In Islamic mysticism the term "entrusting" (tafwid) can be used in two ways: on the one hand, in ascending journey and at the level of spiritual practices when a mystic develops the virtue of trust (tawakkul) in himself the entrusting would be realized. On the other hand, in the descending journey entrusting means the complete surrender to the will of the grace intermediary. This kind of entrusting has two different types: "genetic entrusting" which refers to the dominance of grace intermediary over creation or genesis; and "entrusting in divine legislation" which means that the grace intermediary has permission from God to intervene in divine legislation, and to do whatever he thinks best for spiritual development of people.

The aim of this study was investigated the mediation role of forgiveness between big five personality and Psychological Well-Being in adolescents in Shiraz city. Participants were 328 high school students (148 boys, 180 girls) were selected by cluster sampling in Shiraz, Iran. Mean age of the students was 17.They completed three self-report instruments: Big – Five personality scale, Psychological Well-Being Inventory and Trait Forgivingness Scale. The path diagram of hypothetical model tested by regression analyses ,according to recommended steps of Baron and Kenny (1986). Results showed that the Big – Five personality dimensions can predict forgiveness and Psychological Well-Being significantly. Also result indicated that Big – Five personality dimensions influence in Psychological Well-Being by mediating role forgiveness. Implications and suggestion for future studies are discussed.

Introduction: The present study aimed to predict the mediating role of learned helplessness in the relationship between Differentiation of Self and Repetitive Negative Thinking.Method: To do this, 335 (164 males, 176 females) students were selected from Azad University of Lar using multistage cluster sampling method. The participants completed the Differentiation of Self Questionnaire (Drake, 2011), the Learned Helplessness Questionnaire (Quinless & Nelson, 1988), and the Repetitive Negative Thinking Questionnaire (Ehring, 2010).Results: The results of simultaneous multiple regression analysis based on Baron and Kenny (1989) steps indicated that Emotional Reactivity, Fusion with others, and Emotional Cut Off positively predicted Repetitive Negative Thinking and I-Position negatively predicted Repetitive Negative Thinking. In addition, Fusion with others and Emotional Cut Off predicted Learned Helplessness positively and I -Position predicted Learned Helplessness negatively.The Learned Helplessness mediated the relations between the Differentiation of Self and Repetitive Negative Thinking.Conclusion: In conclusion, Emotional Reactivity predicted Repetitive Negative Thinking positively and I-Position by mediating Learned Helplessness predicted it negatively.

The aim of this study was to develop a structural model to determine the relationships among components of religiousness, hope, and patience. The study method was correlational. Five hundred and twenty seven students were selected from Shiraz University using multi-stage cluster sampling. The participants completed the Religiousness Questionnaire (Glock& Stark, 1965), the Patience Scale (Khormaei, Farmani & Soltani, 2014), and the Hope Scale (Snyder, 1996). The results indicated the proposedmodel fitted the data well. Religiousness had a direct effect on patience and patience had a direct effect on hope. Religiousness relatedto hope indirectly through patience. The finding suggested that the emphasize should be more on religious beliefs (such as divineknowledge) and religious affection (such as attaching to God) than on religious rituals and consequences. In other words, if differentdimensions of religion are accompanied with patience, the level of individuals’ hope will raise up and this will create more fulfilledand purposeful youth lives than the practice of religiousness education alone. The outputs of these processes will be generation oftheories and models that may be useful and effective for applying in educational, counseling, and therapeutic settings.