Background & Objective: Adolescence is a crucial period in the human developmental cycle. The profound psychological, physical and social changes that occur during this period distinguish adolescence from other humans’ developmental periods. Adolescents are prepared at this stage in human development to enter an adult education and deal with life issues. From the range of teens' problems, depression is a disruptive mood disorder that can lead to many problems in their lives. The prevalence of adolescent depression may be higher among adolescent girls compared to boys. Sexual changes and identity– related questions and challenges, along with their need to gain independence from childhood dependencies, cause some adolescents to experience different social maladjustments during this period. These maladjustments, in addition to family tensions, have been influenced by the type of interactions among students through the spread of other social environments, especially in school, and may include issues such as maladjustment with classmates and teachers, academic failure, leaving school, anxiety and decreased self– esteem. For this reason, social adjustment is one of the variables that can be taken into consideration in the direction of assistance to depressed student girls. Accordingly, this study aimed to determine the effect of Positive Mindfulness Therapy, Mindfulness– based cognitive Therapy and cognitive– behavioral Therapy on social adjustment in female students with depression. Methods: The research method was semi– experimental, and research design was four groups with two stages (pretest and post– test design). To carry out the research, from 400 first secondary school female students with depression in Naein city (Yazd province, Iran) in 2017, 60 female students were selected based on criteria of entry and exit. Then randomly assigned in four groups; including three groups of Positive Mindfulness Therapy, Mindfulness– based cognitive Therapy and cognitive– behavioral Therapy (each group with 15 persons) and control group (with 15 people). Social adjustment questionnaire was used to measure the dependent variable in the pretest and post– test. The group of Positive Mindfulness Therapy, Mindfulness– based cognitive Therapy, and cognitive– behavioral treatment received 12 sessions of treatment, and the control group did not receive any treatment. The data were analyzed by analyzing the pre– assumptions for the normal distribution of data, equality of error variance, regression line slope and equality of variance– covariance matrix by multivariable analysis of covariance. Data analysis was done using SPSS 21 software. Results: Descriptive findings showed that in the overall social adjustment, the Mindfulness– based cognitive– Therapy group had a mean of 36. 5 in the pretest phase and in the post– test phase, the mean of this variable changed to 17. 7. In the Positive Mindfulness Therapy group, the mean of overall social adjustment in the pretest phase was 48. 1, and in the post– test phase, it changed to 3. 1. In the cognitive– behavior Therapy group, the mean of overall social adjustment in the pretest phase was 35. 97, and in the post– test phase, it changed to 7. 53. In the control group, the mean of overall social adjustment in the pretest phase was 38. 6 and in the post– test phase, it changed to 34. 87. In four research groups, three components of social adjustment, emotional adjustment and academic adjustment were changes in the direction of changes in overall social adjustment. Results of multivariable analysis of covariance showed that there was a significant difference between the Positive Mindfulness Therapy, Mindfulness– based cognitive Therapy and cognitive– behavioral Therapy and control groups in social adjustment and their components (social adjustment, emotional adjustment and scholastic adjustment) in post– test after controlling for pretest (p<0. 001). Also, there was a significant difference between Positive Mindfulness Therapy with cognitive– behavioral Therapy in scholastic adjustment and total of social adjustment. Conclusion: Positive– Mindfulness treatment as a modern and valid treatment can be used alongside other treatments to help depressed student girls and their families, and in particular to promote the social adjustment of these girls. Therefore, at the practical level, it is necessary, first, to provide accurate information in girls' schools about the possibility of solving the problems of social adjustment of depressed student girls to school administrators, teachers, counselors and families. At the level of psychological treatment centers, also it is necessary to use Positive– Mindfulness Therapy along with other mental treatments for depressed girls who have a problem of social adjustment and refer to these centers through schools or families. In sum, the results of this study by documenting the effect of Positive– Mindfulness Therapy suggest that this new and combined therapeutic approach has significant potential for the treatment of mood disorders in adolescents.

Objective: This study aimed to investigate the effectiveness of dialectical behavior Therapy on Positive emotion regulation, Mindfulness, and Positive perfectionism. Methods and Materials: This randomized controlled trial was conducted with 30 participants from Tehran. Participants were randomly assigned to an experimental group (15 participants) and a control group (15 participants). The experimental group received ten 90-minute sessions of dialectical behavior Therapy, while the control group received no intervention. Data were collected at three stages: pre-test, post-test, and five-month follow-up. Data analysis was performed using repeated measures ANOVA and Bonferroni post-hoc tests via SPSS-27 software. Findings: The results indicated that the mean scores of Positive emotion regulation, Mindfulness, and Positive perfectionism significantly increased in the experimental group after the intervention (p <. 001), and these changes remained stable at follow-up (p >. 05). ANOVA results demonstrated a significant effect of the intervention on Positive emotion regulation (F = 39. 57, p <. 001, η² = 0. 61), Mindfulness (F = 49. 37, p <. 001, η² = 0. 67), and Positive perfectionism (F = 31. 17, p <. 001, η² = 0. 59). Conclusion: Dialectical behavior Therapy has a significant effect on improving Positive emotion regulation, increasing Mindfulness, and enhancing Positive perfectionism, with lasting effects over time. These findings highlight the importance of this therapeutic approach in emotion regulation and personality development.

Introduction: Affective capital is one of the decisive variables that can be effective in improving the conditions of female students with depression. This study aimed to determine the effect of Positive Mindfulness Therapy, Mindfulness-based cognitive Therapy, and cognitive-behavioral Therapy on affective capital in female students with depression. Methods: The research method was semi-experimental, and the research design was four groups with two stages (pre-test and post-test design). To carry out the research, from first secondary school female students with depression in Naein city in 2017, 60 female students were selected and randomly assigned into three therapeutic groups (each group with 15 people) and a control group (with 15 people). Affective capital questionnaire (ACQ-Golparvar, 2016) was used to measure the dependent variable in the pre-test and posttest. The group of Positive Mindfulness Therapy, Mindfulness-based cognitive Therapy, and cognitivebehavioral Therapy received 12 sessions of treatment. The data were analyzed with the use of multivariate analysis of covariance (MANCOVA). Results: The results showed that there is a significant difference between Positive Mindfulness Therapy, Mindfulness-based cognitive Therapy and cognitive-behavioral Therapy with control group in affective capital (F = 340. 40, P < 0. 001) and their components (Positive affect (F = 292. 90, P < 0. 001), feeling of energy (F = 210. 91, P < 0. 001), and happiness (F = 186. 59, P <0. 001)) in post-test after controlling for pretest (P < 0. 001). Also, there is not a significant difference between Positive Mindfulness Therapy and Mindfulnessbased cognitive Therapy in affective capital and their components, but there is a significant difference between Positive Mindfulness Therapy with cognitive-behavioral Therapy in total effective capital, Positive affect, and feeling of energy. Conclusions: According to the results of this research, Positive Mindfulness Therapy and then Mindfulnessbased cognitive Therapy and cognitive-behavioral Therapy could be used to enhance the effective capital of female students with depression in educational and therapeutic settings.

Introduction: Depressed female students suffer many problems such as social anxiety and poor communication skills. The aim of this study was to compare the effectiveness of Positive directed Mindfulness Therapy(PDMT), Mindfulness-based cognitive Therapy(MBCT) and cognitive-behavioral Therapy(CBT) on social anxiety and communication skills of female students with depression. Methods: This was a semi-experimental study with pretest and posttest stages which applied on four groups. Based on criteria of entry and exit; from three-hundred, lower secondary school depressed female students in Nain 2017; sixty persons were selected and randomly assigned in three therapeutic and a control groups; fifteen people per groups. For measuring the dependent variables; social anxiety and communication skills questionnaires where applied in the pretest and posttest stages. Three groups of Positive directed Mindfulness Therapy, Mindfulness-based cognitive Therapy, and cognitive-behavioral Therapy received twelve sessions of Therapy; while the control group did not receive any. Then data were analyzed by analysis of multivariate analysis of covariance. Results: After controlling four groups with pretest; the results of posttest showed that there is a significant difference in social anxiety and communication skills of the Positively directed Mindfulness, Mindfulness-based cognitive, and cognitive-behavioral Therapy groups and the control group. (p<0. 001) Also, there is a significant difference between Positive directed Mindfulness Therapy and Mindfulness-based cognitive Therapy with cognitivebehavioral Therapy in communication skills. Conclusions: The findings of this research showed that Positive directed Mindfulness Therapy, Mindfulness-based cognitive Therapy, and cognitive-behavioral Therapy are an effective treatment to decrease social anxiety and increase of communication skills of female students with depression. However Positive directed Mindfulness Therapy can be used to reduce the social anxiety of these students more than other therapies.

2Background & Aims: Resilience is one of the main personality structures and one of the basic psychological resources in facing stress and problems (1). Resilience is a personal characteristic that helps people to cope with the hardships of life, to adapt and make good progress in difficult situations. This feature protects people from the consequences and effects of difficulties and traumatic events (2). The American Psychological Association defines resilience as being able to adapt well during hardships, trauma, threats, or even stressful situations (3). Resilience occurs when people engage in their inner strengths, such as using coping skills and attitudes, and are free from less helpful thoughts and behaviors (4). It is often observed that gender plays a role in resilience. Women are more vulnerable to shocks and stresses than men, and the strategies they use to manage and deal with risk are also different (5). Of course, this vulnerability also exists in female-headed households due to their living conditions;   these women are in a situation full of stress, and financial, economic, social and psychological pressure, which disrupts their performance in all aspects, including personal, family, social, and psychological aspects (6). According to research, among the effective interventions to improve resilience, we can mention Mindfulness (10,11) and Positive cognitive-behavioral Therapy (12). Mindfulness is one of the tools to strengthen adaptive coping skills and resilience (4). Among the interventions emanating from the Mindfulness approach is Mindfulness-Based Compassion Therapy. Kristin Neff introduces self-compassion as a kind of relationship with oneself, which consists of three components: self-kindness versus self-judgment, common humanity versus isolation, and Mindfulness versus over-identification (14). These components interact with each other to create a compassionate frame of mind (15). Many studies have confirmed the relationship between self-compassion and well-being and state that self-compassion, on the one hand, is associated with higher levels of happiness, optimism, life satisfaction, gratitude, and psychological well-being, resilience and motivation (16,17) and on another hand, it is related to lower levels of depression, anxiety, stress, rumination, shame and fear of failure (18,19). In addition, one of the other interventions used to improve resilience is Positive cognitive-behavioral Therapy, which is based on the strengths of people and their resources, and is the main factor in helping to create change. One of the most important goals of this intervention is to improve self-efficacy, well-being, quality of life and resilience of people. Finally, this intervention helps therapists to increase and improve resilience by increasing the self-efficacy and self-respect of patients (21). Due to the importance of resilience in the ability to create immunity against problems and traumatic events and the lack of researches regarding the effectiveness of the above interventions in the community of female-headed households, the researcher was prompted to investigate and compare the effectiveness of Mindfulness-Based Compassion Therapy and Positive cognitive-behavioral Therapy on the resilience of female-headed households in Shahrekord. Methods: The study was quasi-experimental with pre-test, post-test and follow-up design. The statistical population consisted of female-headed households in Shahrekord in 1401. 60 female-headed households were selected through purposive sampling and randomly assigned to two experimental groups and one control group (20 persons in each group). The informed consent to attend psychoTherapy sessions and not participating in other therapeutic interventions at the same time were the criteria for entering the research, as well as having the absence of more than 2 sessions during the intervention and the occurrence of any disorder in the time of participation in the interventions were the criteria for leaving the research. Then experimental groups were treated with Mindfulness-based compassion Therapy and Positive cognitive-behavioral Therapy for 8 sessions of 120 minutes. Each group was assessed before, after, and 3 months later the interventions with the Connor-Davidson Resilience Scale. The data were analyzed using repeated measures Analysis of variance. Results: The results showed that at one time, at least one of the interventions had an effect on the resilience score and explained 40% of the variance of the resilience score. Also, the results showed that at least one of the interventions in one of the groups affected the resilience score in the post-test and 73.5% of the variance of the resilience score is explained by the interventions. Also, the difference between the mean of the pre-test and post-test and the difference between the mean of the pre-test and follow-up was significant, but the result of the post-test and follow-up was not significant, which indicates that Positive cognitive-behavioral Therapy and Mindfulness-based compassion Therapy had a significant effect on resilience in the post-test and their effect was continuous in the follow-up. Conclusion: According to the findings, both Mindfulness-based compassion Therapy and Positive cognitive-behavioral Therapy are suitable options for increasing the resilience of female-headed households. Mindfulness makes a person understand that negative emotions may happen, but they are not a permanent element of personality. In this situation, instead of an involuntary response, a person responds to events with more thought and reflection. This increases the ability to observe states such as anxiety and, instead of automatic behavior patterns, enables a person to manage existing conditions and reduces stress and increases psychological well-being. The result of this process is increasing the ability to consciously face the problem and resilience and endurance in dealing with difficult situations, which leads to the relaxation of the person and finding a logical solution to the problem (10). Also, compassion helps female-headed households to experience less psychological distress and adapt to difficult conditions and show greater resilience (24). In explaining the effect of Positive-cognitive Therapy on resilience in female-headed households, it can be said that this intervention can overcome the lack of adaptive and problem-solving skills by using short-term solution-oriented approach techniques. In other words, because Positive-cognitive Therapy is a solution-oriented Therapy, it can solve problems with its techniques. This intervention increases the person's adaptation to stressful situations so that he will be able to better adapt to adverse life events. Under this intervention, people do not lose their hope after experiencing failure and have better control over negative emotions such as sadness, fear, and anger, which strengthens the individual's resilience (21).

Adolescences encountered physical, cognitive, and emotional changes; they try to increase their ability of thinking and change relationships with family and peers for new emotional and social roles. Therefore, this study aimed to compare the effectiveness of Positive intervention and Mindfulness-based cognitive Therapy intervention on emotional maturity in girl students. The research sample was 45 girl students in public and exemplary high schools in Zahedan who have selected through a multi-stage random cluster sampling method and were divided into two experimental (n=30) control (n=15) groups. The emotional maturity scale was used to collect data. The experimental group received the Positive intervention and cognitive-therapeutic intervention for 8 weeks in two months. The data were analyzed by a repeated-measures test. Results of repeated measures analysis showed that Positive psychoTherapy and Mindfulness-based cognitive Therapy intervention had a significant effect on emotional maturity, but based on the results of multivariate analysis, the average emotional stability, Emotional regression, social maladjustment, personality disintegration, and lack of independence in the Positive intervention group in the post-test and follow-up showed a significant decrease compared to the experimental group of Mindfulness-based cognitive Therapy with the control group and the effectiveness of the positivist intervention on emotional maturity was more than Mindfulness-based cognitive Therapy (p <0.01). Therefore, it can be concluded that despite the effectiveness of both interventions, the Positive intervention was more effective in emotional development and emotional maturity than the Mindfulness-based cognitive-Therapy in adolescent girls. Introduction* Adolescence is a period of physical, cognitive, and social-emotional changes, which is characterized by increasing the ability to think, changing relationships with family and peers, family roles, and responsibilities, trying to acquire new emotional and social roles, managing life tasks, and achieving independence (Shajari and Hijazi, 2018). Some psychologists describe the period of adolescence, which is mixed with the concept of maturity, as the period of "storm and tension"; Because it is a period of life in which emotional tension is one of its characteristics and the all-round physical, cognitive, and emotional changes of teenagers provide opportunities for transformation and innumerable improvements that affect the adoption of lifestyle and mental health of teenagers (Jobson et al., 2020). If the implementation of some interventions can help to increase emotional maturity in teenagers, and one of these interventions is positivity education, Seligman and Csikszentmihalyi were pioneers of this intervention in 2000, and they believe that the goal of Positive psychology is happiness (Jobson et al., 2020). Chakhssi et al., (2018) believe that in general, Positive psychology is a relatively new field that is focused on improving well-being and optimal performance instead of improving symptoms, one of the interventions whose effectiveness in much research, in solving problems and the problems of adolescence have been confirmed, the intervention of cognitive Therapy is based on Mindfulness. Therefore, the present study aimed to compare the effectiveness of Positive intervention and Mindfulness-based cognitive Therapy on emotional maturity in students. Method The current research design was a semi-experimental type of pre-test, post-test, and follow-up with a control group. The statistical population under study included all female students of the second secondary level of public high schools in Zahedan city, who were studying in the academic year of 2018-2019. The sample of the present study was 45 teenage girls who met the criteria for entering the study. Using the random multi-stage cluster sampling method, nine high schools were randomly selected from among 15 public high schools and girls' public high schools in Zahedan city. An emotional maturity measurement scale (Singh and Bhargava 1999) was developed to measure emotional maturity. This scale has 48 items that are scored on a five-point Likert scale. This questionnaire includes 5 subscales. Emotional stability is emotional regression, social incompatibility, personality collapse, and lack of independence. By obtaining the assistance form and presenting it to the schools, the necessary permission to conduct the research was received from the school administrators. By conducting the pre-test, 45 people with the highest score on the emotional maturity scale were selected and randomly assigned to three groups of 15 people (two experimental groups and one control group). The interventions were carried out in experimental groups, and finally, post-test and follow-ups were done for all groups. The entry criteria were: 1- being between 15 and 17 years old, 2- female students in the second secondary level, and 3- non-participation of students in workshops and interventions like the present research during the last two months. Results Findings of repeated measures analysis showed that Positive psychoTherapy and Mindfulness-based cognitive Therapy intervention had a significant effect on emotional maturity, but based on the results of multivariate analysis, the average emotional stability, Emotional regression, social maladjustment, personality disintegration, and lack of independence in the Positive intervention group in the post-test and follow-up showed a significant decrease compared to the experimental group of Mindfulness-based cognitive Therapy with the control group. The effectiveness of the positivist intervention on emotional maturity was more than Mindfulness-based cognitive Therapy (p <0.01). Conclusion The purpose of this research was to compare the effectiveness of two Positive interventions and Mindfulness-based cognitive Therapy on the emotional maturity of girl secondary school students in Zahedan City. The results showed that both interventions significantly reduced emotional immaturity, emotional regression, social maladjustment, personality disintegration, and lack of independence, and students showed better growth in emotional maturity. The results of the present research are consistent with the findings of the following research in the field of the effectiveness of Positive psychology: increasing recognition of one's own and others' abilities, emotional regulation, and management of negative emotions (Joanmard et al., 2018), reducing emotional instability, and returning. Benoit and Gabola (2021) emphasized the importance of Positive psychology interventions at younger ages to promote Positive aspects of development such as gratitude, Positive emotions, life satisfaction, success, Positive relationships, and self-esteem. According to Gander et al. (2020) Positive psychology considers the lack of meaning in life as one of the underlying factors in the occurrence of psychological problems such as anxiety, depression, hopelessness, and other psychological problems. Chakhssi et al. (2018) found that participation in positivity meetings helped students develop a more Positive personal perception of themselves by recognizing their strengths and teaching Positive thinking strategies to help them learn what they can change, accept, or deal with it. In general, the obtained results indicate the effectiveness of the intervention of Mindfulness-based cognitive Therapy in reducing emotional maturity scores, which indicates that the subjects who were trained in Mindfulness-based cognitive Therapy, compared to the control group, showed better growth in emotional maturity. The results obtained from the current research are consistent with the findings of research conducted inside the country, such as Fallahian et al. (2018), Sadeghi et al. (2019), and foreign research such as Dunning et al. (2019). For example, in the study of the effect of Mindfulness-based cognitive Therapy on students' behavioral problems, it was shown that the method of Mindfulness-based cognitive Therapy can significantly improve behavioral and emotional problems such as normative behavior disorder, signs of immaturity, reduced anxiety, and isolation in teenagers. Kalmar et al., (2022), in investigating the effectiveness of Mindfulness-based cognitive Therapy on anxiety and emotional problems in adolescents, showed that Mindfulness-based cognitive Therapy can effectively reduce anxiety and worry in relation to avoiding confrontation, reduce current and unpleasant inner experiences and feelings. In general, the Positive intervention was more effective at improving the emotional maturity of female students than the Mindfulness-based cognitive Therapy. It can be said that this intervention, along with other methods, can be a useful and appropriate method to improve the psychological condition of female students. The current research has limitations, since this research was conducted on female adolescents who were 15 to 17 years old, it cannot be generalized to male adolescents and other age groups. In addition, the follow-up period was conducted after one month due to time constraints. It is suggested that boys and other age groups be investigated in future studies, and follow-up periods should be conducted for a period of two months or more to check the stability of the intervention effect. * Corresponding author

Objective: The aim of the present research was to compare cognitive behavioral Therapy and Mindfulness on anxiety, and Positive and negative affect in female students of Sari city. Methods and Materials: The design of the current study was applied in purpose and quasi-experimental in execution, with a pre-test and post-test design, two experimental groups, one control group, and a follow-up period of two months. The research population consisted of all female students who visited a private counseling center in Sari city in 2023, from whom 30 individuals were selected through convenience sampling and randomly assigned to two experimental groups and one control group. Furthermore, to collect information, the Positive and Negative Affect Scale by Tellegen and Watson (1985) and the Zung Self-Rating Anxiety Scale (1971) were used. For statistical analysis of the data, SPSS-26 software and three-way repeated measures analysis of variance and Bonferroni post hoc test were utilized. Findings: The findings indicate that there was a significant difference between the pre-test and post-test scores for both approaches for negative affect, Positive affect, and anxiety (p <. 01), demonstrating the significant effectiveness of these two therapeutic methods. Moreover, no significant difference was observed between the post-test scores and the follow-up stage (p >. 05). Analysis using the Bonferroni test reveals that the difference in effectiveness between the two teachings on problem-solving components is not significant (p >. 05). Conclusion: Based on the findings, it can be concluded that both cognitive behavioral Therapy and Mindfulness Therapy can be used to reduce depression and negative emotions and to increase Positive emotions in female students, with no significant difference in the effectiveness of these therapeutic methods