فهرست مطالب یوسف دهقانی

The premature termination of psychotherapy as a big problem has been found in the work of mental health professionals. Many factors are involved in causing it. The purpose of the present study was compare two groups of patients with successful termination of psychotherapy and premature termination of psychotherapy in the therapeutic alliance. Design of present study was a causal comparative in which to compare two groups in the Study variables were discussed. Statistical population of the present study was all patients referred to Mental Health Clinics, Pain Clinics and Substance Use Treatment Centers in Mashhad that the targeted sampling during 9 months from January 2021 to September 2021, 60 people were selected as sample. The research instruments were included Demographic information questionnaire, Working Alliance Inventory – Short Revised (WAI-SR) and Outcome Questionnaire (OQ®-42.2). For data analysis software was used from SPSS-19, descriptive findings and independent t-test. The mean and standard deviation age of the participants was respectively 37/38 and 6/98. The average of therapeutic alliance was in the group with successful termination of psychotherapy (42) higher than the group with premature termination of psychotherapy (26/13). The results of two independent groups t-test showed that the two groups were statistically significant differences together in therapeutic alliance (P<0/05). Results of this study showed that the therapeutic alliance between the two groups was significantly different. Experts in the field of mental health and psychiatry in order to reduce and prevent premature termination psychotherapy is required have great attention to process of psychotherapy and factors influencing its process.

The aim of this study was to modelling fear of failure based on self-criticism, maladaptive schemas and perceived competence mediated by competitive anxiety in high school girls student, conducted by correlational model and SEM. The statistical population included the adolescent girl students of the secondary school in Shiraz city, whose number in the study period was 7420 student. In this study, 361 participate were selected based on Cochran's formula. In order to collect data was used Conroy (2002) Fear of Performance Fear Assessment Questionnaire, Thompson & Zuroff (2004) Self-Critical Level Questionnaire, Young Schema Questionnaire (1998), Harter Competence Perception Questionnaire (1982) and Competitive Anxiety Questionnaire Illinois (1990). Data analysis was performed using AMOS 18 software. The results showed that self-criticism in addition to a direct effect mediated by competitive anxiety has a positive and indirect relationship with fear of failure (B = 0.23). Also, maladaptive schemas, in addition to having a direct effect on competitive anxiety mediation, have a positive and indirect relationship with fear of failure (B = 0.21). Finally, in addition to the direct effect mediated by competitive anxiety, the perception of competence has a negative and indirect relationship with the fear of failure (B = -0.26). According to the findings of this study, it can be concluded that competitive anxiety can increase the positive relationship between self-criticism and maladaptive schemas with fear of student failure and on the other hand reduce the negative relationship between the perception of competence and the fear of failure of students.

The aim of this study was to determine the effectiveness of easy mind method on planning, mental maintenance and academic achievement of students with math learning disabilities. The research design was quasi-experimental with pre-test and post-test design with control group. The statistical population included all students referred to Bushehr Learning Disabilities Center who received a diagnosis of learning disability. Among them, 16 people (8 girls, 8 boys) who were studying in the first and second grades of elementary school were selected by purposive sampling method and were randomly assigned to experimental and control groups. Assessment tools included Pertussis maze test (1914), Piaget mental retention test (1969), and field researcher test to measure academic achievement. First, pre-test was performed on both groups. The experimental group received 12 sessions of easy mind therapy (45 minute) intervention but the control group did not receive any intervention. After the intervention sessions, the variables were measured again to record post-test scores.The results of covariance analysis showed that between the experimental and control groups in planning (F=8.56 and P=0.011), mental maintenance (F=96.43 and P=0.001) and academic achievement (27 F=52 and P=0.001) there was a significant difference after the implementation of the Easy Mind method and this method improved planning, mental maintenance and academic progress in mathematics.Therefore, according to the findings of the present study, the use of this method by counselors, therapists and school teachers can reduce the burden of these students by affecting the three variables mentioned.

The purpose of this study was to investigate the effectiveness of hope training on academic engagement, academic burnout and academic optimism in students with learning disorder.

This study was a semi-experimental design with pretest-posttest, control group and follow-up period. The study population consisted of all students referring to the Center for Learning Disabilities of Boushehr Province. The research sample consisted of 40 students who were selected by available sampling method and randomly assigned to the two groups of experimental and control. The measurement tools were Academic Engagement, Academic Burnout and Questionnaire. The experimental group received 9 sessions (60 minutes each) of group training of Snyder's Theory of Hope Protocol. For statistical data analysis, mixed variance analysis with repeated measures design was used.

The results showed that hope training had an effect on academic engagement (p≤0/001), academic burnout (p≤0/001) and academic optimism (p≤0/001) in students with learning disorder. This effect remained unchanged in the two-month follow-up phase.

Hope training, as an effective and functional intervention, could be used to improve academic engagement, academic burnout and academic optimism in students with learning disorder.

The purpose of this study was to determine the effectiveness of resiliency training on stress management, affects and academic help seeking in students with learning disabilities. The method of this study was semi-experimental and pre-test-post-test with control and follow-up group. The statistical population consisted of 380 third- to fifth-grade primary students with all kinds of learning disabilities who had been referred by the schools to the Center for Learning Disabilities of Bushehr province’s Department of Education in 2019-2020 school year. The sample consisted of 40 students who were selected through convenience sampling and randomly assigned in two groups (exprimental and control). The measurement tools were the Watson, Clarke & Teljin's affects questionnaire, Ryan & Pentrich's helplessness questionnaire and Endler & Parker's stress coping strategies questionnaire. The experimental group received 9 training sessions and the control group did not receive any intervention. The data were analyzed using repeated measure ANOVA and SPSS software version 22. Findings showed that resiliency training has a significant effect on stress management, affects, and academic help seeking behavior of students with learning disabilities and and this effect remains unchanged in the two-month follow-up phase. Since resiliency training helps improves individuals’ interactions with peers and increases their awareness, acceptance and emotional expression, such training can be used as effective intervention method to improve stress management, affects and academic help seeking in students with learning disabilities

Self-conscious emotions play an important role in the health and adjustment of children. They are evoked by self-reflection and self-assessment. Shame and guilt are among the self-conscious emotions that need to be considered from early childhood; the purpose of the present study was to investigate the development of self-conscious emotions of shame and guilt and the role of parenting dimensions, and child's mood and self-concept in predicting these emotions. The moderating role of age was also explored in this regard. The statistical population of the present study included all the primary school students of Jam city, Iran and their families. From the given secondary schools, four classes were selected from the 3rd, 4th, 5th and 6th grades through cluster random sampling. For each grade, 50 subjects were selected that counted up to a total of 200 students and their families. The families completed the Malhotra Temperament Scale (MTS), and the Alabama parenting questionnaire and the students completed the Test of Self-conscious Affects for children (TOSCA-C), and Piers-Harissis Self-conscious Scale for Children. To test the hypotheses, descriptive and inferential analysis including mean, standard deviation and multiple regression analysis were used. The results showed that parenting and mood variables significantly predicted self-conscious emotions of shame and guilty. The results also showed that relationships between the predictor variables, and the dependent variables partially varied across age.

The aim of this study was to compare the effectiveness of Phonographic and Davis teaching methods on reading performance and academic emotion of students with dyslexia. The experimental research design was pre-test, post-test. Therefore, in order to conduct this research, random sampling method was used. Twenty-eight 8-year-old dyslexic students in the second grade of elementary school were substituted for experimental activities in three groups, including 9 girls and 12 boys. After performing the pre-test in all three groups, the first experimental group underwent phenographics training for 12 sessions of 45 minutes, the second experimental group underwent Davis training for 16 sessions of 30 minutes, and the control group did not receive any special training. The findings showed that the phonographic and Davis teaching methods had an effect on the components of composition, knowledge of codes and auditory processing, but had no effect on the analysis dimension. Comparing the effectiveness of the two methods, it was found that the Davis method is more effective on the auditory processing component than the phonographic method. However, in other components of reading performance, there was no difference between Phonographic and Davis methods. In addition, the findings confirmed the effectiveness of phonographic and Davis teaching methods in reducing fatigue and anxiety in dyslexic students. Davis's method increased academic excitement, but the phonograph method did not have a significant effect on academic excitement. The results of the study were discussed in line with the similarities and differences between the two methods of phenography and Davis on reading performance and academic excitement of dyslexic students. So, it can be acknowledged that both educational methods can be used to help dyslexic students in elementary school.

Responsibility in nursing is broad in scope and guarantees health indicators and improved quality of nursing services. Employee responsibility improves the position of an organization in the area of its business. Identifying the relationship between the personality traits of individuals and observing the ethical principles and norms in the workplace are effective in the efficiency and effectiveness of the organization. One of the most important factors when recruiting employees and promoting their career is their intelligence organization. The purpose of this study was to investigate the effectiveness of emotional intelligence training on nurses' responsibility.   In this semi-experimental study, 30 nurses from Imam Reza Kaboudarahang Hospital, who had the lowest score of intelligence test, were selected and randomly divided into two experimental and control groups. The experimental group received emotional intelligence training intervention for 10 sessions (once a week for 2 hours). Both the experimental and control groups were subjected to pre-teste and post-test by the responsibility questionnaire. The results were analyzed using independent t-test.   The experimental group had better post-test performance than the control group, so that the difference between pre and post test scores was statistically significant in both experimental and control groups (p < 0.05).   The findings suggest that organizations should increase their responsibility by emphasizing the importance of enhancing the emotional intelligence of their employees.

This study was aimed to examine effectiveness Mindfulness training on planning and cognitive flexibility of students with Learning Disability. This study was semi-experimental pre-test, post-test and follow-up with control and experimental group. The statistical population consisted of 202 third- to fifth-grade primary students with all kinds of learning disabilities who had been referred by the schools to the Center for Learning Disabilities of Bushehr province’s Department of Education. Of these, using convenience sampling and considering the requirements of the research project, 52 students were short-listed in the first stage, and of these, 40 students were selected and assigned to an experimental group and a control group (each group 20 students). The measurement tools consisted of Tower of London Test and The Wisconsin Card Sorting Test. The experimental group experienced the Mindfulness training group therapy in 8 sessions of 60 minutes once week and the control group did not receive any treatment. For statistical data analysis, variance analysis with repeated measures was used. Findings showed that Mindfulness training has a significant effect on planning and flexibility of students with Learning Disability and this effect remains unchanged in the two-month follow-up phase. Finally, we may conclude that Mindfulness training, as an effective and functional intervention, could be used to improve planning and flexibility of students with Learning Disability.

The main objective of this research was to compare alexithymia in children with and without Attention Deficit/Hyperactivity Disorder (ADHD). The Method of study was expo-facto. The statistical population of this study consisted of all primary school male students with ADHD and normal students in Esfahan City who were selected by cluster random sampling method. At first, the Conner's Parents Rating Scale (CPRS, 1960) and Conner's Teacher Rating Scale (CTRS, 1997) for each of the children were completed. In the second phase, 120 children who were on the high end (those who had the highest score in the Conner's questionnaire) were invited to clinical interviews. Finally, two groups of 100 people; 50 with ADHD (11 girls and 39 boys) and 50 normal (15 girls and 35 boys) were compared using the Toronto Alexithymia Scale (TAS) (Bagby, Parker & Taylor, 1994). The results of multivariate analysis of variance showed that the scores of children with ADHD in the components of alexithymia, inability to identify emotions, inability to describe emotions and external thinking style were significantly more than normal children. Based on the findings of the study, it can be concluded that children with ADHD have some morphological characteristics and are inadequate in emotional responses. Therefore, attention to the emotional issues of people with ADHD is considered more important than past.

The aim of this study was to investigate the effectiveness of EASY Minds on mathematics anxiety and mathematics self-efficacy in students with dyscalculia. This study was quasi-experimental using a pre-test, post-test, with a control group design. The statistical population consisted of 157 students with dyscalculia who referred to the Center of Learning Disabilities of Department of Education in Dezful in 2018-2019 school year. Using convenience sampling and considering the requirements of the research project based on Malekpour Dyscalculia Diagnosis Questionnaire, Wechsler Intelligence Scale of Children, the fifth Diagnostic and Statistical Manual of Mental Disorder (DSM-5), 40 students were selected and assigned to an experimental group (n=20) and a control group (n=20). The measurement tools were mathematics self-efficacy Questionnaire and mathematics anxiety Scale. The experimental group received 14 sessions (60 minutes each) of group training. For data analysis, mixed variance analysis with repeated measures design is used. Findings showed that EASY Minds training has a significant effect on mathematics anxiety and mathematics self-efficacy and this effect remains unchanged in the two-month follow-up phase (P<0.05). Finally, we can conclude that EASY Minds training, as an effective and functional intervention, could be used to improve mathematics anxiety and mathematics self-efficacy of students with dyscalculia.

The purpose of this study was to predict of self-handicapping based on educational optimism, metacognitive beliefs and cognitive emotion regulation in students with learning disabilities. The research method was descriptive correlational. The statistical population consisted of 540 third- to fifth-grade male primary students with all kinds of learning disabilities who had been referred by the schools to the Center for Learning Disabilities of Bushehr province’s Department of Education in 2018-2019 school year. Of these, using simple sampling and considering the requirements of the research project, 225 students were selected. The research instrument consisted of cognitive-emotional adjustment of Garnowsky et al questionnaire (2001), meta-cognitive beliefs of Wales and Carthage questionnaire (2004), academic happiness of Shirer and Carver questionnaire (1985) and Midgley self-advancement Scale (2000). The data from the implementation of the questionnaires were analyzed using Pearson correlation coefficient and regression methods. Findings showed that Educational optimism, metacognitive beliefs and cognitive emotional regulation can predict self-handicapping of students with learning disabilities negatively (p < 0.001, R2=0/156). These results indicate that there is existence of low educational optimism, metacognitive beliefs and cognitive emotion regulation in students with learning disabilities with procrastination in academic tasks and lack of positive motivation have effective role in self-handicapping, academic failure and consequently the continuation of this disorder in these students. Therefore, it is possible to improve the educational performance and mental health of these students through training and applying appropriate educational methods. It also provides the way for all-round advancement for students with low self-handicapping.

One of the goals of any society is social life based on order and security. In a society where social norms are broken, social cohesion is lost and chaos leads to disruption of social order and in some cases the collapse of the social system. One of the complex issues that has attracted the attention of many psychologists and sociologists is the issue of juvenile delinquency, which is becoming more widespread. The purpose of this study is to investigate the factors affecting juvenile delinquency.

The present study is a cross-sectional-analytical study in which 138 adolescents (113 boys and 25 girls) in Bushehr who were selected by random sampling were studied. Data were analyzed using t-test and Pearson correlation.

The results showed that family inattention and lack of control over friendliness cause adolescents to deviate and prepare the ground for wrongdoing and encouraging adolescent correct behaviors leads to the development of appropriate patterns in their behavior; Therefore, educating the parents of delinquent adolescents is essential for good family interaction and proper family upbringing.

Decision-making is part of the cognitive control that plays a key role in the evaluation of desires. The present study was performed to investigate the effects of tDCS on the left hemisphere DLPFC brain region in high-risk decision making and risk-taking.

The study was a single-blind experimental study performed on 30 healthy adults. In this study, subjects were randomly divided into two experimental and sham groups. In the experimental group, anodal stimulation over the right hemisphere OFC and cathodal stimulation over the left DLPFC was performed at 2 mA. The tasks used were computer versions of Balloon Analogue Risk Task(BART) and Iowa Gambling Task(IGT) for evaluating high-risk decision making and risk-taking. Data were analyzed using a one-way ANCOVA test.

Results showed a significant difference between the experimental and control groups in the Bart test(P <0.05) and the impact of the intervention in reducing risky decision making, and also no significant difference between the two groups in the Iowa test (P <0.05).

Based on the results, it can be said that tDCS anodic stimulation can be effective in reducing risky decision making.

The aim of this study was to investigate of the effectiveness of group play therapy techniques on anxiety sensitivity, helplessness and resiliency in students with learning disabilities.

This study was semi-experimental pre-test, post-test, and follow-up with control and experimental group. The statistical population consisted of 253 students with learning disabilities who had been referred to the Center for Learning Disabilities of Boushehr province’s Department of Education in 2018-2019 school year. Of these, using convenience sampling and considering the requirements of the research project based on Colorado Learning Difficulties Questionnaire (2011), Wechsler Intelligence Scale of Children, the fifth Diagnostic and Statistical Manual of Mental Disorder (DSM-5), 40 students were selected and assigned to an experimental group and a control group. The measurement tools were Anxiety Sensitivity Questionnaire (1986), Learned Helplessness Questionnaire (1988) and Connor-Davidson Resiliency Scale (2003). The experimental group received 12 sessions (45 minutes each) of group training. For statistical data analysis, mixed variance analysis with repeated measures design is used.

Findings showed that group play therapy techniques training has a significant effect on anxiety sensitivity, helplessness and resiliency and this effect remains unchanged in the two-month follow-up phase (P<0.05).

Finally, we may conclude that group play therapy techniques training, as an effective and functional intervention, could be used to improve anxiety sensitivity, helplessness and resiliency of students with dyscalculia.

The purpose of this study is to investigate the role of early maladaptive schemas, behavioral activation/inhibition system and cognitive emotion regulation strategies predicting social anxiety in students with learning disabilities.

The research method was descriptive and correlational. A sample of 232 students was selected using available sampling method. The research instrument consisted of Young schema (1999), behavioral activation/inhibition systems Carver & White (1994), cognitive emotion regulation strategies Garnefski, Kraaij and Spinhoven (2002) and social anxiety Connor et al questionnaires. For statistical data analysis regression analysis is used.

early maladaptive schemas, behavioral activation/inhibition system and cognitive emotion regulation strategies can predict social anxiety anxiety in students with learning disabilities.

The early maladaptive schemas, behavioral activation/inhibition system and cognitive emotion regulation were involved in the development and maintenance of social anxiety. By examining these variables, the target disorder can be prevented.

Responsibility in nursing is broad in scope and guarantees health indicators and improved quality of nursing services. Employee responsibility improves the position of an organization in the area of its business. Identifying the relationship between the personality traits of individuals and observing the ethical principles and norms in the workplace are effective in the efficiency and effectiveness of the organization. One of the most important factors when recruiting employees and promoting their career is their intelligence organization. The purpose of this study was to investigate the effectiveness of emotional intelligence training on nurses' responsibility.

In this semi-experimental study, 30 nurses from Imam Reza Kaboudarahang Hospital, who had the lowest score of intelligence test, were selected and randomly divided into two experimental and control groups. The experimental group received emotional intelligence training intervention for 10 sessions (once a week for 2 hours). Both the experimental and control groups were subjected to pre-teste and post-test by the responsibility questionnaire. The results were analyzed using independent t-test.

The experimental group had better post-test performance than the control group, so that the difference between pre and post test scores was statistically significant in both experimental and control groups (p< 0.05).

The findings suggest that organizations should increase their responsibility by emphasizing the importance of enhancing the emotional intelligence of their employees.

The aim of this study was to examine effectiveness of executive functions training on attention and response inhibition in students with dyscalculia. This study was semi-experimental pre-test, post-test, and follow-up with control and experimental group. The statistical population consisted of 143 students with dyscalculia who had been referred by the schools to the Center for Learning Disabilities of Boushehr province’s Department of Education in 2018-2019 school year. Of these, using convenience sampling and considering the requirements of the research project based on Malekpour Dyscalculia Diagnosis Test (1994), Wechsler Intelligence Scale of Children, the fifth Diagnostic and Statistical Manual of Mental Disorder (DSM-5), 40 students were selected and assigned to an experimental group and a control group. The omission error and commission error sub-scales of the Test of Variables of Attention (TOVA) (Rosvold, Mirsky, Sarason, Bransome & Beck, 1956) were utilized to evaluate attention and response inhibition performance, respectively. The experimental group received 11 sessions (60 minutes each) of group training. For statistical data analysis, variance analysis with repeated measures is used. Findings showed that executive functions training has a significant effect on attention and response inhibition and this effect remains unchanged in the two-month follow-up phase. Finally, we may conclude that executive functions training, as an effective and functional intervention, could be used to improve inhibition and attention performance of students with dyscalculia.

One of the goals of any society is social life based on order and security. In a society where social norms are broken, social cohesion is destroyed, and every move causes disruption of social order and in some cases the collapse of the social system. One of the complex issues that has attracted the attention of many psychologists and sociologists is the issue of juvenile delinquency, which is expanding day by day. The aim of this study was to investigate the factors affecting juvenile delinquency.

The present study is a cross-sectional-analytical study in which 138 adolescents (113 boys and 25 girls) in Bushehr were selected by random sampling. Data were analyzed using Pearson test method and correlation.

The results showed that family disregard and lack of control over friendships cause adolescents to deviate and prepare the ground for wrongdoing, and encouraging the adolescent's correct behaviors leads to the development of appropriate patterns in their behavior; Therefore, training parents of delinquent adolescents is essential for good family interaction and proper family upbringing.

Self-efficacy is defined as person’s confidence in relation to his/her abilities and this confidence has an important role in one's success and failures. This study aimed to investigate the mediating role of self-efficacy in the relationship between emotional intelligence and creativity with achievement motivation of students. This research is a descriptive-correlational study. For this purpose, 308 ninth grade students from Salmas city were selected by cluster sampling. General self-efficacy of Sherer, emotional intelligence of Shot, creativity of Abedi and achievement motivation of Hermens questionnaires were administered among the participants. To analyze the data, structural equation modeling was used. The results showed that there is significant positive relationship between emotional intelligence and creativity with self-efficacy. Also, there is significant positive relationship between emotional intelligence and creativity with achievement motivation through the mediation of self-efficacy. Moreover, the results of structural equation modeling indicated the fitness of research models. According to the findings, it can be said that self-efficacy mediates the relationship between emotional intelligence and creativity with achievement motivation. On this basis, and by taking into account the variables such as emotional intelligence, creativity and self-efficacy, we can improve students’ achievement motivation.

Research aim was to determine the effectiveness of Emotion Regulation Training on improving social, emotional and educational adjustment and social quality of students with learning disabilities. Research method was quasi-experimental with control, experimental group and pretest, posttest, and a 2 months follow up. The statistical population consisted of 497 third to sixth grade female and male primary school students with a variety of learning disabilities who were referred to the Center for Learning Disabilities of Bushehr province’s Department of Education during the 2017-2018 school year. Of these, using convenience sampling and considering the requirements of the research project, 148 students were short-listed in the first stage, and of these, 40 students were selected and assigned to an experimental group and a control group. The measurement tools were Singha and Sing Compatibility Questionnaire 1993 and Fellner, Lease & Philips Social Competence Scale 1990. Questionnaires were administered to both groups in three phases. The experimental group went through eight ninety-minute sessions of Emotion Regulation Training, once a week using the method developed by Allen, McHugh and Barlow 2009. Data was analyzed using mixed variance analysis with repeated measures design. Findings showed that Emotion Regulation Training has a significant effect on improving social adjustment (F= 4.218, P= 0.025), educational adjustment (F= 5.802, P= 0.002), emotional adjustment (F= 5.472, P= 0.036), and social adequacy (F= 5.463, P= 0.015) of students with learning disabilities, and this effect remains unchanged in the two-month follow-up phase. Since Emotion Regulation Training helps improve the individuals’ interactions with peers and increases their awareness, acceptance and emotional expression, such training can be used as an effective intervention method to improve social, emotional and educational adjustment and social adequacy of students with various learning disabilities and also students with similar disabilities.

research has shown the relationship between emotional schemas, attachment styles and personality traits in patients with Body dysmorphic disorder. But could this relationship be predicted in individual prone to cosmetic surgery?

The present study aimed to determine the roles of emotional schemas, attachment styles, and personality traits in body dysmorphic disorder in individuals prone to facial cosmetic surgery.

The study sample included 273 people selected using non-randomized sampling method among all individuals prone to cosmetic surgery in the city of Ahvaz. Participants completed Stoizin et al. body dysmorphic questionnaire (2007), Leahy’s emotional schema (2002), the NEO-short form of personality traits (2003), and Hazen and Shaver’s attachment style (1987).

The results of this study showed that according to the cut-off score of the body dysmorphic questionnaire, 1.7 percent of men and 8.8 percent of women suffered from body dysmorphic disorder. Conscientiousness in the first step (β=-0/34), avoidance attachment in the second step (β=0/28), and the simplistic view of emotions in the third step (β=0/21) as well as the control component in the fourth step (β=0/16) predicted body dysmorphic in women. In men, only validation predicted body dysmorphic (β=0/27).

The results of this study indicated the role of personality traits, attachment style, and emotional schemas in body dysmorphic disorder in men and women.

The social development is a key factor in the treatment of children with ASD and various methods have been proposed to improve their skills and competence. The purpose of this study was to investigate the effectiveness of vestibular stimulation on social development in children with autism disorder. The present study is an experimental and pre-test-posttest-follow-up study with control group. The statistical population of this study included all the special schools for autistic children in Bushehr in 1396. Then, from these schools, 30 students randomly selected as samples and assigned in experimental and control groups (15 people for each group). Vineland social maturity scale had been used for data collecting. Then, an intervention was performed on the experimental group and ANOVA with repeated measure was used to analyze the data. The results of this study showed that vestibular activator improves general self-help (p≤0/001), eating (p˂0/001), dressing (p˂0/001), Self-direction (p˂0/001), communication (p˂0/001), verbal and linguistic skills (p≤0/001), attention to useful activities (p˂0/001), purposeful movements and gestures (p˂0/001) in children with autism spectrum disorder. Based on the findings of this study, we can emphasize the importance of the effectiveness of vestibular stimulation on social and adaptive skills in students with autism spectrum disorder. As a result, it is recommended to use this method as an effective interventions in various educational and rehabilitation centers.

This study was aimed to examine effectiveness of working memory training on inhibition and reading performance of students with dyslexia. This study was semi-experimental pre-test, post-test, and follow-up with control and experimental group. The statistical population consisted of 372 third- to fifth-grade male primary students with all kinds of learning disabilities who had been referred by the schools to the Center for Learning Disabilities of Bushehr province’s Department of Education. Of these, using convenience sampling and considering the requirements of the research project, 75 students were short-listed in the first stage, and of these, 40 students were selected and assigned to an experimental group and a control group. The measurement tools consisted of Dyslexia Symptom Checklist, the Clinical Interview, Wechsler Intelligence Scale of Children-Revised, Reading and dyslexia test and Stroop test. The experimental group experienced the working memory training group therapy in 18 sessions of 45 minutes twice a week and the control group did not receive any treatment. For statistical data analysis, variance analysis with repeated measures is used. Findings showed that working memory training has a significant effect on inhibition (p Finally, we may conclude that working memory training, as an effective and functional intervention, could be used to improve inhibition and reading performance of students with dyslexia.

Intelligence is one of the main factors to consider while recruiting new employees. Work ethic improves a company’s position in the market. Acknowledging the relationship between the employees’ characteristics and respecting the work ethics at work, is affective for the company’s efficiency; therefore this study aims to determine the effectiveness of education of emotional intelligence on work ethic belief of nurses.   This was a quasi-experimental study. The statistical population was the whole nursing staff of Emam Reza Hospital in Kaboodarahang. 30 nurses were randomly chosen and assigned to two groups of test and control. First the pre-test was done evaluating the professional manners in both groups. Then the test group experienced an intervention program for 10 sessions (once a week for 2 hours). At the end the post-test was conducted and the results were analyzed using independent t-test. The results showed that the function of test group was better comparing to the control group in post-test (P≤0.05). The results of pre-test and post-test were significantly different (P≤0.05).   It can be said that companies can improve the work ethic belief by reinforcing the emotional intelligence of their employees.