriptive and correlational. The statistical population is all the students at upper secondary school in Azarshahr city, from which 321 students selected as samples by available sampling. Research questionnaires included: Parental authority questionnaire buri (1991), Affective family climate Hillburn (1964) and Paranoid Thoughts Scale Green et al (2008). Data analysis was using correlation coefficient and regression analysis. The results showed that there is a negative and significant relationship between the affective family climate and paranoid thoughts in the two dimensions of reference idea and persecutory delusions, and between the authoritative parenting style and persecutory delusions. Also, the results of the regression analysis, the predictor variables were able to predict 5% of the changes in reference idea and 8% of the changes in persecutory delusions.

the aim of The present study was comparing the effect of Compassion Focused Therapy (CFT) & Mindfulness-Based cognitive therapy on ambiguity tolerance in infertile women. Research method was quasi-experimental with pre-test, post- test, three-month follow-up with control group. The statistical population consist of 30-40 years old infertile women resident in Tehran city in 1400 years. Sampling method was Convenience Sampling. 45 available students selected and replaced randomly in group 5. The ambiguity tolerance Inventory (Simons & Gaher, 2015) was administered pre-test, post-test and follow-up. The training packages were Compassion Focused Therapy package (Gilbert, 2015) and Mindfulness-Based cognitive therapy package (Sadeqhi, Sajjadian & Nadi, 1400). CFT and MBCT applied on experimental groups (ninety minutes each session) weekly and the control group did not receive any training. The data analyzed by mixed analysis variance. Results: Results showed that both of Compassion Focused Therapy (CFT) on & Mindfulness-Based cognitive therapy were affected the same on increasing to ambiguity tolerance, in infertile women (p<0.005). Three- month follow-up confirmed these results. Then by use to CFT and MBCT (especially CFT) can to increase to ambiguity tolerance in infertile women. Conclusion: Then, CFT and MBCT (especially CFT) affective to raise the ambiguity tolerance and is necessary for using from these methods to improve ambiguity tolerance and psychological health of these infertile women.

The present study was conducted with the aim of determining the effect of strength-based parenting training on the psychological well-being of adolescents and the self-efficacy of parents. Research was a quasi-experimental with pre-test, post-test, follow-up and control group. The study population included parents of adolescents aged 12 to 18 years in Tehran in 1401-1400 who participated in virtual networks through information. The research sample consisted of 44 people (22 people in the experimental group and 22 people in the control group) were selected by available sampling method and considering entry and baseline condition. After matching, both groups were randomly divided into experimental and control groups. In matching, both groups were equal in terms of having the same age of teenagers and gender of parents. To collect data Dumka and et al.'s parent self-efficacy questionnaire (1996) and Ryff 's psychological well-being questionnaire (1989) were used in the stages before and after the implementation of the program and three months after the training. The strength-based parenting training program was presented to the experimental group in 8 two-hour sessions. In order to analyze the data with SPSS22 software, the mixed variance analysis method was used. The findings showed that that strength-based parenting training has a significant effect on increasing the self-efficacy of parents and the psychological well-being of adolescents (P ≥ 0.001). This effect remained stable in the three-month follow-up phase. Therefore, by using strength-based parenting training, it is possible to improve the self-efficacy of parents and the psychological well-being of adolescents.

The present study was conducted to investigate the effectiveness of self-differentiation training on empathy and self-control of divorced students with tendency towards high risk behaviors. The research method was semi experimental (with experimental and control groups) with three-stage design (pretest, posttest, follow-up) and two-month follow-up period. The statistical population of the research included divorced students with a tendency towards high risk behaviors who were studying in the first and second period of high school in the academic year of 2020-2021 in Bandar Abbas city. thirty five divorced student with a tendency towards high risk behaviors were selected through purposive sampling method and were randomly accommodated into experimental and control groups (18 student in the experimental and 17 student in the control group). The students in the experimental group received ten seventy five-minute sessions of self-differentiation training during ten weeks. High Risk Behaviors Questionnaire (Mohammadkhani, 2007), Empathy Questionnaire (Jolliffe, Farrington, 2006) and Self-Control Questionnaire (Tangney, Baumeister, Boone, 2004) were used in the present study.The results showed that self-differentiation training has significant effect on the empathy (p<0001, Eta=0.57, F=43.38) and self-control (p<0001, Eta= 0.53, F=37.32) in the divorced students with tendency towards high risk behaviors. According to the findings of the present study it can be concluded that self-differentiation training can be used as an efficient method to increace empathy and self-control of divorced students with tendency towards high risk behaviors through employing techniques such as differentiating rational from irrational beliefs, equipping the members with special communicative skills and shouldering the responsibility.

The aim of this study was the effectiveness of reprocessing based on cognitive narratology on post-traumatic cognitions in female high school students faced with physical and emotional trauma in Kermanshah. The method of this study was quasi-experimental pretest-posttest with control group and its statistical method was analysis of covariance with repeated measures. In order to select the participants of the study, based on Cochran and Morgan table, 800 students aged 13 to 19 years were selected by cluster sampling and answered the post-traumatic stress disorder and post-traumatic cognition scale questionnaires. Of the 800 people who received a diagnosis of post-traumatic stress disorder, 40 were randomly selected and again randomly assigned to experimental and control groups. The members were assigned in such a way that 20 people in the experimental group received therapeutic protocol related to cognitive processing based on schema system and reprocessing based on cognitive narratology and 20 people in the control group did not receive any intervention. The results showed that reprocessing based on cognitive narratology on post-traumatic cognitions in post-test scores was significant (p <0.001).Post-traumatic cognitions in students with physical and emotional trauma.

Abstract The present study was with the aim of investigating the challenges and the process of building a spouse's identity in early marriage. this study a qualitative approach with the method of data base theory was used. The participants in this research were 23 people, including married women under the age of 15, who were selected using the purposeful sampling method based on the principle of saturation. The research tool is a semi-structured interview with open and standardized questions, and this information was analyzed and classified with the approach of Schwartz & Corbin contextual theory. After examining and categorizing the findings in three stages of open, central and selective coding, 350 open codes, 48 sub-categories and 11 main categories were obtained, and the detailed analysis and exploration of the findings and the examination of the governing relationships among the categories led to the discovery of the central phenomenon. "Spouse's identity construction" was found in the research that this phenomenon can be seen in all categories. results of the research showed that life without childhood identity and individual and cultural factors of marriage as causal conditions, social pressure leading to unavoidable life choices and basic challenges and problems as background conditions, spouse learning patterns and acute crises in joint life as intervention conditions, changing the life path, incompatible problem solving and adaptive problem solving were conceptualized as strategies and marital style and their life satisfaction and future outlook as a consequence of the construction of marital identity.

Academic procrastination is a way to escape from living in the present and to postpone what we have decided to do to the future. The aim of this study was to evaluate the effectiveness of schema therapy on rumination and academic procrastination of Yasouj University students. The design of this study was a quasi-experimental pretest, post-test with a control group. The statistical population included all undergraduate students of Yasouj University. Thus, among the undergraduate students of Yasouj University, students who wished to participate in the project were registered and then they were asked to complete the consent form in the research. Out of 72 volunteers, 60 student were registered and assigned to two experimental and control groups. They completed the Nalin Hooksma and Murrow rumination Questionnaires and the Lee procrastination Scale. The subjects in the experimental group were trained in schema therapy for 8 sessions and the control group did not receive any training. Then both groups were re-evaluated by post-test. One month later, post-test was followed up from both groups. After the pre-test, data analysis was performed using ANKOA analysis method. The results showed that the post-test scores of procrastination were significantly different between the two groups; this means that the procrastination of the experimental group has decreased after training in schema areas. According to the results of the present study, it can be concluded that schema therapy has positively and significantly treated rumination and academic procrastination.

AbstractThe present study was conducted with the aim of investigating the role of rumination and intolerance of uncertainty in the psychological compatibility of cancer patients in Mashhad, the present study was descriptive and correlational. The statistical population included all people with cancer who visited the hospitals and chemotherapy clinics of Mashhad in the second half of 2021 and the first half of 2022. The research sample included 206 patients who were eligible to enter the study and were selected purposefully. The tools used included the psychological-social compatibility questionnaire by Drugatis (1986), rumination by Hoksema & Maro (1991) and uncertainty intolerance by Friston. (1994). Data analysis was done using the multiple linear regression method with the help of SPSS version 26 software. The results of multiple regression showed that the linear combination of rumination and uncertainty intolerance could not predict the psychological compatibility of cancer patients. Regression coefficients showed that uncertainty intolerance was able to predict the psychological compatibility of cancer patients, but rumination could not predict the level of psychological compatibility to the disease. According to the results of the research, it seems necessary to provide appropriate training to reduce uncertainty intolerance in order to increase adaptation in cancer patients. According to the results of the research, it seems necessary to provide appropriate training to reduce uncertainty intolerance in order to increase adaptation in cancer patients.Key words: psychological compatibility, rumination, uncertainty intolerance, cancer.

The present study was conducted to investigate the efficacy of cognitive- non motor rehabilitation on the working memory and cognitive flexibility of the children with disability in reading learning. It was a quasi-experimental study with pretest, posttest and control group design. Follow-up period was administered during two months. The statistical population of the study included second- to fourth-grade children with reading learning disability in zone 6 of Tehran in academic year 2021-22. Thirty seven children with learning reading disability were selected through purposive sampling method and randomly accommodated into experimental and control groups. The experimental group received twelve cognitive- non motor rehabilitation sessions during six weeks. The applied instruments in this study included N-BACK software (Jaeggi, et.al. 2008), Tower of London Procedure (Shallice, 1982). The collected data were analyzed via SPSS23 software through mixed ANOVA and follow-up tests. The results showed that cognitive- non motor rehabilitation has significant effect on working memory (p<0001) and cognitive flexibility (p<0001) of the children with reading learning disability. According to the results of the present study it can be concluded that cognitive- non motor rehabilitation can be used an effective method to improve working memory and cognitive flexibility of the children with reading learning disability through influencing cortex and applying purposeful cognitive-motor exercises.

The present study was conducted with the purpose of investigating the mediating role of emotional intelligence in the relationship between theory of mind and risky decision making. The design of the research was descriptive-correlation, which was carried out by the method of structural equation modeling. In terms of its purpose, this research is among applied research. The statistical population included female students (13 to 18 years old) of Khomeini Shahr city in 2021, of which 300 were selected as the research sample using the available method. The data were collected using the emotional intelligence questionnaire of Schutte (1998) and software tests of balloon risk taking bart by Lejuez et al. (2002) and mind reading through eye images Baron-Cohen et al. (2001). The results showed that theory of mind has a positive and significant effect on emotional intelligence (p < 0.05 and with an effect coefficient of 0.233), theory of mind has a positive and significant effect on risky decision making (p < 0.05 and with an effect coefficient of 0.138), emotional intelligence has a positive and significant effect on high-risk decision-making (p<0.05 and with an effect coefficient of 0.188) and the mediating role of emotional intelligence in the relationship between theory of mind and high-risk decision-making was significant (p <0.001 and with an effect coefficient of 0.044). Finally, the findings indicated that theory of mind and emotional intelligence could not improve risky decision-making performance in teenagers.

The purpose of this study was determination the effectiveness of Dialectical behavior therapy techniques Training on distress tolerance and self-assertiveness in bullied-victimized students. This semi-experimental study was conducted using pre-test and post-test with control group. The statistical population of the study was all male high school students of first section of Tabriz city in the (2018-2019) who 30 bullied-victimized students were selected by purposeful sampling, one-stage cluster sampling, and screening procedures and finally these subjects were randomly assigned to the experimental and control group (15 subjects in each group). The instruments used included the Bullied-Victimized Iranian Scale, Simmons & Gaher Distress Tolerance Scale, self-assertiveness questionnaire(ASA). The experimental group experienced 10 sessions of training Dialectical Behavioral therapy techniques, while control group did not received any training. Data were analyzed using analysis of covariance method. Results showed that there were significant differences in distress tolerance, and self-assertiveness post-test scores between the experimental group and the control group (p < 0.001). Thus, it can be concluded that Dialectical behavior therapy techniques Training can improve distress tolerance and self-assertiveness among bullied-victimized male students.

The present study was conducted to offer a model of predicting hope according to the social support and meaning in life with the mediation role of psychological resilience in the university students. The research method was descriptive-correlational and pathway analysis. The statistical population of the study included all undergraduate students at non-state universities in the city of Tehran in academic year 2019-20. The statistical sample included 480 students who were selected through clustered random sampling method. The applied questionnaires included Social Support Questionnaire (SSQ) (Zimet, et.al. 1988), Meaning in Life Questionnaire (MLQ) (Steger, Frazier, 2006); Psychological Resilience Questionnaire (PRQ) (Conner, Davidson, 2003) and Hope Questionnaire (HQ) (Sympson, 1999). The data analysis was conducted through pathway analysis via SPSS and AMOS version 23. The results showed that social support, meaning in life and psychological resilience have significant relationship with hope in the students (p<0.01). Moreover, social support, meaning in life and psychological resilience have significant direct effect on the students’ hope (p<0.01). Furthermore, Bootstrap results showed that the psychological resilience has significant medication role in the relationship between social support and meaning in life (p<0.01). Finally the model enjoyed a suitable fitness. Taking the significant mediation role of psychological resilience, it is necessary for the therapists and consultants to increase the students’ hope through training psychological resilience.

IBS causes cognitive and psychological damages in the people due to chronic physiologic effects. Therefore, the present study was investigated to investigate the efficacy of mindfulness-based cognitive therapy on the cognitive fusion and catastrophizing the pain in the women with IBS. the present study was quasi-experimental study with pretest, posttest, control group and two-month follow-up design. The statistical population of the present study included the women with IBS who referred to gastroenterologists in the city of Ramsar in the summer 2021. 30 women with IBS were selected through convenient sampling method and they were randomly accommodated into experimental and control groups (each group of 15 women). 26 people (13 in the experimental and 13 in the control group) remained after the exit of some subjects. Experimental group received eight seventy-five-minute sessions of mindfulness-based cognitive therapy (Lovas, Schuman-Olivier, 2018) during two-and-a-half months. The applied questionnaires in this study included cognitive fusion questionnaire (Gillanders, et.al, 2010) and the questionnaire of catastrophizing the pain (Sullivan, et.al., 1995). the results showed that mindfulness-based cognitive therapy had significant effect on the cognitive fusion and catastrophizing pain in the women with IBS (p<0.001) and led to the decrease of cognitive fusion and catastophzing pain in these women. the findings of the present study revealed that mindfulness-based cognitive therapy can be applied as an efficient therapy to decrease cognitive fusion and catastrophizing pain in the women with IBS through employing techniques such as modifying cognitive process, mindful attention, acceptance and mindful behaviors.

Objective: The aim of this study was to investigate the structural relationships between anxiety, rumination, insomnia and negative emotions with paranoid thoughts. The research design is descriptive-correlational. For this purpose, 240 students of Amirkabir University were selected using cluster sampling and given the Pennsylvania Concern Questionnaire, NalinHaxma Ruminant Scale, Depression, Anxiety and Stress Scale of Loebond, Bostin Insomnia Scale, and Paranoid Thought Scale. Which was given to them, they replied. Data analysis was performed using structural equation modeling. Also, SPSS 22 and LISREL 85.8 statistical software were used to classify, process and analyze the data and test the research hypotheses. Evaluation of the hypothetical model of the research using fitness indicators showed that the hypothetical model fits with the measurement model (CFI = 0.98, NFI = 0.96, RMSEA = 0.048). The results showed that insomnia indirectly affects paranoid thoughts through negative emotion and worry and rumination and also negative emotion indirectly affects paranoid thoughts through rumination and worry. Based on the research findings, it can be concluded that negative emotion and worry and rumination play a mediating role in the relationship between insomnia and paranoid thoughts. Paying attention to this mechanism of effect can be effective in formulating effective preventive and therapeutic interventions to reduce paranoid thoughts.

The aim of the present study was to determine the effectiveness of the treatment based on acceptance and commitment on aggression, emotion regulation and life expectancy of socially damaged girls. The design of the research was semi-experimental and of pre-test-post-test type with the control group. The statistical population was all the socially disadvantaged girls in the welfare rehabilitation center of Gorgan, from among whom 30 girls were selected by available sampling method and randomly assigned to two experimental and control groups. To collect data, Garnevsky and Kraij, (2001), Aggression and Bass and Perry (1992) and Miller's (1988) life expectancy questionnaires were used in the pre- and post-treatment phases. The experimental group received Hayes (2007) acceptance and commitment group therapy for 8 sessions, but the control group did not receive any treatment. Research data were analyzed using univariate analysis of covariance. The findings showed that group therapy based on acceptance and commitment has a significant effect on reducing aggression, improving emotion regulation and life expectancy of socially disadvantaged girls (P<0.05). Therefore, the findings of this research have practical implications in clinical situations that have been discussed.

The purpose of this study was to investigate the validity, reliability and factor structure of the happy school questionnaire in primary school students. The statistical population of this research included all elementary school students of district one of Ardabil city in the academic year of 2022-2023 (30,687) of which 380 students were selected by multi-stage cluster sampling method. Depression, anxiety and stress scale (DASS-21) and Oxford happiness Inventory (OHI) were used to calculate convergent and diagnostic validity. Construct validity was investigated through confirmatory factor analysis. Reliability using Cronbach's alpha method and retesting and data analysis with S. software. P. S. S. Version 25 and Lisrel version 8/8 were done. The results of confirmatory factor analysis, like the original form, confirmed 2 factors of happiness at school and dissatisfaction at school. Also, the Cronbach's alpha coefficient for the whole scale was equal to 0.81, and for the subscales of happiness at school and dissatisfaction at school, it was equal to 0.86 and 0.80, respectively. In addition, the retest coefficient with an interval of four weeks was 0.74 for the whole questionnaire and 0.70 and 0.74 for the subscales of happiness at school and dissatisfaction at school, respectively. Also, the correlation coefficients indicated the convergent and diagnostic validity of the questionnaire (P<0.001). According to the obtained results, it can be said that the happy school questionnaire is a reliable and valid tool for measuring the happy school in primary school students.

The present study was conducted to investigate the efficacy of executive functions training on the emotional knowledge and empathy of the children with low self-control. It was an experimental study with pretest, posttest, control group and two-month follow-up period design. The statistical population of the study included primary school children with low self-control in Tehran in academic year 2021-22. 26 children with low self-control were selected through multi-stage clustered sampling and randomly accommodated into experimental and control groups. The experimental group received eight seventy-five-minute sessions of executive functions training. The applied questionnaires in this study included Children’s Self-control Questionnaire (CSQ) (Kendal and Wilcox, 1979), emotional knowledge Questionnaire (EKQ) (Rieffe et al, 2007) and empathy Questionnaire (ES) (Jolliffe, Farrington, 2006). The data were analyzed through mixed ANOVA and Bonferroni Follow-up test. The results showed that executive functions training has significant effect on the emotional knowledge and empathy of the children with low self-control (p<0.001). According to the findings of the present study it can be concluded that executive functions training can be used as an efficient method to increase emotional knowledge and empathy of the children with low self-control through employing techniques such as increasing attention, concentration and accurace, organizing activities, avoiding response and controlling impulsivity.

The present study was conducted to investigate the efficacy of Child-centered mindfulness therapy on the attachment quality and parent-child interaction in the divorce-engaged children with difficulty in emotional self-regulation. The research method was quasi-experimental with pretest, posttest and two-month follow-up period design. The statistical population of the present study included female divorce-engaged children engaged with difficulty in emotional self-regulation (9 to 12 years old) who studied in primary school in academic year 2021-22 in Tehran. 26 female divorce-engaged children with difficulty in emotional self-regulation were selected through purposive sampling method and randomly accommodated into experimental and control groups (each group of 13 children). The experimental group received ten sixty-five-minute sessions of Child-centered mindfulness therapy intervention during two months. The applied questionnaires in this study included Children's Emotional Regulation Questionnaire (Garnefski et.al, 2007) and Attachment Quality Questionnaire (Kappenberg, Halpern, 2007) and parent-child interaction Questionnaire (Fine, Moreland, Schwebel, 1983). The data were analyzed via SPSS23 software through mixed ANOVA method. The results showed that Child-centered mindfulness therapy has significant effect on the attachment quality and parent-child interaction of the divorce-engaged children with difficulty in emotional self-regulation (p<0.001). According to the findings of the study it can be concluded that Unified trans-diagnostic treatment can be used as an efficient method to increase attachment quality and parent-child interaction of the divorce-engaged children with difficulty in emotional self-regulation through techniques such as mindful emotions and thoughts and being in the present time.

The aim of this study was to determine the role of personality traits in predicting students' academic procrastination. The statistical population of this study included students of Islamic Azad University, Tabriz Branch and Tabriz University in 1397-98. By cluster sampling method, 120 people were selected and given the academic procrastination questionnaire and Clowninger temperament (TCI). -125) answered. The results of multiple regression analysis showed that the dimensions of personality traits in combination can explain students' academic procrastination significantly and based on beta coefficients, each of the dimensions of cooperation, self-direction and self-transcendence in predicting academic procrastination, negative role and They are meaningful. Based on the findings, it can be inferred that having the characteristic of self-direction, ie the ability of a person to choose goals and responsibilities, as well as the characteristic of cooperation, ie considering himself as a part of the human world and society and being conscientious, prevents a person from abandonment. In performing his duties, on the other hand, the characteristic of self-reliance in a person according to his religious faith and sobriety prevents him from evading his responsibilities and directs his goals.

The present study was conducted to investigate the effectiveness of logo therapy on meaning of level and cognitive avoidance of female students exposed to high-risk behaviors. The research method was semi experimental (with experimental and control groups) with three-stage design (pretest, posttest, follow-up) and two-month follow-up period. The statistical population of the research included female students exposed to high-risk behaviors who were studying at Hasht Behesht Non-Profit University, Islamic Azad University of Najafabad and Isfahan in the academic year of 2020-2021. thirty five female student exposed to high-risk behaviors were selected through purposive sampling method and were randomly accommodated into experimental and control groups (18 student in the experimental and 17 student in the control group). The students in the experimental group received ten seventy five-minute sessions of logo therapy during ten weeks. High Risk Behaviors Questionnaire (Mohammadkhani, 2007), Meaning of Level Questionnaire (Aghaei, 2019) and Cognitive Avoidance Questionnaire) were used in the present study. The results showed that logo therapy has significant effect on the meaning of level and cognitive avoidance in the female students exposed to high-risk behaviors. According to the findings of the present study it can be concluded that logo therapy can be used as an efficient method to increace meaning of level and decreace cognitive avoidance of female students exposed to high-risk behaviors through employing techniques such as change in attitudes and taking logo via logo discovery method, accountability, overcoming despair, increasing life hope and affective support of the members from each other.

The purpose of this research was to Developing a structural equation model of social anxiety disorder based on the components of childhood trauma and insecure attachment style with the mediation of metacognitive beliefs. The research design was correlational and structural equations. The statistical population of the research included all students of the Islamic Azad University of Olom-tahghighat in the academic year of 2021-2022 in Tehran province. To collect data, Mohammad Khani's Traumatic Experiences Questionnaire (2003), Hazen and Shaver's Attachment Style Questionnaire (1987), Wells' Metacognitive Beliefs (2003) and Connor's Social Anxiety Questionnaire (2000) were used. Then, the obtained data were entered into the structural equation hypothesis model. In order to analyze the obtained data, SPSS19 and AMOS24 software were used. The results of the model analysis showed that the hypothetical research model has a good fit with the data. Predictive variables of childhood traumas and insecure attachment style directly and indirectly with the mediation of metacognitive beliefs had a positive and significant effect on social anxiety disorder. Also, metacognition had a direct effect on social anxiety disorder. The results of the research indicate that childhood injuries and insecure attachment style can be strong predictors of social anxiety disorder, and in the meantime, metacognition as a mediating variable is a part of the influencing process in the form of Taking symptoms of social anxiety disorder. It is recommended to hold educational workshops in the field of childhood injuries, insecure attachment styles and metacognitive beliefs, and also therapeutic interventions should address these factors

The present study was conducted to offer a model of predicting quality of life according to mother's attachment to the fetus with the mediation of pregnancy anxiety in pregnant women. The research method was descriptive-correlational and pathway analysis. The statistical population included pregnant women who referred to the hygiene centers and gynecologists offices in the city of Ahvaz in the autumn and winter of 2019. The statistical population included 400 pregnant women who were selected through available sampling method. The applied questionnaires included Quality of Life Questionnaire (Ware and Sherbourne, 1992) (QLQ), Pregnancy Anxiety Questionnaire (Vandenbergh, 1990) (PAQ) and Mother's Attachment to the Fetus Questionnaire (Cranley, 1981) (MAFQ). The data analysis was conducted through pathway analysis and Bootstrap test. The results showed that mother's attachment to the fetus and pregnancy anxiety have significant relationship with quality of life (p<0.01). Moreover, psychological resilience, couple intimacy, and pregnancy anxiety have significant direct effect on the quality of life (p<0.01). Furthermore, the results of Bootstap test showed that pregnancy anxiety has significant mediation role in the relationship of mother's attachment to the fetus with pregnant women’s quality of life (p<0.01). Finally, the model enjoyed an appropriate goodness of fit. Considering the significant mediation role of pregnancy anxiety it is necessary for the clinical therapists to decrease pregnant women’s anxiety through applying efficient psychological therapy methods.

The teacher-student interactions is one of the determining factors in the cognitive, social, emotional and behavioral student’s development in school. The aim of this study was to effectiveness of the educational pattern training on academic help seeking and improving teacher-student relationship among girl secondary school students. The present research method is quasi-experimental and pre-test-post-test design with control group was used. The statistical population of the study included all female students’ girls’ secondary school students in Hoveyzeh. , 40 high school girls’ students were selected available sampling method and were randomly assigned to experimental and control groups. The experimental group underwent 8 sessions during 6 weekly training based on education pattern; while the control group did not receive any intervention. In this study, help-seeking behaviors questionnaire Ryan & Pintrich (HSBQ) and teacher-student relationship questionnaire Murray & Zvoch (T-SRQ) was used to collect data in two stages pre-test and post-test. The collected data were analyzed by analysis of covariance with used using SPSS software version 25. The results showed that after controlling the effects of covariate variable (pretest) educational pattern training on experimental group was shown to be significant in each of the dependent variables. According to these results, educational pattern training has increased academic help seeking, teacher-student relationship and teacher-student trust on one hand, and decreased avoidance of help seeking and student decreased teacher-student alienation on the other hand(P<0.01). As a result, it can be said that teaching the educational pattern increases the academic help seeking and improves the teacher-student relationships.

AbstractIntroduction: Obesity is a pervasive problem that can severely impair physical health. The aim of this study was to compare the effectiveness of dialectical behavior therapy and cognitive-behavioral therapy on self-management in obese people.Methods: The present study was a quasi-experimental pretest-posttest with follow-up and control group. The statistical population of the study included all patients referred to the counseling and psychological center of the best way in Qazvin in 1398 who were diagnosed with obesity by physicians and nutritionists. Using purposive sampling method, 60 people were selected and randomly assigned to three groups (dialectical behavior therapy and cognitive behavioral therapy and control) (20 people in each group). Cognitive-behavioral therapy and dialectical behavior therapy were performed for 10 sessions for the experimental groups and no treatment was performed for the control group. The bariatric surgery self-management questionnaire was completed by the participants in the pre-test, post-test and six-month follow-up stages. Mixed analysis of variance test was used to analyze the data.Results: Due to the difference between the test stages after performing two interventions of dialectical behavior therapy and cognitive-behavioral therapy, group membership and interaction of stages and groups were significant for self-management (P <0.05). The effectiveness of dialectical behavior therapy was greater than cognitive-behavioral therapy.Conclusion: Based on the results of this study, it seems that dialectical behavior therapy and cognitive behavioral therapy can be effective in increasing self-management in obese people.Keywords: Self-management, dialectical behavior therapy, cognitive-behavioral therapy, obesity

The aim of the present study was to determine the mediating role of emotion regulation difficulty, interpersonal problems, and self-punishment (self-criticism) in the relationship between non-suicidal self-injury and suicide. The available sampling method was used to recruit 300 female adolescents. They completed six self-report instruments: The Inventory of Statements of Self-Injury, Beck Scale for Suicidal Ideation, The Suicidal Behaviors Questionnaire-Revised, Difficulties with Emotion Regulation Scale, Questionnaire about Interpersonal Difficulties for Adolescents, and Forms of Self-Criticizing/Attacking and Self-Reassuring Scale. Structural equation modelling revealed that the direct effect of non-suicidal self-injury on suicide is significant. The indirect effect of self-injury on suicide through emotion regulation difficulty was not significant. The indirect effect of self-injury on suicide through interpersonal problems was not significant. The indirect effect of self-injury on suicide through self-punishment was significant. It seems that self-punishment can be a predictor of suicide in self-injurers. Despite the significant relationship between self-injury and suicide, emotion regulation difficulty, and interpersonal problems; and the lack of significance of the mediating role of emotion regulation difficulty and interpersonal problems in predicting suicide, it seems that emotion regulation difficulty and interpersonal problems cannot lead self-injury to suicide. Interventions to reduce self-punishment will be useful to prevent non-suicidal self-injury and suicide.