سید داود حسینی نسب

The primary aim of this study was to determine the impact of psychosocial immunization training based on the teachings of Masnavi Ma’navi on the resilience of senior high school students in Mahabad. This experimental research employed a pretest–posttest design with a control group. The statistical population consisted of all female senior high school students in Mahabad, from whom 38 participants were selected through convenience sampling and randomly assigned to equal experimental and control groups. The intervention package, comprising six skills—emotional self-awareness, assertiveness, participation, responsibility, self-respect, and social relationships—was delivered in 12 live virtual sessions via the Shad educational platform to the experimental group. Data were collected using the Connor–Davidson Resilience Scale and analyzed through univariate analysis of covariance. Results showed that the adjusted mean scores of resilience in the intervention group were significantly higher than those in the control group after the training. These findings suggest that the teachings of Masnavi Ma’navi can be effectively utilized to enhance students’ resilience.

Divorce is one of the stressful experiences of the family that can lead to low resilience among couples. The aim of this research was to compare the effectiveness of acceptance and commitment therapy and schema therapy on the resilience of divorced women referring to welfare. The method of this research was semi-experimental with a pre-test-post-test design and a control group. The statistical population consists of all the women who referred to Tabriz welfare in the second half of 1402-1401, of which 60 people were randomly assigned to two experimental groups and one control group (20 people in each group) by random sampling became. The pre-test and post-test were conducted after the treatment interventions based on acceptance and commitment and schema therapy. Connor and Davidson's resilience questionnaire (2003) was used to collect data, and multivariate covariance analysis was used to analyze hypotheses. The results showed that both interventions were effective on resilience variable (p<0.05). According to the results of the present study, there was a difference between the effectiveness of acceptance and commitment therapy and schema therapy in the dependent variable, and the effectiveness of acceptance and commitment therapy was more than schema therapy. The results of the present study show that treatment based on acceptance and commitment has an effect on increasing resilience and improving the condition of divorced women.

This research aimed to comparison of the effectiveness of reality therapy and acceptance and commitment therapy on communication skills in women with multiple sclerosis. The present research was a quasi-experimental study type of pre-test/post-test with a control group. The statistical population of the research included all women with multiple sclerosis in Hamadan city in 2022; among them, 48 people were selected by convenience sampling and randomly assigned to two experimental groups and a control group. The instrument of this research included the Communication Skills Test (Burton, 1990) (CST). The analysis of the covariance test was used to analyze the data. The findings showed that by controlling for the pretest effect, there was a significant difference between the three experimental and control groups at the 0.05 level. Also, the average score of communication skills in the reality therapy group was significantly higher than the acceptance and commitment therapy group (p<0.05); it showed more effectiveness of reality therapy than acceptance and commitment therapy. Therefore, it can be concluded that reality therapy is a more effective intervention than acceptance and commitment therapy in improving communication skills in women with multiple sclerosis.

Students who take Entrance examination experience different challenges in their academic path in the Entrance examination year. One of the most important obstacles to their success is academic burnout. Based on this, the current research seeks to find a causal model of academic burnout based on psychological flexibility and self-direction with the mediation of mindfulness in entrance exam students. For this purpose, among the 805 entrance exam students of Malekan city, 264 people were selected according to Morgan’s table and with the proportional stratified random method, and completed  the academic burnout questionnaires of Moslesh (1981), psychological flexibility of Ben Itzhak, Bluevstein and Moore (2014), Self-leadership completed Houghton and Neck (2002) and mindfulness by Bauer et al. (2006). The obtained data were tested using with SMORT-PLS software and structural equation modeling with partial least squares (PLS). The results indicated the direct effect of psychological flexibility and self-direction on academic burnout, as well as their indirect effect through mindfulness on academic burnout. According to the obtained results, by increasing the level of psychological flexibility and self-direction of entrance exam students, it is possible to prevent them from suffering from academic burnout or reduce their level of academic burnout.

The purpose of this study was to determine the effectiveness of acceptance and commitment therapy on death anxiety, fear of falling, and demoralization in patients with multiple sclerosis. The research method was a semi-experimental type with a pre-test-post-test design and a control group with a one-month follow-up period. The statistical population of the present study included all patients with multiple sclerosis referred to the Multiple Sclerosis Association of Tabriz City in 2023. The research sample consisted of 40 people from the statistical population who were selected by the available sampling method and randomly replaced in the group (20 people in each group). Treatment based on acceptance and commitment was implemented in 8 sessions of 60 minutes during four weeks and two sessions per week for the experimental group. The research tools included Templer's Death Anxiety Scale (1970, DAS), Kempen et al.'s Falls Efficacy Scale (2008, FES-I), and Kissane et al.'s Demoralization Scale (2004, DS). The data were analyzed using analysis of variance with repeated measures. The results showed that there is a significant difference between the groups in the post-test and follow-up of death anxiety, fear of falling, and depression symptoms. (P<0.01). According to the results of this study, psychologists and psychiatrists can use this intervention to improve death anxiety, fear of falling, and demoralization in patients with multiple sclerosis.

The present study aimed to investigate the effectiveness of critical thinking training on attention, cognitive processing and emotion regulation strategies of children with special learning disorders. The research method was a semi-experimental research with a pre-test-post-test design and a control group. The statistical population included all students aged 9 to 12 who referred to the Center for Special Learning Problems in the third district of Tabriz in the second half of 1400. Among them, 40 people were selected by purposive sampling and randomly assigned to two experimental groups and one control group. The tools used in the research were attention and cognitive processing and emotion regulation questionnaires. Research hypotheses were analyzed using multivariate covariance analysis. The results of covariance analysis showed that the significance level in all comparisons was less than 0.05, which showed that the critical thinking training intervention had a significant effect on attention, cognitive processing and emotion regulation (p<0.05). Examining the effect size showed that the biggest difference was observed in the total score of cognitive processing with a coefficient of 0.710. The result of the present study lacked a long-term follow-up study. Therefore, it is suggested to investigate the effectiveness of these interventions in the form of long-term follow-up in future researches and to teach critical thinking training as a new approach alongside educational interventions to the trainers of special learning disorders centers so that these trainers can use these strategies in their interventions.

This research aimed to determine the effectiveness of treatment based on acceptance and commitment and compassion-focused therapy on death anxiety and fear of falling in patients with multiple sclerosis.

In the present quasi-experimental study, the statistical population included all patients with multiple sclerosis referred to the MS Association of Tabriz in 2023. The sample size included 60 people from the statistical population selected by convenience sampling and were randomly replaced into three groups. For the first group, acceptance and commitment therapy was implemented in 8 60-minute sessions over four weeks, and for the second group, compassion therapy was implemented in 8 60-minute sessions over four weeks, while the third group (control) did not receive training. The research tools included the Death Anxiety Scale by Templer et al. (1970) and the Falls Efficacy Scale-International by Kempen et al. (2008). The data was analyzed using two-way repeated measures ANOVA.

The effect of interventions on reducing death anxiety (p=0.001, F=16.702) and fear of falling (p=0.001, F=30.263) in patients with multiple sclerosis was significant, and these positive effects remained stable during the follow-up period. Also, the results of the post hoc test showed that there was a statistically significant difference between the treatment methods (p<0.001) and acceptance and commitment therapy was more effective on death anxiety and fear of falling in patients with multiple sclerosis (p<0.001).

Considering the effect of acceptance and commitment therapy on death anxiety and fear of falling in patients with multiple sclerosis in the present study, more attention is recommended to conduct training based on this intervention.

The purpose of this study was to investigate the effectiveness of group behavioral management of mothers on the level of aggression, anxiety and depression of mothers with children aged 4 to 7 years. The research method was a semi-experimental method with a pre-test and post-test design with a control group. The statistical population of this research included mothers of children aged 4 to 7 years in Tabriz city in 1401, who referred to Shahryar Hospital and private clinic to solve their children's problems, among which mothers were selected from two treatment centers and 20 mothers from each center were selected purposefully. The mothers of the first center were exposed to group trainings of mothers' behavioral management, and the mothers of the second center did not receive any training as a control group. Before the implementation of educational programs, two groups were tested by Bass and Perry aggression, Beck's anxiety questionnaire, Beck's depression questionnaire, for the first experimental group, behavioral management training for mothers was implemented in 8 sessions of 90 minutes, and the control group did not receive any training, finally by doing it again Response to aggression, anxiety and depression questionnaire was done by mothers after the test. The data of this research was done using SPSS software and in two levels of descriptive and inferential statistics with ANCOVA analysis. The research findings indicated that the group training of mothers' behavior management is more effective than the control group on the level of aggression, anxiety and depression of mothers with children aged 4 to 7 years.

Determining the effectiveness of parent-child relationship training based on acceptance and commitment on children's self-efficacy using a compiled educational package was the aim of this study, and was conducted in a semi-experimental way with a pre-test and post-test along with a control group. 42 male students of the first year of high school and their mothers were selected according to the purpose of the study by available sampling and were randomly assigned to the experimental group and the control group. Mothers in the experimental group received educational intervention based on the compiled educational package during 10 sessions of 90 minutes in 10 weeks. Before starting the study process and after the end of the training sessions, students' self-efficacy was measured using Bandura's self-efficacy questionnaire. The educational package was compiled using library-document studies using the research synthesis method and its validity was determined by the content validity method, Lawshe model (1975), and the collective opinion of an expert group. The calculated CVI was between 0.9 and 1, which indicates the validity of the training package. The results demonstrated that the educational interventions of parent-child relationships based on acceptance and commitment using the compiled educational package were significantly effective on students' self-efficacy ( ). As a result, parent-child relationship education interventions with the help of techniques based on acceptance and commitment can be used to increase and promote students' self-efficacy.

The purpose of this study was determination the effectiveness of individual, familial and social empowerment program the self-concept and school engagement 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 included high school bullied-victimized students of first grade in Tabriz city in the (2018-2019) from which 30 bullied-victimized students were selected by purposeful nonrandom sampling and screening by the Bullied-Victimized test and interview procedures, and so 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, Beck's self-concept scale, and School engagement test of Wang, Willett & Eccles. The experimental group experienced 10 sessions of training individual, familial and social empowerment program, while control group did not received any training. Data were analyzed using analysis of covariance method. Results showed that there were significant differences in self-concept, and school engagement post-test scores between the experimental group and the control group (p<0.001). Thus, it can be concluded that individual, familial and social empowerment program can improve self-concept and school engagement among bullied-victimized students

The aim of this study was developing a questionnaire for diagnosis of ADHD in 6-12 years old male children of elementary school in Tabriz and to assess its validity, reliability, preparation of percentage norm and its prevalence. Research method was test-making. A total of 1091 elementary school male students in Tabriz were selected by multistage random sampling method and mothers of the same students answered the questionnaire. Diagnostic criteria for ADHD in DSM5 including inattention with nine symptoms and hyperactivity-impulsivity have also been identified jointly with nine symptoms. The results of exploratory factor analysis using Varimax independent rotation introduced two independent factors of mere hyperactivity and mere attention deficit, which explained 36.57% of the total variance of variables. Face, content and construct validity methods were used to assess the validity of the questionnaire and the results showed that both the dual factors and the whole questionnaire have desirable validity. Cronbach's alpha coefficient in assessing the reliability of the dual factors of the questionnaire for mere hyperactivity and mere attention deficit was 0.82 and 0.74, respectively, and for the whole questionnaire (α=0.85). Percentage norms table designed for raw scores of subjects. Considering the desirable behavior assessment characteristics of the questionnaire, this instrument can be used for clinical and research applications.

Multiple Sclerosis (MS) is a potentially brain and spinal cord (central nervous system) debilitating disease. In addition to physical problems, it can cause mood disorders and mental, neurological, and psychological problems in patients. The aim of this study was to compare the effectiveness of acceptance and commitment-based therapy and compassion-based therapy on life expectancy and demoralization syndrome in patients with multiple sclerosis.

This was a quasi-experimental study with a pretest-posttest and a two-month follow-up design with a control group. The study population included all patients with multiple sclerosis referred to the MS Association of Tabriz City in 2023. A total of 60 people were selected by convenience sampling method and divided into two experimental groups and a control group (20 people each). For the first experimental group, acceptance and commitment-based therapy, and for the second experimental group, compassion-based therapy, were administered in eight 60-minute sessions over four weeks in an independent manner. The control group did not receive any training. The research instruments included the Hope Scale by Snyder, et al. (1991) and the Demoralization Scale by Kissane et al. (2004), which were completed at the pre-test, post-test, and follow-up phases. Data were analyzed using repeated measures analysis of variance using SPSS v.16 software.

The results showed that the therapy based on acceptance and commitment and compassion-based therapy had positive effects on life expectancy and demoralization syndrome in patients with MS (p<0.05). Furthermore, the post-hoc results showed that there is no significant difference between the effects of two treatments on life expectancy and demoralization syndrome.

According to the study results, the acceptance and commitment-based therapy and the on compassion-based therapy can be used as effective treatments to increase life expectancy and reduce demoralization syndrome in patients with MS.

Birth of a mentally retarded child as a crisis can affect the mental health of family members, especially mothers. Aim of the research was to compare the effectiveness of life-skills training and meaning-therapy on psychological well-being and parenting stress of mothers of mentally retarded children. The research method was semi-experimental with a pre-test-post-test design with a control group. The statistical population was all the mothers of mentally retarded students in exceptional schools of Urmia(2020-2021), using available sampling method, 60 people were selected as a sample, and assigned to two experimental groups(40 people) and a control group(20 people). Ryff questionnaire(to measure psychological well-being), Matson questionnaire(to communication skills) and Abidin questionnaire(to mothers' parenting stress) were used. The first group received life-skills and the second group received meaning-therapy through a 10-session training package, and the control group didn’t receive any educational intervention. The data were analyzed using one-way and multivariate covariance tests. Results life-skills training was effective in increasing psychological well-being and its five subscales, and reducing parenting stress and its subscales(p<0.05), meaning-therapy training has been effective in increasing psychological well-being and its four sub-scales, and reducing parenting stress and its sub-scales(p>0.05). In comparing the effectiveness of life -skills and meaning-therapy in psychological well-being; sub-scale of purposeful life and under parenting stress; the sub-scale of problematic child characteristics and stress-parenting had a higher effectiveness than meaning-therapy.

This study aimed to determine and compare the effectiveness of parent-child relationship training based on acceptance and commitment and cognitive-behavioral therapy on children's self-esteem. This study was conducted in a semi-experimental way with a pre-test and post-test design with a control group. The statistical population included the students in the first year of high school in one district of Tabriz in the academic year 2020-2021 and their mothers. According to the purpose of the study, 63 mothers were selected as available statistical samples and randomly divided into three groups of 21 people (two experimental groups and one control group) and 63 students, the children of the same mothers, were placed in the experimental and control groups following their mothers.Mothers of one of the experimental groups received educational intervention based on acceptance and commitment, and the other group received cognitive-behavioral therapy using the relevant educational package during 10 sessions of 90 minutes for 10 weeks. Children's self-esteem was measured using the Heyer Self-Esteem Scale (HSS). The results showed that parent-child relationship training based on acceptance and commitment (F=115.74, P<0/01) and cognitive-behavioral therapy (F=75.43, P<0/01) were effective on children's self-esteem. The results showed that the educational intervention based on acceptance and commitment had a higher effectiveness than the cognitive-behavioral method with a significant difference (P<0/05 ). As a result, parent-child relationship education interventions with the help of techniques based on acceptance and commitment and cognitive-behavioral therapy with priority therapy based on acceptance and commitment can be used to increase and promote children's self-esteem.

Aime:

This study was conducted with the aim of investigating the effectiveness of parent-child relationship education through cognitive-behavioral therapy based on the educational package compiled on children's self-efficacy.

This research was conducted using a semi-experimental method with a pre-test and post-test design with a control group. The statistical population included the students in the first year of a high school in district one of Tabriz in the academic year 2020-2021 and their mothers. According to the purpose of the study, 42 mothers were selected as available statistical samples and randomly divided into two groups of 21 people (experimental and control groups) and 42 students, the children of the same mothers, were placed in the experimental and control groups based on their mothers’ group. The mothers of the experimental group received educational interventions according to the educational package during 10 sessions of 90 minutes for 10 weeks. Students' self-efficacy was measured using the Bandura's self-efficacy questionnaire. The educational package was compiled using library/documentary studies using the research synthesis method and its validity was determined by the content validity method, Lawshe's model (1975), the collective opinion of the expert group.

The results demonstrated that quantitative coefficient of CVI validity index of the educational package was between 0.9 and 1, which indicates its reliability. The results of the covariance analysis of the data indicated that the educational intervention of parent-child relations in the way of cognitive-behavioral therapy using the educational package developed was significantly effective on children's self-efficacy (F = 43.85, ).

Therefore, parent-child relationship education interventions with the help of techniques based on cognitive-behavioral therapy can be used to increase and promote students' self-efficacy.

Drug use is one of the main problems of today›s societies and comprehensive legal and psychological programs are needed to combat it. This study aimed to investigate the guarantee of implementation in the Law on Combating Illegal Drugs and analyze the relationship between family cohesion and satisfaction among students of Tehran Azad University. In the psychological section, the concept of family cohesion was examined with dimensions such as solidarity, duration of interaction, location, decision-making, emotional connection, marital relations, and relationship with children, and the concept of addiction was examined with dimensions such as self-satisfaction, pessimism, impulsivity, and risk-taking.

This study was conducted on the statistical population of students at Tehran Azad University and a survey method and questionnaire were used to collect data. SPSS software was used to measure the relationship between family cohesion and addiction variables, and the results showed that there is a positive and significant relationship between these variables at a %95 confidence level.

The findings indicate that increasing family cohesion can help reduce the tendency towards addiction. Also, the analysis of legal enforcement guarantees showed that these laws, along with family cohesion, can be effective in reducing students› addiction.

Also, using AMOS software and structural equation modeling, it was determined that emotional connection has the greatest impact on reducing addiction.

 Resilience is the ability of people to effectively adapt to the environment exposed to risk factors. A large share of learners' failures is rooted in stress. The purpose of this study was to determine the effectiveness of self-compassion training on resilience and academic stress of students with low academic performance.

 The research method was a semi-experimental pre-test and post-test design with a control group. Sixty 11th-grade males from low-performing high schools in the city of Tabriz were selected by cluster random sampling and randomly assigned to equal the intervention and control groups. The intervention group received a training course on self-compassion in 10 sessions and the control group continued with their regular classroom programs. Data were collected using Connor & Davidson resilience and Kohn & Frazer academic stress questionnaires and were analyzed using covariance analysis test and SPSS Statistics for Windows, version 22.0 (SPSS Inc., Chicago, Ill., USA).

 The mean (SD) of resilience scores in the experimental group increased from 52.5 (22.5) before the intervention to 69.6(16.8) after the intervention (P=0.017). Academic stress scores in the experimental group decreased from 79.7 (33.6) before the intervention to 54.1(18.0) after the intervention (P<0.001). In the control group, there was no difference between the pre-test and post-test scores.

 The study showed that teaching self-compassion is an effective and significant intervention to increase resilience and reduce academic stress of school students with low academic performance.

The purpose of this study was to compare the effectiveness of emotion regulation training and mindfulness training on aggression of female students with low academic performance in junior high schools in Tabriz. The research design was quasi-experimental with pre-test, and post-test, two experimental groups and one control group. The statistical population included all the female junior high school students in Tabriz with low academic performance, among whom 75 students were selected as the research sample and randomly assigned into three groups (two experimental groups and one control group). Buss and Perry's Aggression Questionnaire was used for data collection. An emotion regulation package was run for one of the experimental groups and a mindfulness package for the other experimental group. The control group received no intervention. The research hypotheses were analyzed by one way ANCOVA. The findings indicated that emotion regulation training was more effective on aggression than mindfulness training. Furthermore, a significant difference was observed between the two experimental groups and the control group regarding aggression, and the effectiveness of these methods on decreasing aggression was confirmed. Accordingly, emotion regulation and mindfulness methods can be effective in reducing aggression of students with low academic performance.

Academic performance means the ability to plan, self-efficacy, motivation, reduce anxiety, use useful goals and carry out study-related activities, and it can be considered one of the most important outputs of the educational system. Students with good academic performance are accepted by their peers, parents, and teachers and have more self-esteem and a sense of self-sufficiency; On the contrary, students with a poor academic performance feel incompetent and inferior and stop studying. Self-control or self-restraint means the correct use of emotions. In other words, self-control implies the power to regulate emotions, which increases the personal capacity to relieve oneself and understand anxiety, depression, or common boredom. Self-control is defined as one of the types of social skills, that is, the ability to resist temptations, change one's thoughts, feelings, and behaviors, or ignore impulses and habits, which allows a person to manage himself to meet expectations. monitor, and regulate. Self-control can determine the level of success in life. Self-control has a significant positive relationship with mental health, interpersonal relationships, progress in tasks, and academic performance. Also, the researchers showed that mental health decreases with a decrease in self-control. Likewise, there is a significant positive relationship between self-control and mental health in male and female students. Usually, the effect of different educational and therapeutic methods on people's self-control is taken into consideration, among these methods, we can mention emotion regulation and mindfulness training. Emotion control includes creating thoughts and behaviors that inform people what kind of emotion they have when this emotion arises in them and how they should express it. The effectiveness of emotion regulation training as a behavioral and cognitive ability can stabilize a person's relationship with the environment by harmonizing mental, biological, and motivational processes and equip him with efficient and appropriate consequences in dealing with situations, and as a result, a sense of efficiency Improve the person. On the other hand, mindfulness techniques in adherence, commitment, and change strategies help people to achieve a lively, purposeful, and meaningful life; The goal of this treatment is not to change the shape or frequency of disturbing thoughts and feelings; Rather, its primary purpose is to strengthen psychological flexibility. It is the ability to contact the moments of life and change and stabilize behavior. Mindfulness is a type of awareness that emerges when we pay attention to an experience in a specific, purposeful way, in the present moment and away from judgment. Mindfulness is a type of meditation that has become a popular term in many areas of health care in the western world over the past few decades. As far as the literature review shows, so far no research has done a comparative study of two interventional methods of emotion regulation training and mindfulness training among students with low performance. Mindfulness training on self-control of female students with low performance in the first year of high school in Tabriz, is there any difference

The research design was semi-experimental with two experimental groups and one control group. The statistical population consisted of all female students with low academic performance in the first year of high school in Tabriz, and 75 of them were selected as a research sample and were randomly assigned to three groups (two experimental groups and one control group). The data collection tool included Tanji's (2004) self-control scale. The emotion regulation training package and the mindfulness training package lasted for two months and one session each week for 90 minutes, and during this time the control group did not participate in any intervention. The data were analyzed using a one-way analysis of covariance.

The results of the one-way covariance analysis in the test show the effect of the independent variable (group) on the self-control variable after adjusting the pre-test scores. Based on the results of the implementation of independent variables, i.e. training based on mindfulness and emotional regulation, it has affected the self-control variable (F = (1, 47) - 1.08, P < 0.05). According to the results, the average of the mindfulness test group in self-control is 47.86 and the average of the emotion regulation group is 45.37. The average difference between these two groups is 2.49 units, which is not significant at the 0.05 level. Therefore, it can be said that the average of the mindfulness and emotion regulation test groups in self-control is not significantly different from one another. According to the results, the average of the mindfulness test group in self-control is 47.86 and the average of the emotion regulation group is 45.37. The average difference between these two groups is 2.49 units, which is not significant at the 0.05 level. Therefore, it can be said that the average of the mindfulness and emotion regulation test groups in self-control is not significantly different from one another.

Regarding the difference in the effectiveness of emotion regulation training and mindfulness training on students' self-control, the results of data analysis using one-way covariance analysis indicated that the effectiveness of these methods was the same. In explaining this finding, it can be stated that self-control includes the ability to control emotions, behavior, and desires to achieve rewards or avoid consequences. Self-control is one of the types of social skills that can determine the level of success in life. Self-control has a significant positive relationship with mental health, appropriate interpersonal relationships, progress in assignments, and improvement in academic performance. Familiarity with the management and regulation of excitement during adolescence can help increase self-control in these people and bring positive results. Mindfulness training is also an all-around awareness that helps to develop an open mind and accept emotions, and by learning this skill, people can gain self-control as well as control their thoughts and emotions, and by accepting these emotions, they can improve their level of life and positive emotions. The method of mindfulness intervention through regular meditation exercises increases a person's moment-to-moment awareness of feelings and emotions directed at his body. In this way, people learn to be aware and alert to their negative emotional thoughts, to accept these thoughts in a non-judgmental way, and express them calmly. This research, like any research, was faced with limitations, among which the following can be mentioned: The research was conducted on high school girls. Conducting this research during the Corona era was one of the main limitations of this research. In the end, according to the findings of this research, it is suggested to implement mindfulness and emotion regulation training to help increase the level of self-control of female students in high schools. Especially in the current era of Corona, when students faced serious emotional and academic problems, the implementation of such training even in virtual form can be very effective. In general, the results showed that the use of emotion regulation and mindfulness methods can be effective in increasing the self-control of students with low academic performance, so the use of these methods is helpful in academic performance.

Resilience is the ability of people to effectively adapt to the environment exposed to dangerous factors. The purpose of this research was to compare the effectiveness of teaching self-regulation strategies, motivation, and self-compassion on the resilience of male secondary school students with low academic performance.

The research method was semi-experimental with a pre-test, and post-test design with a control group. The subjects of the research included 90 students of the 11th grade of boys' high schools with low academic performance in Tabriz in the academic year of 1402-1401, which were selected by cluster random method and randomly placed in each of the experimental and control groups. The first group received a training course on self-regulating motivational strategies in 10 sessions, the second group underwent 10 sessions of self-compassion training, and the third group (control) continued with their normal classroom programs at the same time. The tool used included the Connor and Davidson resilience questionnaire. Data was analyzed using the covariance test at a significance level of 0.05.

The group that used self-regulation strategies of motivation saw an increase in their resilience scores from an initial mean (standard deviation) of (13.8) 53.7 before the intervention to (16.5) 64 after the intervention. Similarly, the self-compassion group also showed an increase in their resilience scores from an initial mean (standard deviation) of (14.5) 52.5 before the intervention to (16.6. 69) after the intervention. Data analysis using univariate covariance analysis showed that self-regulation strategies of motivation and self-compassion have different effects on resilience and self-compassion training is more effective in increasing resilience.

Planning for interventions to promote literacy among low-achieving male students appears to be more effective if further education is needed. It is recommended that these two trainings be used in schools to improve the resilience of students with low academic performance.

This research aimed to determine the effectiveness of schema therapy on tolerance of uncertainty and alexithymia of divorced women referring to welfare. The method of this research was semi-experimental with a pre-test-post-test design and a control group. The statistical population was made up of all the women who referred to Tabriz city welfare in the second half of 1402-1401, and 40 of them were selected by purposeful sampling and randomly assigned to two experimental and control groups. Before and after schema therapy intervention, two types of tolerance of uncertainty questionnaires (MSTAT II) by McLean (1993) and Toronto alexithymia (TAS-20) by Taylor et al. (1997) were used to collect data, and the MANCOVA test was used for data analysis. The findings showed that by controlling the effect of the pre-test, there is a significant difference between the mean of the post-test of tolerance of uncertainty and alexithymia in the two experimental and control groups at the level of 0.05. From the above findings, it can be concluded that schema therapy has been effective in increasing tolerance of uncertainty and also alexithymia.

The present study was conducted to determine the effectiveness of strengthening working memory on attention, cognitive processing, and emotion regulation strategies of children with specific learning disorders. The research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population included all students aged 9 to 12 who were referred to the Center for Special Learning Problems in the third district of Tabriz in the second half of 1400. The statistical sample consisted of 40 children who were selected by purposive sampling method and randomly replaced in two experimental and control groups. Data collection tools included the cognitive processing questionnaire (CPI) of Crouse (1999), the emotion regulation questionnaire (CERQ-K) of Garnefski et al (2012), and the attention questionnaire (JADDI) of Jordan (1992). In this research, the participants of the experimental group received the working memory strengthening program during 16 sessions of 50 minutes in eight weeks (two sessions per week). Data analysis was done using multivariate covariance analysis. The data analysis showed that by controlling the effect of the pre-test, there was a significant difference at the level of 0.01 between the average of the post-test attention, cognitive processing, and emotion regulation in the two experimental and control groups. According to these findings, it can be suggested that working memory strengthening intervention has been an effective treatment for improving attention, cognitive processing, and emotion regulation in children.

The present study was conducted with the aim of comparing the effectiveness of play therapy based on the Gestalt approach and parent behavior management training on the impulsivity of children with signs of attention deficit hyperactivity disorder.

This research was applied research in terms of purpose, quantitative research in terms of the nature of the data, and semi-experimental research with a pre-test-post-test design and a control group in terms of implementation. The statistical population consists of all children aged 7-to-12 who referred to counseling and psychology centers and clinics of Razi Hospital in Tabriz due to symptoms of attention deficit/hyperactivity disorder in 2022. The tools used in the research were impulsivity questionnaire along with the implementation protocol of play therapy interventions based on the Gestalt approach and parent behavior management training.

Based on the results of multivariate covariance analysis, the effect of both play therapy interventions based on the Gestalt approach and behavioral management training for impulsive parents was confirmed(p<0.05). The comparison of interventions showed that the effectiveness of parental behavioral management training on impulsivity was significantly higher than the intervention of play therapy based on the Gestalt approach(p<0.05).

In general, it is concluded that play therapy interventions based on the Gestalt approach and parent behavior management training have the potential to be effective in reducing impulsivity, and educational and therapeutic specialists can use these interventions to control children's hyperactivity.

The family, as the first center of children's socialization, has an important impact on the physical, cultural, personality, emotional and social development of children, the purpose of this research is to investigate the effectiveness of parenting positive parenting group training on the level of aggression, anxiety and depression of 4-7 years old children.

It was a semi-experimental method with a pre-test and post-test design with the control group. The statistical population included parents of children aged 4 to 7 years of both sexes (boys and girls) who had referred to Tabriz Shahriar Hospital and a private clinic to solve their children's problems, and in between, parents from two treatment centers and 20 parents from each center in a targeted manner. were chosen. Before the implementation of positive parenting group training programs, parents of two groups were tested by Bass and Perry aggression (1992), Beck anxiety questionnaire (1967) and Beck depression (1967). The control did not receive any training, finally, the post-test was done by re-answering Bass and Perry aggression questionnaire (1992), Beck anxiety (1967) and Beck depression (1967). The data of this research was done using SPSS software and in two levels of descriptive and inferential statistics with ANCOVA analysis.

This research showed that there is a difference between positive parenting group training for parents and the control group.

Research findings indicate that positive parenting group training of parents has an effect on the level of aggression, anxiety and depression of 4 to 7 years old children and this training is more effective than the control group.

There are many problems in couples who experience infidelity, and one of the effective methods in this area is schema therapy. The present study was conducted with the aim of determining the effectiveness of schema therapy on boredom and marital satisfaction in people who cheat in marriage.

The current research was semi-experimental. The statistical population of the current research included clients who had experience cheating and had visited Sahel Counseling Center in Tehran during the winter and spring of 2022. The sample of 40 people were selected by purposful sampling method and randomly divided into two groups (20 people in each group) including experimental and control groups. The experimental group underwent schema therapy intervention and the control group did not receive any interventions. The measurement tools included the Enrich Marital Satisfaction Questionnaire and the Pines Marital Discomfort Questionnaire. Multivariate analysis of covariance test was used for analysis.

The results showed that schema therapy is significantly effective in modulating all three components of marital dissatisfaction as well as improving all components of marital satisfaction except financial management and relationships with children (p<0.01).

In general, the results of this research showed that schema therapy is useful in changing aspects of loneliness and marital satisfaction and can be used to reduce family and psychological problems of people who cheated.