Introduction: University students are a vulnerable group mental health problems. The aim of this study to design, develop and validate a training self-ESTEEM by McKay and Fanning and its effectiveness on emotional repression in students Methods: The present research was conducted in two stages. In the first stage, cognitive techniques of McKay and Fanning (2016), self-ESTEEM sessions were developed. Then, 8 psychology experts determined the content validity of the sessions. In the second stage, a semi-experimental design with pre-test, post-testand with a control group and follow-up 2 months was used. The statistical population was female students at Hadith College of Tehran City in the winter of 2024 and was evaluated by twostage sampling. In the first stage, screening was done based on subjective sampling. In the second stage, based on the simple random method, 30 people were selected from among female students with the inclusion and exclusion criteria of the study and were randomly replaced in an experimental group (15 people) and a control group (15 people). The self-ESTEEM sessions were administered to the experimental group for 16 sessions, and after 2 months, was followed up. The self-ESTEEM sessions was administered to the experimental group for 16 sessions, and after 2 month, was followed up. Data was collected using Weinberger adjustment inventory short form (WAI-SF) of Weinberger & Schwartz (1990). Data analysis was performed using SPSS-28 software with analysis of variance with repeated measures and Bonferroni. Results: The results indicated that self-ESTEEM sessions have acceptable content validity. Furthermore, the results of training intervention showed that tarning self-ESTEEM significantly reduced the distress (F=18.306 and p-value =0.001), inhibition (F=0.46 and p-value=0.001), defensiveness (F=11.89 and p-value =0.001) and total score emotional repression (F=93.90 and p-value =0.001) and this effect was significant in the follow-up phase. Conclusion: Tarning self-ESTEEM can be considered as a valid and effective program for reduced the symptoms of emotional repression by university counseling centers and psychological services for female students.

What is the source of self-ESTEEM? Is there a difference between men and women in this regard? Our hypothesis is that self-respect is closely related with the appropriate sexual norms as well as the realm and cultural contexts in which introvertedness and independence for men and interpersonal connection for women. Our findings show that the key to self- ESTEEM among men is closely related with the process of individualism manifested in personal achievement, while women’s self- ESTEEM is the byproduct of their connection and solidarity with others. We have expounded our findings taking in account their function in regard to the structure and dynamic of “self” in both sexes.