علیرضا کیامنش

This study endeavours to elucidate the cycle of aggression within Iranian couples. The research cohort comprises couples who have reported instances of physical aggression and sought assistance from counselling centres affiliated with the judiciary in the year 2020. Through semi-structured interviews, individuals experiencing recurrent physical aggression in their marital relationships were engaged. Interview sessions persisted until thematic saturation was achieved, culminating in a total of ten interviews. Analysis of the interview transcripts revealed the emergence of four principal stages characterizing the aggression cycles among couples: re-experiencing negative emotions, insistence on fulfilling personal desires, consolidation of power dynamics, and culmination in physical confrontations precipitating shifts in relational power dynamics. The findings of this investigation underscore the imperative of addressing salient factors including power dynamics, communication patterns, attachment styles, and problem-solving capabilities among couples grappling with aggression in their relationships.

Childhood is considered as a pivotal period for developing fundamental cognitive skills (1). Research indicates that the first five years of a child's life are critical for cognitive skill development (2). Among the essential abilities necessary for learning in preschool children is attention. Attention is conceptualized as an integral component in all cognitive processes (3). Studies suggest that, like other skills, attention can be enhanced through education and practice (9). An example of an approach to improving cognitive structure is attention training using the Sohlberg and Mateer 2001 method (10). These exercises aim to address deficiencies in attention dimensions through specific attention exercises, thereby enhancing attention-related abilities, including visual perception in children (12). Visual perception is the process of integrating sensory-based data from experiences to make accurate judgments about objects’ size, shape, color, and spatial relationships (13). Recognizing the role of education in preventing learning difficulties in preschool children and the importance of providing timely preschool education to prevent such problems, this research aimed to develop an educational package on attention and concentration and assess its effectiveness on the visual perception of preschool children.

The present study employed an experimental design with pre-test and post-test control groups and a follow-up period. The statistical population included preschool children aged five to six in Tehran, Iran, who were enrolled in preschool centers in the years 2022-2023. Sampling was conducted by randomly selecting District 10 among the educational districts, and two preschools from this district were randomly chosen one as the experimental group and the other as the control group. Twenty students were randomly selected from each preschool, totaling 40 participants in the research. The primary objective was to investigate the validity and reliability of the “Attention and Concentration” educational package developed and its effectiveness on the visual perception of preschool children. The following four stages were undertaken to achieve this:First Stage: Conducting literature studies and reviewing the research premise.Second Stage: Designing an educational exercise package to improve visual perception and assess content validity. Content validity was evaluated using the Lawshe method, with supervision from 10 experts in the field of executive functions. Content validity ratio (CVR) andcontent validity index (CVI) were assessed, and the content was modified based on expert opinions.Third Stage: Pilot program developmentTen students available at the time participated in a 30-session training program, each lasting 1 hour per day and conducted three days per week. Upon re-evaluation, the session count was adjusted to 20, maintaining the same duration and frequency.Fourth Stage: Implementation of educational intervention Before the intervention, both the experimental and control groups underwent a pre-test using the TVPS visual perception test. Subsequently, the educational program was implemented for the experimental group, consisting of 20 sessions lasting 1 hour per day, conductedthree days per week. The control group did not receive this educational intervention. After completing the program, the TVPS test was administered again to both groups. A follow-up test was conducted after a 2-month interval from the pre-test, where students from both groups completed the TVPS questionnaire. The collected data was then analyzed.

In the first stage, ten experts assessed the content validity of the attention and concentration educational package, confirming its adequacy through CVR and CVI. Therefore, the validity of the educational package was established. Descriptive statistics, including mean, standard deviation, and skewness, were examined for both the experimental and control groups to describe the average performance and dispersion of participants’ scores in visual perception variables.In the experimental group, visual perception showed an increasing trend from pre-test (80.8) to post-test (85.11) and follow-up (87.12). However, in the control group, the mean visual perception scores decreased from the pre-test (70.17) to the post-test (60.01), and follow-up showed a mean of 59.95, indicating a decreasing trend.After ensuring assumptions such as the continuity of the dependent variable, normality of data distribution, homogeneity of covariance among groups, and independence of individuals, a mixed analysis of variance (ANOVA) was conducted (within-subjects factor and between-subjects factor). The visual perception score variable was analyzed across three levels (pre-test, post-test, and follow-up) and two groups (experimental and control).Mauchly’s sphericity test was employed to verify the homogeneity of covariances. As the calculated Mauchly’s sphericity value was less than 0.05 (0.008<0.05, χ² (2)=59.9, W=77), indicating a violation of the assumption of covariance homogeneity, the correction methods such as epsilon estimation or multivariate tests were considered.The summary of within-group ANOVA analysis revealed a significant interaction effect between visual perception and group (P<0.001, F (15.191)=15.191). This interaction implies that different results were obtained from the combination of levels of visual perception (pre-test, post-test, and follow-up) and group levels (control and experimental). The between-group ANOVA analysis showed a significant difference between the two groups (P<0.001, F (38.127)=38.127), indicating a meaningful distinction between the experimental and control groups.The results of the mixed ANOVA showed that the main effect of time on visual perception is significant (F (2, 37)=71.14, P<0.001, η²=0.64). This result indicates that, regardless of the experimental and control groups, the mean visual perception scores significantly changed from pre-test to post-test and follow-up. Furthermore, the interaction effect between time and group is also significant (F (2, 37)=7.66, P<0.001, η²=0.27). This means that the changes in the mean visual perception scores across the three stages of pre-test, post-test, and follow-up differ significantly between the experimental and control groups. Finally, the main effect of the group is also significant.Table 4 indicates that the experimental intervention significantly impacted the experimental group. Finally, to determine which two periods among the mean scores of the three test phases differed, the Bonferroni post-hoc test was utilized. The results indicated a significant difference between pre-test scores and both post-test (P<0.001) and follow-up (P<0.001) scores, confirming the second hypothesis of the research regarding the effect of the attention and concentration educational package on the visual perception of children between the pre-test and post-test phases.

The primary aim of this research was to develop an educational package to enhance attention and concentration and determine its effectiveness on the visual perception of preschool children. As per the studies conducted, the first five years of a child's life mark a crucial developmental stage for cognitive skill growth, laying the foundational groundwork for a child's initial learning experiences during this golden period. One of the most vital and necessary factors influencing education and learning is attention. Attention is the process of directing processing resources toward a particular stimulus, playing a crucial role in advanced mental activities such as planning, problem-solving, and reasoning.This research focused on the content of an educational program based on Frostig’s perceptual approach and emphasized exercises related to attention, concentration, and visual perception. Exercises such as visual clarity, shape stability, spatial visual perception, shape discrimination against a background, visual completion, and visual-auditory memory sequence were highlighted. The research results distinctly indicate the effectiveness of the educational intervention. Additionally, the content validity of the educational package was confirmed by ten experts in the field of executive functions and learning disabilities. However, what ensures the sustained positive effects of cognitive interventions beyond the continuity of educational exercises is the role of age. Therefore, age plays a crucial role alongside the continuous practice in educational interventions. Ensuring the long-term effects of visual perception-related exercises relies not only on consistent practice post-education but also on adapting exercises according to the increasing age of children.

The purpose of the present research is to investigate the effectiveness of emotion-oriented training on early maladaptive schemas during marriage and marital satisfaction in joint life. The research design is semi-experimental and of pre-test-post-test type with a control group

. The statistical population of the research includes all couples with problems referring to counseling centers in Tehran since 2017, at least 6 months have passed since the date of their marriage to the beginning of their cohabitation under one roof and the implementation of a post-test 6 months after the beginning, data collection It lasted until the spring of. 2021 couples (80 people) were selected from the statistical population of the study and randomly assigned to two experimental and control groups. Both groups completed the early maladaptive schemas questionnaire in the pre-test phase. Then the subjects of the experimental group were subjected to intervention (emotional training), but the subjects of the control group did not receive any intervention.

Finally, both groups were subjected to a post-test after 6 months of cohabitation and completed the questionnaires of early maladaptive schemas and marital satisfaction.

Cocnclusion:

 The results showed that emotion-oriented training has an effect on early maladaptive schemas and marital satisfaction. Also, the results showed that there is no significant difference between the effectiveness of emotion-oriented training on the early maladaptive schemas and marital satisfaction of men and women.

Many factors effect on couple interactions and marital satisfaction like expressive and instrumental behaviors that can classified in three groups: personal, environmental, and couple interactive relationship. Sexual satisfaction is one of the interpersonal factors that can effect on marital satisfaction. Experience has shown that high compatibility, intimacy, relations and spouse support is accompany with increased sexual satisfaction. The purpose of this research is to investigate the relation between expressive and instrumental behavior variable with marital satisfaction and mediating of sexual satisfaction using modeling method of structural equations. For this reason from consensus applicants, 395 people were selected by convenience sampling method and and were evaluated in terms of marital status, sexual satisfaction, expressive and instrumental behaviors of couples' relationships. The result of final model of fit index showed that expressive and instrumental behaviors have got positive and meaningful relation with marital satisfaction. Also sexual satisfaction can mediate the relation between expressive and instrumental behaviors with marital satisfaction. According to the findings it can be concluded that because marriage is one of the important decision; focusing on expressive and instrumental behaviors and premarital education can increase martial satisfaction, sexual satisfaction, lasting relationship between couples, and increase the quality of couples.

Social, economic and cultural changes, increasingly have made new alternatives available to couples. Voluntary childlessness is an emerging and growing alternative lifestyle in Iran and little is known about this phenomenon.

In this study, we explored the lived experiences of voluntary childless Iranian couples using a qualitative method and phenomenological approach

Participants were selected in a purposeful sampling method. Semi-structured interviews were conducted and data saturation was achieved after interviews with 17 individuals (seven couples and three women). An interpretative phenomenological analysis (IPA) method of Smith et al. (2009) was used for data analysis.

The analysis of the interviews led to the emergence of seven superordinate themes; personal inadequacy, social, economic, political, and cultural deficiency, Inadequate and unsafe world, challenge with the classical family norms and values, social pressures and coping strategies.

The results of the present study showed that voluntary childlessness is a contemporary family form that has a different way of meaning and valuing than the classical family. This recognition creates a basis for mental health and family professionals to provide better services.

Work-family conflict and work-related mental disorders and how to deal with issues related to them are among the problems of today's working community. The aim of this study was to investigate the effectiveness of narrative and solution-oriented methods in reducing mental disorders and work-family conflict among employees with these problems.

The present study was applied in terms of purpose, with a quasi-experimental design with two groups of pretest-posttest. Using the available sampling method, among the volunteers referred to the inclusion and exclusion criteria unit, 36 people were selected and randomly assigned to three groups (experimental and control; all subjects at first according to the clinical interview in terms of Mental disorders and work-family issues were interviewed; then all subjects answered the SCL 90 and work-family conflict questionnaires.

Data analysis was performed using SPSS software and using the analysis of covariance. > p) And solution-oriented (Lamidae velex - 0/36, p> 0.05). Compared to the control group, there was a significant difference in reducing work-family conflict; Also, in relation to the effectiveness of the narrative method on work-related mental disorders, a significant difference was observed in only one of the components (depression) (Lamidae-Blacks - 008, p <0.05). None of the components of psychological trauma were observed. And the research hypothesis was not confirmed.

Both treatments can be used in the context of work-related mental disorders and work-family conflict.

The instability of marriage has a deep impact on a couple's relationship and family structure. Although many studies have been conducted on marital instability, the role of attitude towards marriage and emotional maturity in predicting marital instability has been under-examined.

This research was conducted to identify the contribution of emotional maturity factors, attitude towards marriage, age at marriage, and income level to the instability of marriage of married men and women with a minimum of 5 and a maximum of 10 years of marriage. Also, identifying the role of the factors of attitude towards marriage and the factors of emotional maturity in predicting the instability of the marriage of the two studied groups is one of the goals of this study.

In this research, descriptive, correlation, and regression tests have been used. One-hundred ninety-seven men and women with a minimum of 5 and a maximum of 10 years of history of marriage and at least one child were selected using non-probability purposive available sampling and answered questionnaires about marital instability (Booth et al, 1987), attitude towards marriage (Rozon and Bratton, 1998) and emotional maturity (Singh and Bhargava, 1974) have answered. The age at the time of marriage and the amount of income were collected through interviews. The data have been analyzed using t, correlation, and regression tests.

In this research, descriptive, correlation, and regression methods were used. One hundred and ninety-seven men and women with a minimum of 5 and a maximum of 10 years of cohabitation were selected as available to answer questionnaires on marital instability (Booth et al, 1987), attitudes toward marriage (Rozon and Bratton, 1998), and emotional maturity (Singh and Bhargava, 1974) to answer. Also, the age at the time of marriage and the amount of income were collected through interviews. Data were analyzed using t, correlation, and regression tests.

The results showed that pessimism in women and men, lack of emotional stability in women, and social adjustment in men affect the degree of marital instability. The results of this research can be used to formulate and implement educational and therapeutic programs to reduce couples' pessimism and increase women's emotional stability and men's social adjustment to reduce couples' marriage instability.

This study is to explain the criteria and indicators of the ideal form of school mathematics curriculum in Iran. For this purpose, the national documents of the education system in Iran and related research findings to school mathematics curriculum were examined. The Akker’s ten-component model for the curriculum was adapted as the framework for this study. In order to ensure the balance and effectiveness of the curriculum, in this framework, each of the components address a specific question. By answering them, criteria for the components of the school mathematics curriculum were presented. The research method of the study was document analysis and qualitative content analysis in the form of inferential. To validate the presented criteria, a number of mathematics educators and curriculum specialists participated in this study. Finally, for each of the components introduced in the framework, the criteria and indicators of the ideal form of mathematics curriculum were determined.

Numerous studies have shown that mathematical gender beliefs affect girls' mathematical performance and Leads to a drop in math scores and Their interest is in mathematical utility. However, there is a research gap in the study of the effect of an empowerment education package with self- determination approach on girl students math performance and gender beliefs.

The aim of this study was to evaluate the effectiveness of the empowerment education package with self- determination approach on girl students math performance and gender beliefs (with low performance in this lesson.

The present study was applied in terms of purpose and in terms of data collection method, an experimental type was semi-experimental with design pre-test,post-test and follow with control group. The study population consisted of all girl students ninth grade in 6 district Tehran city during the years 2019-2020 with low performance in math. 32 people were targeted selected as a sample and randomly assigned to two experimental and control groups (16 people). The instruments of the present study were Leder and Forgasz (2002) mathematical Academic Belief Questionnaire, For the experimental group, training was held in 8 sessions of 60 minutes While the control group did not receive any intervention. Malekzadeh, Hejazi and Kiamanesh (1400) packages were used to teach empowerment with self-determination approach. Data analysis was performed by mixed analysis of variance.

showed that the use of empowerment training package with self-determination approach It has been effective in improving the performance and gender beliefs of math female students with low performance in this course (P<0/01).

girl students who participated in empowerment education sessions based on self-determination approach had better performance and Improvement beliefs to math lesson. Therefore, it is recommended to be considered as one of the educational programs at educational institutions Including In schools with different groups and more.

The bitter and biting views of society and the rejection of divorced women make it difficult for them to adapt to these conditions and damage their self-esteem. Studies have shown that emotion-focused and cognitive-behavioral therapies can affect post-divorce adjustment and self-esteem of divorced women, but research comparing their effectiveness has been neglected.

The aim of this study was to comparison of the effectiveness of emotion-focused therapy and cognitive-behavior therapy on post-divorce adjustment and self-esteem of divorced women.

This study was a quasi-experimental study with pre-test, post-test and two-month follow-up with control group. The research population included all divorced women under the auspices of social service bases in the 2th district of Tehran, Iran. The study sample included 60 women who were selected by available sampling method and, then, were assigned into two experiment groups and one control group (20 individuals per group) through random assignment method. The research tool were Fisher Divorce Adjustment Scale (1976) and Rosenberg Self-esteem Scale (1965). For the first experiment group, the emotion-focused therapy (Mirzazadeh et al., 2012), and for the second experiment group, the cognitive-behavior therapy (Muñoz et al., 2012) were delivered in groups and in nine 120-minute sessions, but the control group received no intervention. Data analysis was performed by Repeated Measures ANOVA and Bonferroni post hoc test.

Both treatments improved post-divorce adjustment and self-esteem of divorced women at the end of the intervention stage and in the follow-up stage (p<0.01), but emotion-focused therapy was more effective in improving their adjustment than cognitive-behavioral therapy (p<0.01). There was no difference between these two treatments in increasing the self-esteem of divorced women (p<0.05).

Divorced women who participated in emotion-focused and cognitive-behavioral therapies sessions more experienced post-divorce adjustment and self-esteem

The present study aimed to identify and assess the central and peripheral factors of marital conflict in the Persian-speaking population of Iran. 

The present study was basic and developmental in terms of purpose. The research design included an exploratory sequential mixed-methods procedure (qualitative-quantitative). To identify the central and peripheral factors, the present study selected and investigated 58 scientific articles in a period of 1991-2019 for a systematic review, 23 conflicting couples for exploratory interviews using the convenience sampling method, and 10 experts for the Delphi method survey using the purposive sampling method, and then developed a comprehensive list of marital conflict in a 344-item checklist, and assessed 450 individual (225 couples) by selecting samples. Thereafter, the results of four stages were combined and central and peripheral factors were classified into peripheral-central factors using coding and factor analysis. 

After factor analysis, 17 items were removed, and finally, 19 central factors and 235 peripheral factors were identified, and premarital issues (β=0.31), lack of support and care for each other (β=0.22), lack of intimacy (β=0.22), issues related to families of origin (β=0.21), lack of attractiveness (β=0.16), sexual dissatisfaction (β=0.13), frustration (β=0.11), dishonesty (β=0.11), communication patterns, and dysfunctional conflict resolution (β=0.11), economic and job problems (β=0.09), problems with previous emotional relationships (β=0.08), and power structure (β=0.07) played the largest roles in marital conflict, followed by extramarital affairs and infidelity, personality and behavioral problems, children-related factors, lack of conscientiousness, religious factors, and the lack of courage of couples explained the marital conflict. 

Based on the research results, the set of factors related to the marital conflict were caused by several central factors that needed to be taken into consideration in preventive interventions, diagnosis, and intervention in couples.

Numerous studies have examined the effect of self – determination education on student learning, but research that has developed designing and editing an empowerment education package with self- determination approach and its effectiveness on student math performance and belifs has been neglected.

the purpose of this was to designing and editing an empowerment education package with self- determination approach and its effectiveness on girl and boy students math performance and belifs with low performance in this lesson.

The present study was applied in terms of purpose and combined in terms of method)qualitative and quantitative), the qualitative part was the design of a education package and the quantitative part was semi-experimental with design pre-test,post-test and follow with control group. The study population consisted of all students ninth grade in 6 district Tehran city during the years 2019-2020 with low performance in math. 32 people were targeted selected as a sample and randomly assigned to two experimental and control groups (16 people). The instruments of the present study were Leder and Forgasz (2002) mathematical Academic Belief Questionnaire, For the experimental group, training was held in 8 sessions of 60 minutes While the control group did not receive any intervention. Proposed research package for empowerment education with self- determination approach it was designed based on the theory of Deci & Ryan (2004). Data analysis was performed by frequent measurments analysis of variance.

an empowerment education package with self-determination approach had a significant effect on math performance and belifs (with low performance in this lesson) (P<0/01).

girl and boy students who participated in empowerment education sessions based on self-determination approach had better performance and  Improvement beliefs to math lesson. Therefore, it is recommended to be considered as one of the educational programs at educational institutions Including Ministry of Education.

This study was conducted with the aim of investigating and comparing the effect of transactional strategies, providing effective feedback and using a combination of these two methods on improving the comprehension performance of the fifth-grade students as a complex mixed design with two inter-subject factors “type of education and gender” and an intra-subject factor “test”. The research population included Arāk city fifth grade male and female students and the research sample was selected by multi-stage cluster sampling method from 8 schools and one class from each school (all in all four classes of females and 4 classes of males). Comprehension performance was measured using the publishable questions of PIRLS 2016 study. The validity of the instrument was confirmed by experts and the reliability coefficient was obtained 0.83 by calculating Cronbach's alpha. After conducting the pre-test, the necessary training was provided for the teachers of the participating classes in 12 sessions. They instructed students for 10 weeks according to the instruction of each method, and the control group was instructed using the conventional method of schools. Then, all students participated in the post-test and 6 weeks later in the follow-up test. Data were analyzed by two-factor analysis of variance with repeated measures. The results showed that all three applied instructional methods had a significant effect on improving students’ comprehension performance (p<0.0001). Significance of the interaction between teaching methods and gender (P<0.5) showed that although students’ gender did not affect their comprehension performance (p=0.179), but the combined teaching method had an enormous effect on females’ performance. The results of follow-up test showed that the continuity of effectiveness of the applied methods was acceptable and the scores of post-tests and follow-up ones were not significantly different.

  The aim of this study was to compare the effectiveness of emotion-oriented therapy and cognitive-behavioral therapy on emotion regulation and psychological well-being of divorced women.

The present study was a quasi-experimental study with pre-test, post-test and two-month follow-up with a control group. The study population consisted of divorced women under the auspices of social service bases in District 2 of Tehran in 1398. The sample of this study was 60 women who were selected by available sampling method from absolute women covered by social service bases in District 2 of Tehran and randomly assigned to two experimental groups and one control group (20 people in each group). The research instruments were the Cognitive Emotion Regulation Questionnaire (Garnefsky and Craig, 2006) and the Psychological Well-Being Scale (Reef, 1980). For the first experimental group, emotional therapy (Mirzazadeh et al., 2012) and for the second experimental group, cognitive-behavioral therapy (Monaz et al., 2007) was held in 9 sessions of 120 minutes, but the control group did not receive any intervention. To analyze the data, repeated measures analysis of variance and Banferroni post hoc tests were used.

  Both treatments improved emotion regulation and psychological well-being of divorced women at the end of the intervention and follow-up period (p <0.01), but emotion-oriented therapy was more effective in improving their emotion regulation than cognitive-behavioral therapy (0.01). 0> p). There was no difference between these two treatments in increasing the psychological well-being of divorced women (p <0.05).

These two therapies are useful interventions to improve emotion regulation and psychological well-being of divorced women.

Nowadays, the importance of critical thinking in promoting students’ academic and careersuccess has increased. Therefore, many higher educational institutions consider reinforcing critical thinking as one of their ultimate goals. The present study was conducted with the aim of describing the graduate students ' perception of the second level “explicating the thesis of a text “and third level “analyzing the Logic of Text” of critical thinking based on Paul and Elder framework (2012).  

 This research was conducted based on a qualitative approach, and phenomenography method. 15 voluntary Participants were from first year, second year and graduated educational psychology students of at master level from Alzahra University, in the academic year of 2016-2018. First of all, they were requested to read a part of the book entitled “Art of Loving” and answer to the questions of second and third level of critical thinking. Then, data were analyzed based on the inductive method. The categories description was plotted with internal and external horizons and outcome space.

The results showed eight descriptive category including, explicating the thesis of a text based on the elaboration strategy, application of deductive reasoning, remembering of prior literacy knowledge, text analysis with regard to the components of critical thinking, inappropriate diagnosis of critical thinking components, exploratory questions vs no exploratory questions, general expression of content of text and overcoming the person's vision on author vision.

Therefore, to promote the critical thinking of students, it is recommended the instructing of critical thinking components and strengthening critical reading skills be considered by policy makers of higher education.

Marriage is one of the most important events in the life of any person, which is influenced by characteristics of the person before marriage, such as the early maladaptive schemas. One of the treatment approaches proposed for early maladaptive schemas is emotion therapy. Therefore, the aim of the present study was to evaluate the effectiveness of emotion-focused therapy on early maladaptive schemas during marriage.

Methods and Materials:

 The present research plan is quasi-experimental with pre-test, post-test and follow-up. For this purpose, a sample of 40 couples were selected during the marriage using the available sampling method and filled out the Yang (1990) early maladaptive Schemas Questionnaire. They were given emotion-focused therapy for 12 sessions. Data analysis was performed using repeated measures analysis of variance.

The results showed that emotion-focused therapy was effective on early maladaptive schemas (p=0.05). The results showed that the interactive effect of time * group and intergroup source had a significant difference in participantschr scores regarding early maladaptive schemas (p=0.01).

Thus, emotion-focused therapy increases coupleschr involvement in emotion regulation by improving awareness, cognition, and emotion regulation, and reduces cognitive deviations resulting from early maladaptive schemas.

Emotional release is a new technique based on acupuncture and cognitive therapy that plays an essential role in eliminating energy disorders in the body and helping individual recovery. The present study aimed to determine the effectiveness of the emotional release technique in reducing anxiety in patients with post-traumatic stress disorder.

The present quasi-experimental study had experimental and control groups with a pretest-posttest and a two-month follow-up design. The statistical population consisted of 486 patients who visited Kerman Nourieh Psychiatric Hospital in 2018 and were hospitalized for post-traumatic stress disorder diagnosed by a psychiatrist. Among them, we selected 30 men with the inclusion criteria using the purposive sampling method and randomly assigned them to the experimental group (15 males) and the control group (15 males). The participants in the experimental group received six one-hour sessions as the Church emotional release technique (2014). All participants were assessed at the pre-test, post-test, and follow-up stages using the Spielberger anxiety inventory (1983). We analyzed data using the repeated-measures analysis of variance.

The results indicated that state anxiety (F=14.23, P= 0.008) and trait anxiety (F=3.07, P= 0.031) decreased in the experimental group and the effect remained stable in the follow-up phase.

Since the intervention of the emotional release technique decreased anxiety in people with post-traumatic stress by targeting the release of emotions, we suggest clinicians use the emotional release technique to reduce anxiety in individuals.

This study aimed to investigate the role of social support and life satisfaction in academic burnout. The research method was correlation. From Islamic Azad University of Tehran, 393 students selected by cluster sampling method and responded to Maslach Burnout Inventory-Student Survey (MBI-SS, Schaufeli, et al., 2002), Satisfaction with Life Scale (SWLS, Diner, et al., 1985) and Multidimensional Scale of Perceived Social Support (Zimet, et al., 1988). Data were analyzed using regression analysis. The results showed that social support (β = -0.131, P≥0.020) and life satisfaction (β = -0.229, P≥0,000) had a significant and inverse effect on academic burnout. The findings also showed that Social support and life satisfaction explained 14% of the variance in academic burnout. According to the findings, academic burnout decreases with increasing social support and life satisfaction. Therefore, supporting student by family, friends, and the educational environment, as well as strategies that increase life satisfaction, can reduce students' academic burnout, which is an important factor in dropout.Keywords: social support, life satisfaction, academic burnout

The aim of this study was to describe faculty development programs in different universities. This study is a descriptive comparative study. Development programs of 53 universities in Iran, U.S., Canada, Australia, England and Hong_Kong were analyzed with a qualitative Meta-synthesis approach through line-by-line coding in MAXQDA 10. Identified components were integrated and described inductively.  According to findings, delivery methods are: workshops, mentoring, long-term-courses, seminars, internship under mentor’s supervision, discussion-groups, organizational-socialization, showcase-best practices, individual-consultation, university-meeting-participation, networking, peer-evaluation, study-groups, short-term-courses, social-participation, shadow-program, writing-teaching-portfolio, experienced-faculty-interview, group-consultation, teamwork, self-study, open-classroom-events. The content offered includes educational-pedagogical issues, leadership-management, social-interpersonal-competencies and academic-writing, research, research-ethics, futurology, practical-knowledge, familiarity with organizational-roles, personal-competencies, service-providing, professional-ethics and scientific-community-acceptance. Topics with general audience are planned centrally with cooperation of graduate students’ office, technology support centers, libraries and departments such as school of management and topics with specific audience are planned by subject department in collaboration with cluster universities. Delivery Methods are determined by the goals, facilities, and culture of institution. Content is determined according to institution’s goals. In order to successfully designed programs, it is necessary to identify faculty needs and their learning culture. Implementing programs in one way and by one center cannot have the desired effect.

This study aimed to investigate the mediating role of life satisfaction in the relationship of social support and core self-evaluation with academic burnout. The research method was a correlation. 407 Human science students of Tehran Azad University were selected by multistage cluster sampling method and responded to Maslach Burnout Inventory-Student Survey  (Schaufeli, Martínez, Marques Pinto, Salanova, & Bakker, 2002), Satisfaction with Life Scale (Diener, Emmons, Larsen, & Griffin, 1985), Core Self Evaluation Scale (Judge, Erez, Bono, & Thoresen, 2003), and Multidimensional Perceived Social Support Scale (Zimet, Dahlem, Zimet & Farley, 1988). The results of the path analysis indicated a direct effect of core self-evaluation and social support on academic burnout as well as an indirect effect on decreasing academic burnout through life satisfaction. The results also showed that core self-evaluation and social support predicted 32% of the variance of life satisfaction and core self-evaluation; and core self-evaluation, social support, and life satisfaction explained 27% of the variance of academic burnout. Overall, the findings revealed the role of social support and core self-evaluation in increasing life satisfaction and reducing burnout, which is one of the causes of academic failure.

The purpose of this study is to design and validate the integrated curriculum model of ecological literacy in elementary school. To this aim, descriptive-analytical-comparative method was used in model designing phase and Delphi technique was used in validation phase. The statistical population of the study in model design included eight leading countries in the field of ecology (Costa Rica, Canada, Sweden, Norway, France, Austria, Colombia, Finland) and in the validation phase 15 specialists in curriculum as well as ecology were selected by purposeful sampling. The optimal model was designed based on the four elements of Tyler curriculum where the main elements include the purpose (conservation of biodiversity, etc.) content (combination of theoretical and practical ecological training, etc.), learning activities (activities-tasks-research-oriented As a group and) and evaluation (test of naturalistic intelligence, etc.). The validation results showed that the proposed model was suitable for curriculum studies and environmental education experts and these people approved the model at a high level.

Divorce can induce numerous social harms. Post-Divorce adjustment is an integral process experienced by a subject after divorce. Thus, after the death of the spouse, it is the divorce that requires the most change to readjust the involved individuals. Furthermore, the unpleasant views of society and the rejection of divorced women complicates adapting to these conditions for them. Besides, such conditions damage their mental health; thus, having adaptive Emotion Regulation (ER) skills can be helpful. Therefore, they must be equipped with ER skills to encounter the challenges of accepting and managing the created conditions. The current study aimed to investigate the effects of Emotion-Focused Therapy (EFT) on post-divorce adjustment and ER in divorced women.

This was a quasi-experimental study with pretest-posttest-follow-up (two-month) and a control group design. The research population included all divorced women under the auspices of social service bases in the second district of Tehran City, Iran, in 2019. The study sample included 40 women who were selected by the convenience sampling method; they were then randomly assigned into the experimental and control groups (n=20/group). The inclusion criteria of the study included providing informed consent forms to participate in the study, not being addicted to drugs and psychotropic substances, not consuming alcohol and psychiatric drugs, not having personality disorders or a history of hospitalization in psychiatric hospitals, the age range of 20-45 years, formal marriage, literacy, cohabitation with the spouse for at least one year, a formal divorce, the custody of at least one child, and 2-4 years passed since the divorce. The research tools, i.e, applied in the pretest, posttest, and follow-up stages were the Divorce Adjustment Scale (Fisher, 1976) and the Cognitive Emotion Regulation Questionnaire (Garnefski & Kraaij, 2006). For the experimental group, the EFT (Mirzazadeh et al., 2012) was delivered in nine 120-minute sessions; however, the control group received no intervention. The collected data were analyzed by descriptive statistics (mean & standard deviation) and inferential statistics, including repeated-measures Analysis of Variance (ANOVA) and Bonferroni post hoc test in SPSS at the significance level of 0.05.

The present research results suggested the significant effect of the group on post-divorce adjustment (p<0.001), adaptive ER strategies (p<0.001), and maladaptive ER strategies (p=0.003). The effect of time and the effect of time×group on post-divorce adjustment (p<0.001), adaptive ER strategies (p<0.001), and maladaptive ER strategies (p<0.001) were also significant. Furthermore, the difference in the mean scores of all three variables between the pretest, posttest, and follow-up stages was significant (p<0.001); however, the difference in the mean scores of post-divorce adjustment (p=0.435), adaptive ER strategies (p=1.000), and maladaptive ER strategies (p=0.084) between posttest and follow-up stages was not significant, indicating the effect of intervention remained stable in the follow-up phase.

According to the research findings, EFT improved post-divorce adjustment and offer in the examined divorced women and this effect lasted over time.

Third Mellenium World is a world that is faced with rapid scientific, cultural, and technological change. Increasing access to education services at higher education levels has resulted in admission of students with personal differences to higher education institutes. The change in the higher education context is associated with a change in the roles and responsibilities of faculty members. Therefore, in order to fulfill their duties and take their responsibilities, it is necessary for faculty members to deploy their understanding, knowledge, and skills in different areas and improve them in accordance with the changes that occur in the society and deploy the teaching-learning approaches to take these differences into consideration. This study is aimed at identifying the qualifications required for becoming a faculty member at higher education institutes on the basis of their roles and responsibilities. Materials: This study is a Basic Qualitative research with a pragmatic and epistemological, interpretive / constructivist approach.  First, the documents related to the teaching qualifications in higher education were collected. Then, in order to understand the views and experiences of the Iranian universities’ faculty members, semi-structured in-depth interviews with 14 faculty members were conducted. The documents were  described  in a qualitative Metasynthesis approach in terms of concepts and themes in a deductive manner within the research context and on the basis of a theoretical framework, and, then,  they were analyzed along with the concepts and themes identified in the interviews in an interpretive (deductive and inductive) manner  and in the last stage, the concepts and themes were inductively integrated and interpreted and line-by-line coding in MAXQDA 10 was used to analyze the documents and interviews.

In this study, 349 semantic units (open codes), 32 categories and 9 themes (competencies) were extracted which are as follows: Competencies related to: futurology (futurism, risk-taking, entreprenuership), professional ethics  ( no abuse of powere, observing students’  boundary, attending with readiness, assuming responsibility for educating the community and observing professionalism), personal competencies (personal identity, ethics and personal behavior, being up-to-date, problem-solving ability and thinking skills), interpersonal-social competencies (cultural identity, effective communication skills, role modeling, patnership and cooperation), organizational competencies (organizational identity, familiarity with objectives and missions of the organization, familiarity with roles including  offering services competencies, research competenceies, education competencies, management competencies (self-management, leadership, occupational management, resource management, teaching-learning management, preparation and learning environment management, research management, education-research guidance,  planning and organization), practical competencies ( the ability to connect science and practice, effectiveness), writing competencies (knowledge of language and academic writing), and competencies related to acceptability in the communities of practice (scientific community approval.

Analysis of the findings showed differences between competencies identified among faculty members in Iran and outside Iran. 10 out of 14 interviewees pointed out abuse of others’ scientific abilities and abuse of power by some faculty members in their own professional condition which probably indicates the need to emphasize this principle in the Iranian higher education society whereas foreign documents mostly emphasized technology.  Not mentioning this issue in the interviews by most professors may indicate that some faculty members in Iran are not still amiliar with this concept. The competencies identified in this research can be used to make informed decisions and to determine the required content for the development programs of the candidates intending to cooperate with the higher education institutes as faculty member. 

The purpose of this study was to compare the effectiveness of teaching the learning strategy of visualization and self-regulation education on studentschr('39') creativity.

The present study was experimental. The research population consisted of all 7th grade students in Tehran during the academic year 1397-1396. Using multi-stage cluster sampling, 120 students (60 female students, 60 male students) were selected as sample. To collect data, the Torrance Creativity Questionnaire was used which was carried out in the pre-test and post-test. Data were analyzed using covariance statistical test.

The results showed that two educational methods of visualization and self-regulation education on increasing the creativity of students have a significant effect. The results also showed that there is no significant difference between male and female students regarding the effectiveness of these two experimental methods on studentchr('39')s creativity. However, the results showed that there is no significant difference between the effectiveness of two experimental methods of teaching the learning strategy of visualization and self-discipline education on studentschr('39') creativity, and it can be said that these two methods of teaching have been effective.

The results showed that learning the learning strategy of visualization and self-regulation education in increasing the creativity of students is the same and the effect of these two methods on the creativity of female students is similar.