فریده حمیدی

To discover how to improve pre-school teachers’ cognitive skills through designing a curriculum, a two track approach was taken. One track consisted of content analysis of 51 related articles published between 2001-2022, while the other included a set of semi-structured interviews with 20 experts on pre-school curriculum development, the data from which were also content analyzed. Findings show that designed curriculum with its six domains of principles, objectives, content, methods, environment, and evaluation can be implemented. Hence, it is suggested that both curriculum planners, as well as teachers, benefit from the findings.

The aim of this study is to examine the education of highly gifted children in order to provide strategies for addressing these individuals in our country. It was a qualitative research study conducted using an interpretive synthesis method. Initially, 352 studies were reviewed, and after applying inclusion and exclusion criteria in three stages, 19 studies were selected as the final sample. Then, through text mining of the approved studies conducted between 2000 and 2023, relevant phrases were coded using open and axial coding. After combining the axial codes, six main themes were identified. The results of this study indicated that the education of highly gifted students should be tailored to their specific characteristics, needs, and the depth of their challenges. In other words, determining the quality of their education should be based on the appropriate alignment of three factors: differentiation, enrichment, and acceleration. This can be achieved through the establishment of full-time schools, creation of short-term educational centers, camps, and summer programs, as well as virtual platforms for homogeneous groupings and teaching that meets the needs of highly gifted children in the country. The identified themes can provide the theoretical and practical groundwork necessary for establishing centers and schools dedicated to the education and training of highly gifted students in the country.

Chronic headaches are the most common types of headaches that cause severe loss of daily functioning of patients. Most of these patients treated with drug therapy and it seems that drug therapy is not useful alone. The purpose of this study was to comparison the effectiveness of solution-focused therapy and narrative therapy on cognitive regulation of emotion in women with chronic headaches.

This semi-experimental study was conducted with a pretest-posttest design with control group and follow-up 2 month. In this research, the statistical population was all women with chronic headaches who referred to the clinic of neurologists in Tehran in year 2023. In the first stage, using convenience sampling method, 45 women were selected and then randomly divided into 2 experimental groups (each group 15 women) and one control group (15 women) were replaced and experimental groups underwent solution-focused therapy (8 sessions 90 minutes) and narrative therapy (8 sessions 90 minutes), but the control group received no training and remained in the waiting list. To collect data short-form McGill pain questionnaire of Dworkin and et al (2009) and cognitive emotion regulation questionnaire of Garnefski and Kraaij (2006). Data analysis was performed using SPSS-24 software in two sections: descriptive and inferential (analysis of variance with repeated measures and Bonferroni).

The results showed that both interventions in post-test and follow up had a significant effect on cognitive regulation of emotion (P<0.05).  In addition, the results of Bonferroni post hoc test showed that self- narrative therapy is more effective in cognitive regulation of emotion (P<0.05).

Based on the results of the present study, it can be said that solution-focused therapy and narrative therapy can be used as a treatment method to on cognitive regulation of emotion of women with chronic headaches in counseling centers and priority of use in the treatment of women with chronic headaches is with the narrative therapy.

Cognitive threats are any factor that directly or indirectly disrupts a person's ability to process information or make rational decisions. These factors can include misleading information, contradictory messages, or social pressures. The present study aimed to identify women's intellectual challenges in the face of various cognitive threats. This research is a qualitative study that is applied in terms of purpose. Using purposive sampling, 30 women (8 experts and 22 students) were selected and underwent in-depth semi-structured interviews. The analysis of information obtained from the participants was carried out using the coding method and in the form of three stages of open, axial, and selective coding. By analyzing the data from semi-structured interviews, in total, in the open coding stage, a five-step process was used to identify primary codes, secondary codes, concepts, and subcategories regarding the research questions, which led to the discovery of macro-categories or classes, and were finally classified and named into three general categories: individual cognitive beliefs, collective cognitive beliefs, and intergenerational cognitive beliefs. It is of particular importance for the government to accurately understand the cognitive challenges of women and girls in the country. This generation has grown up in a fast-paced digital world and has different expectations from policies and how society is managed. Understanding behavioral patterns, expectations of individual freedoms, a desire for transparency, and social participation can help the government to communicate more effectively with this generation.

The present study was conducted with the aim of comparing the cognitive variable of perceptual reasoning in reading and math learning disorders and attention deficit/hyperactivity disorder .The current research was of comparative causal type. The statistical population included second to fifth grade students suffering from math disorder, reading disorder and attention deficit/hyperactivity disorder who referred to learning disorders centers in Tehran in the academic year of 2023-2022. 93 students were selected with the purposeful sampling method, so that there were 31 students in each group of math disorder, reading disorder and attention deficit/hyperactivity disorder.The instruments used were Tabrizi reading test(2000) Conners Parents Scale for Assessing ADHD(2007), Set of standardized test of mathematics or Shalev academic achievement & diagnostic test of calculation(1993) and Wechsler Intelligence Scale for Children-Fourth Edittion standardized by Abedi, Sadeghi and It was Rabi'i (2013). Research question was analyzed using multivariate covariance analysis and Bonferroni post hoc test of the 18th version in SPSS software. From the findings, it can be concluded that there is a significant difference between the reading and math groups in the perceptual reasoning variable (P<0 /5) that the math disorder group has a weaker performance than the reading disorder group. From the findings, it can be concluded that perceptual reasoning can be a more special variable for math disorder. Therefore, experts are advised to take more effective measures in the field of perceptual reasoning when dealing with children with mathematical disorders.

The review of previous literature indicates that paying attention to the development of spatial visual perception skills in elementary school students as a basic principle in art education, in addition to helping to improve their performance and academic achievement in art lessons, as an important factor in Their creativity is also considered. Visual spatial perception skills help students to better understand different images in their surroundings and communicate with their thoughts. These skills allow students to create more creative ideas and progress in art lessons as one of the important aspects of their creativity; and since art is considered as one of the main elements of children's personality development, this influence can play an important role in their full development. However, the investigation of the background of the research indicates a theoretical gap in this field because most of the studies have either considered spatial visual perception as a dependent variable or considered its relationship with other subjects and in the form of other subjects such as mathematics. The effect of these skills on students in various stages of education has been studied, and less studies specific to elementary students have been done. Based on this, this research was conducted with the aim of determining the effectiveness of visual spatial perception skills training on creativity and academic achievement in the art lesson of elementary school students.

The method of the present research was practical in terms of its purpose and semi-experimental in terms of implementation with a pre-test-post-test design with a control group. The statistical population in this research included all the female students in the art class in the academic year of 1401-1402 in the fifth grade of elementary school in district 5 of Tehran and the research sample included two experimental and control groups; the experimental group from one school and the control group from another school were chosen. For this purpose, 36 students from the fifth grade were selected in two schools and were randomly divided into two groups of 18, experimental and control. Torrance's creativity test was used to measure creativity. After the pre-test, the experimental group was exposed to the independent variable (visual spatial perception skills training) and the control group was not exposed to training with this content and learned the art lesson in the conventional way. Covariance analysis was used to analyze the data.

The results indicated that the adjusted averages (post-test average with pre-test score control) showed that the average creativity in the experimental group was 84.33 and in the control group was 78.73, which showed that the average of the experimental group was 5.60. The score was higher. Considering that the significance level is less than 0.05, the intervention of spatial visual perception skills in the experimental group increased creativity and its three components, i.e., fluidity, initiative, and the ability to develop students in the art course, but considering that the significance level is more than 0.5 0, the intervention of visuospatial perception skills had no significant effect on flexibility.

The examination of visual spatial perception skills on the creativity variable and its 4 components showed that the effectiveness of the intervention of visual spatial perception skills on the total creativity variable, fluidity component, originality component and elaboration ability component was confirmed; however, the effect of this intervention on the flexibility component was confirmed was not placed. Also, the findings indicated that the intervention of spatial visual perception skills increasesd the academic progress of elementary school students in art lessons. In other words, it can be said that spatial visual perception skills through art lesson have a significant impact on students' learning and academic achivement and can be used as an important factor in students' academic achivement. Based on this, it is suggested that teachers used new teaching methods and increased students’ participation, valued students' creativity, encouraged students, considered prizes for their creativity, and used art classes to increase creative thinking. Moreover, students were hold in environments outside the classroom. Also, considering the limitations of the research, it is suggested that future researchers conduct similar researches in the long term and in different periods of time, either with a qualitative method or by considering different statistical samples.

The aim of the current research is to determine the effectiveness of  cognitive rehabilitation  by help of gamification in sustained attention of first grade elementary school students, which was conducted in a quasi-experimental manner with a pretest-posttest design with a control group.  The statistical population is the first grade female students of Hasan Abad Fashafuye city, who were selected based on random sampling of two-stage clusters of 30 students and were matched in two experimental and control groups based on intelligence scores.  During 15 session of 45-minutes, the students of the experimental group were trained and reviewed the concepts related to sustained attention with the help of gamification: while in the control group, was not used.  The research tools included children’s Raven test (1962),& continuous performance test (1965).  Data analysis was done using descriptive and inferential statistics, at the level of descriptive statistics, indicators such as frequency, mean, and standard deviation were used, and at the level of inferential statistics, the multivariate covariance analysis test was used.  The results, based on descriptive and inferential statistics, showed that cognitive rehabilitation with the help of gamification improves the sustained attention, with  Cronbachs alpha of 0.54 (p<0/01).

The purpose of this research was to investigate the effectiveness of virtual education of physics concepts (such as temperature and heat) with a cognitive approach on the academic achievement, cognitive levels of learning, and learning strategies of students. It was a quantitative research with quasi-experimental pre-test-post-test design with two control and experimental groups. The research population included all male students in the 10th year of the experimental sciences field in Mashhad normal schools in the academic year 1400-1401. The research sample consisted of 67 students who were selected by multi-stage cluster sampling. To measure academic achievement, a researcher-made test was used, and to measure the cognitive learning strategies, the standard questionnaire of learning motivational strategies (Pentrich and DeGroot,1990) was used. Physics virtual education with a cognitive approach was provided for 8 sessions of 90 minutes for the experimental group, and the control group was subjected to conventional virtual education. To check the reliability of the researcher-made academic achievement test and the standard questionnaire of motivational learning strategies, Cronbach's alpha coefficient was computed as 0.74 and 0.76, respectively. To analyze the data, descriptive statistics, Kolmogorov-Smirnov test, and inferential analysis of covariance were used. The results showed the effectiveness of this educational approach in improving learning, academic achievement and strengthening the learning strategies of students. Based on the findings, it can be said that teaching with a cognitive approach facilitates the formation process of knowledge structure in learners and increases their understanding of educational concepts.

The purpose of this study was to compare the effectiveness of solution-oriented therapy and narrative therapy on problem-oriented methods of coping with stress in women with chronic headaches.

The research method was semi-experimental with a pre-test-post-test design with a control group with a 2-month follow-up phase. The statistical population was all women with chronic headaches who referred to neurology clinics in Tehran in 1402. In the first stage, 45 people were selected using the purposeful sampling method and then they were replaced in 2 experimental groups (15 people in each group) and a control group (15 people) in a simple random way. The analysis of the information obtained from the implementation of the questionnaires was done through SPSS software version 24 in two descriptive and inferential parts.

The results showed that both interventions in the post-test and follow-up phase had a significant effect on improving the problem-oriented methods of coping with stress compared to the control group (P<0.05). The results of Ben-Ferroni's post hoc test showed that narrative therapy is more effective than solution-oriented therapy on improving problem-oriented ways of dealing with stress (P<0.05).

Based on the results of the present study, it can be said that solution-oriented therapy and narrative therapy can be used as appropriate treatment methods to improve the problem-oriented methods of coping with stress in women with chronic headaches in centers. Counseling and psychological services should be used, and the priority is to use narrative therapy.

Acculturation is the process of social, psychological and cultural changes that result from the interaction of two cultures and at the same time adapting to the culture that dominates the society. This research was conducted with the purpose of constructing, factoring and validating the acculturation questionnaire in bilingual female students in Urmia city. The statistical population included bilingual female students of the 10th and 11th grades in the academic year of 1400-1401 in Urmia city. 300 students were selected by three-stage cluster random method and answered the acculturation questionnaire. Reliability was calculated using Cronbach's alpha coefficient and validity was calculated using content validity and confirmatory factor analysis. According to the average extracted variance of AVE, 2 extracted factors could explain 51.66 percent of the variance of the acculturation questionnaire. The findings obtained from the confirmatory factor analysis showed that the x2/df index for the two-factor structure was equal to 1.94, and given that it was less than 5, it indicates the optimal fit of the model. And the second root of the mean square of the estimation error is equal to 0.05 and it is smaller than 0.08 and it indicates the good fit of the model. Reliability for the total acculturation score was0.89. Based on the results of the present research, a scale of acculturation with 15 items and two components of language and cultural identity was extracted, which can be appropriate to measure the level of acculturation of students.

The main task of educational supervisors is to communicate and work professionally with teachers to improve the teaching and learning process. The purpose of this research was to identify the roles of educational supervisors and their influence in improving the teaching and learning process. exploratory mixed method with both qualitative and quantitative approaches was used. The theme analysis method was used in the qualitative approach. In this regard, a semi-structured interview was conducted using a purposeful approach, with 13 teachers and supervisors working in primary schools in the villages of Qom. After the implementation of interviews and data analysis through systematic coding by MAXQDA2020 software, 285 conceptual codes, 25 sub-categories and 5 main categories were identified, which included five dimensions of developmental, educational, logistic, leadership, and supervisory roles. In the quantitative part, 120 teachers working in elementary schools in the villages of Qom province completed the questionnaire. Smart pls software was used to analyze quantitative data. Results showed that the five mentioned roles positively and significantly affect the teaching-learning process.

Chronic headaches are the most common types of headaches that cause severe loss of daily functioning of patients. Most of these patients treated with drug therapy and it seems that drug therapy is not useful alone. The purpose of this study was to comparison the effectiveness of solution-focused therapy and narrative therapy on ways of emotion of coping with stress in women with chronic headaches.

This semi-experimental study was conducted with a pretest-posttest design with control group and follow-up 2 month. In this research, the statistical population was all women with chronic headaches who referred to the clinic of neurologists in Tehran in year 2023. In the first stage, using convenience sampling method, 45 women were selected and then randomly divided into 2 experimental groups (each group 15 women) and one control group (15 women) were replaced and experimental groups underwent solution-focused therapy (8 sessions 90 minutes) and narrative therapy (8 sessions 90 minutes), but the control group received no training and remained in the waiting list. To collect data short-form McGill pain questionnaire (SF-MPQ-2) of Dworkin and et al (2009) and ways of coping questionnaire (WCQ) of Folkman & Lazarus (1988). Data analysis was performed using SPSS-28 software in two sections: descriptive and inferential (analysis of variance with repeated measures and Bonferroni).

The results showed that both interventions in post-test and follow up had a significant effect on ways of emotion of coping with stress (P<0.05).  In addition, the results of Bonferroni post hoc test showed that self- narrative therapy is more effective in ways of emotion of coping with stress (P<0.05).

Based on the results of the present study, it can be said that solution-focused therapy and narrative therapy can be used as a treatment method to on ways of emotion of coping with stress of women with chronic headaches in counseling centers and priority of use in the treatment of women with chronic headaches is with the narrative therapy.

The aim of this study was to determine the effectiveness of schema-based education on story problem solving skills of second graders. The research was semi-experimental with a pre-test/post-test design and a control group. The statistical population of the study was the second-grade elementary students of Chahshak Shandiz village studying in the academic year 1399-1400. Sampling Method was a two-stage random cluster method and the sample size was 50 students, from which two groups of 25 students were randomly selected as experimental and control groups. The experimental group received twenty sessions of schema-based training and the control group did not receive this method. The research instruments were children's color ion intelligence test, revised version (1956) and researcher-made test of problem-solving questions. Analysis of covariance was used to analyze the results. According to the research results, schema-based education has improved the ability to solve story problems, with an effect size of 0.67 in second grade elementary students with a significant level (P≤0.001). According to the research findings, second grade elementary teachers can use this method to improve arithmetic problem solving skills.

This study is investigated the effectiveness of science education with STEM approach, in a combined (face-to-face and virtual) method, on problem solving skill of the students of the middle school in the topic of energy. This research is a semi-experimental and pre-test-post-test type with the control group. The statistical population is all the 7th-grade male students from middle school in Tabadakan region, Mashhad 2021-2022. From this statistical population, 70 students were selected by the convenience sampling who were in two classes. One of the classes was randomly selected as the experimental group and the other as the control group. The control group received training through the traditional approach, whereas the experimental group underwent training using the STEM method. The research tool was Hepner and Patterson's (1988) standard problem solving skill questionnaire. In order to develop lesson plan with STEM approach, the proposed standard framework (STE(A)M IN INTEGRATED LEARNING SCENARIO) was used. Data from questionnaires was analyzed using SPSS, with statistical indicators calculated and normality. Also, hypotheses investigated using Kolmogorov-Smirnov tests and covariance analysis. The significant values obtained for problem-solving skill (0.033) and its subscales, including Confidence (0.022), Approach-Avoidance style (0.046) and Personal Control (0.025), indicated that the STEM approach was helpful in improving learners' learning and strengthening their problem-solving skill. Also, this study showed that students generally have difficulty learning scientific concepts and problem solving skills, but hybrid approaches such as STEM can improve educational processes and learner performance in developing countries such as Iran. Therefore, the role of STEM approach in education becomes highlighted.

The purpose of this research is to "examine the knowledge of educators about the developmental-educational characteristics of preschool children in Iran". The approach of this research is qualitative and phenomenological. , Ilam and Kermanshah were selected purposefully. The data collection tool included a semi-structured interview, which the researcher used to measure the knowledge of preschool teachers about children's developmental-educational characteristics. The validity of the intended tool was determined in two ways, "form and content" using the opinion of educational experts in the field of preschool children's education and psychology experts. In this section, the reliability method of agreement between two coders was used to check the reliability of the interviews. The findings of the research showed that the teachers' knowledge of the ratio of educational-developmental characteristics in the components of emotional-social, mental-cognitive, language-speech, creativity and innovation is weak and the level of knowledge of the teachers with the educational needs and characteristics of children's religious-moral development is within It was desirable

The aim of this study was to investigate the prediction of premenstrual syndrome based on coping styles with stress and lifestyle in high school students. The research method was applied in terms of purpose and was a descriptive correlational study in terms of method. The statistical population of the present study consisted of all high school students in the 11th grade of the urban area in the second semester of 2020-2021, and according to Krejcie Morgan table, 269 people were selected as the sample by available non-random sampling method. To collect data, Stinner (2003) Premenstrual Syndrome Disorder (PSST), Andler and Parker (1990) Stress Coping Styles (LISQ) and Lali et al. (2012) Lifestyle Questionnaire were used. SPSS23 software and stepwise regression coefficient were used to analyze the data. Results showed that coping styles with stress and lifestyle have the ability to explain and predict premenstrual syndrome. So that emotion-oriented confrontation with stress and then exercise and health, spiritual health and lifestyle components, in three steps were able to explain and predict 13% of the variance in the symptoms of premenstrual syndrome. Therefore, it is suggested that educational counselors and trainers in schools pay attention to the correct knowledge of lifestyle and copying styles training in schools.

School closures and home quarantines due to the spread of infectious diseases such as Covid-19 have affected the physical and mental health of adolescents. Adolescence is a period of growth in which intimate relationships are very important. In today's societies, the role of family and school in the development of students' personality is a decisive and fundamental one because with the complexity of social and cultural issues and the advancement of technology, the effectiveness of this role in the development of personality has decreased to some extent. Corona virus and teenagers living at home have also fueled this issue. One of the issues of education that has a decisive role in the performance and morale of people is the principle of responsibility. Research shows that accountability can be promoted using effective intervention methods. One of the appropriate interventions in this field is group psycho-educational interventions, which is neither mere education nor mere counseling; in this research, psychoeducational group interventions were implemented through one of the cognitive and behavioral therapy methods called Acceptance and Commitment Therapy (ACT).

This research was semi-experimental due to the existence of the experimental group and the control group of the pre-test-post-test design. The statistical population in this research included all first secondary level male students who studied in the public schools of Arak in the academic year of 2021-2022. The group (in-person test, virtual test and control) were randomly placed. The data required for this research were collected by the responsibility scale of the California Psychological Inventory (CPI) (1978). The data were analyzed using SPSS 24 software and multivariate covariance analysis.

The results showed that face-to-face group psychoeducational interventions based on acceptance and commitment were effective on teenagers' responsibility after the Covid-19 pandemic (P<0.05). Virtual group psychoeducational interventions based on acceptance and commitment were also effective on teenagers' responsibility after the Covid-19 pandemic (P<0.05) and there was a significant difference between face-to-face and virtual group psychoeducational interventions in terms of the effectiveness based on acceptance and commitment on the responsibility of teenagers after the Covid-19 pandemic.

The findings of this research indicated the effectiveness of face-to-face and virtual group psychoeducational interventions based on acceptance and commitment theory on increasing responsibility in teenagers in the post-corona era (P<0.01). Therefore, it is suggested that school counselors and therapists in working with students get help from the approach based on acceptance and commitment as a suitable group psychological educational approach to increase their level of psychological adaptation and responsibility.

Marital satisfaction is a crucial state and Linked with the survival of a marriage for spouses and takes a different form in blended families.

The purpose of this study was developing a conceptual model of explaining marital satisfaction of spouses in Iranian blended families using grounded theory.

In this qualitative grounded theory study, the statistical population included all couples in blended families living in Mashhad, Iran in 2022. A total of 21 couples were purposefully and voluntarily selected for in-depth semi-structured interviews. The interviews were continued until theoretical saturation and the data were analyzed using Strauss and Corbin’s method.

In the paradigmatic model, fifteen categories were obtained in six main dimensions: causal conditions (type and motivation of marriage, physical and psychological health, commitment, sexual satisfaction, imprinting, emotional factors, disposition, behavioral factors, personality and behavioral traits, parenting), central category (communication skills), strategical category (lawful living), contextual conditions (demographics), intervening conditions (economic and financial needs, extrafamilial needs, cooperation), and outcome (personal and social).

The results indicated that communication skills, lawful living, physical and psychological health, commitment, sexual satisfaction, financial needs, cognitive-behavioral factors, personality traits, and parenting were linked with marital satisfaction of couples in blended families. Therefore, it is recommended to use the findings in premarital and marriage counseling for blended families and marriage enrichment programs.

The aim of this research was to compare the approaches of High Scope, Reggio Emilia and Waldorf in order to provide guidelines for the training of pre-primary teachers in Iran. The research method is comparative qualitatively using documentary and Bereday methods for data collection and analysis respectively. The research findings showed that all three educational approaches in cases such as acceptance of sequence and child's developmental tasks; unique role of the coach as a guide and facilitator; following the basics and principles of child psychology; attention to the physical, mental and emotional aspects of the child; and attention to the famous principles and theories of learning are similar to each other. In terms of differences, the "high scope" approach emphasize on components of special needs of the child, dialectical education, technical coach and reverse education; Reggio Emilia's approach highlights multicultural components, technical training situation, implicit values and Waldorf's approach persists the components of curriculum integration, artistic method of imaginative play, classroom with natural materials and trained teachers. The findings of the present research can be a good guide for experts, executives and decision makers in the field of preschool education in Iran to identify and pay attention to the characteristics and elements of an effective educational model for the training of preschool teachers.

Considering the importance of social-emotional abilities in childhood especially in preschool age, the necessity of intervention with the aim of improving and promoting of social-emotional abilities and using game-based educational methods, especially for preschool children, the present research was conducted with the aim of determining the effectiveness of educational games based on social-emotional learning on increasing social-emotional abilities in preschool children. The present study was a semi-experimental with pretest, posttest and two-month follow-up design with control group. The research population was a preschool children of 4th district of Mashhad city in the 2020-2021 academic years. The research sample was 48 people who were selected by available sampling method and randomly by lottery replaced into two groups of 24 people. The experimental group was trained 20 sessions of 45 minutes with the method of educational games based on social-emotional learning and the control group was placed on the waiting list for training. The research tool was the social-emotional assets and resiliency scale for preschool. The data were analyzed by methods of analysis of variance with repeated measures and Bonferroni post hoc test in SPSS software version 25 at a significant level of 0.05. The findings showed that there was a significant difference between the experimental and control groups in terms of social-emotional abilities in preschool children. In the other words, educational games based on social-emotional learning increased social-emotional abilities in preschool children and the results remained in the follow-up phase (P<0.05). According to the results of this research, planning is necessary to improve social-emotional abilities in preschool children based on educational games based on social-emotional learning along with other effective educational methods.

The present study was conducted with the aim of identifying factors affecting marital satisfaction in Iranian unmarried couples. The qualitative research method was the type of foundation data. The statistical population included all Setp family couples living in Mashhad in 2021. 21 couples (42 people) who had the conditions to participate in the interview were selected as a statistical sample using the purposeful sampling method (with voluntary selection), taking into account the theoretical saturation point. The data collection tool included a semi-structured interview. In the current research, MAX QDA software was used to analyze the data using the grounded theory method with categories coding and SPSS software to determine the kappa coefficient. Based on the findings, the communication skills of couples were identified as the main factor in the marital satisfaction of Iranian Setp family couples. Also, other causal factors in the marital satisfaction of Setp family couples include: the manner and motivation of marriage, mental and physical health, the level of commitment of the couple to each other, the level of satisfaction with the sexual relationship, the level of the ability of the couple in role-taking, emotional, behavioral and personality factors of the couple agree on It was about raising children and how to establish a relationship with them. Understanding and identifying factors affecting marital satisfaction in Iranian unmarried couples can be considered as a model and a path for couples, especially couples about to remarry, and ultimately help the health of society.

Divorce has many negative consequences and affects family relationships, including parent-child relationship and custody of children. As a result, the aim of this research was to determine the effectiveness of cognitive therapy training based on mindfulness on the parent-child relationship and consensual custody of children in parents applying for an irreconcilable divorce.

The present study was a semi-experimental study with a pre-test-post-test design with a control group. The research community was the parents of unreconciled divorce applicants who referred to counseling centers in Mashhad in the spring of 1400. A sample consisting of 20 couples was selected by purposive sampling method after reviewing the inclusion criteria and randomly replaced by lottery in two equal groups. The experimental group was trained in eight 90-minute sessions (one session per week) with cognitive therapy based on mindfulness, and the control group remained on the waiting list for training. The data were collected with the parent-child relationship scale and the researcher-made questionnaire of consensual custody of the children and were analyzed with chi-square, independent t-tests and multivariate covariance analysis in SPSS-22 software.

The findings showed that there was no significant difference between the experimental and control groups in terms of age, education and occupation (P>0.05). Also, there was a significant difference between the test and control groups in terms of both variables of parent-child relationship and consensual custody of children in parents applying for an irreconcilable divorce. In other words, the cognitive therapy training method based on mindfulness improved the parent-child relationship and consensual custody of children in parents applying for an unconsolidated divorce (P<0.001).

According to the results of the present study, it is necessary to plan to improve the health of the family, especially to improve the parent-child relationship and consensual custody of children. For this purpose, cognitive therapy based on mindfulness can be used along with other educational methods.

This study was conducted to evaluate the effectiveness of mindfulness-based cognitive therapy training on irrational beliefs and parent-child relationships in parents uncompromising divorce applicants. The research method was quasi-experimental with a pretest-posttest design and a control group. The statistical population included all couples uncompromising divorce who were referred to counseling centers in Mashhad in the second half of 2021. The research sample consisted of 40 people who were selected by the available sampling method and randomly assigned to two groups of 20 experimental and control. Data collection tools included the child-Parent Relationship Scale (CPRS, Pianta, 1992) and the Irrational Beliefs Test - Ahvaz (4IBT-A, Ebadi and Motamedin, 2005). For the experimental group, eight 90-minute sessions were provided with one week of mindfulness-based cognitive therapy training. Data were analyzed by multivariate analysis of covariance using SPSS software version 22. Findings showed that mindfulness-based cognitive therapy training on reducing irrational beliefs and improving parent-child relationships in parents' uncompromising divorce Undefined had an effect (P<0.01). Based on these findings, it can be concluded that mindfulness-based cognitive therapy training is effective in reducing irrational beliefs and improving the parent-child relationship in parents' uncompromising divorce.

In the classrooms based on inclusive education, cognitive flexibility and teaching-learning concepts play an important role in teachers' self-efficacy. The aim of this study was to investigate the role of cognitive flexibility and teaching-learning concepts in teachers' self-efficacy in a classroom based on inclusive education. The research method was descriptive and correlational. Sampling was done by a simple random method from the list of names of teachers participating in inclusive education. Therefore, 467 primary teachers of the 9th district of Mashhad were selected. In order to collect data, teachers' self-efficacy questionnaires in inclusive education (TEIP, Sharma et al., 2012), cognitive flexibility questionnaire (CFI, Dennis and Vanderwaal, 2010) and the teaching-learning concepts questionnaire TLCQ (Chan Elwitt, 2004) was used. Pearson's correlation coefficient and multiple linear regression analysis were used to analyze data. Results showed that there is a positive and significant correlation between cognitive flexibility and the perception of self-efficacy related to inclusive education, as well as the concepts of constructivist learning and the perception of self-efficacy related to inclusive education (P < 0.01). Also, the results of multiple regression analysis showed the variables of cognitive flexibility and constructivist learning teaching concepts predict 36% of the total variance of teachers' self-efficacy. In general, teachers with cognitive flexibility and more developed teaching-learning concepts experience higher self-efficacy in classrooms based on inclusive education. The findings of this research emphasize the development of cognitive flexibility and teaching-learning concepts to improve the self-efficacy of teachers in the classroom based on inclusive education.

The purpose of the research is to design a model of empowering pre-primary school teachers with the "scope" approach in Iran, the research was conducted qualitatively and using the basic data method to analyze and analyze the data using the Corbin and Strauss model, as well as open, axial and selective coding. The sampling method was purposeful and in the form of snowball, the sample size was 20 experts and experts in the field of curriculum planning, three-tiered methods were used for validity and reliability. The findings showed that the components (organizational atmosphere, principles and necessity of support) From the conditions of management strategies, the components (value-oriented, encouragement, unit and organization) of the consequent factors were identified in the design of the preschool teachers' empowerment model with the "Scope" approach. According to the findings of the research, it is suggested to the planners in Iran by adopting a combined approach focused on orientation aspects, rule orientation, justice orientation, teaching key experiences of teaching active approach, teaching creative and critical thinking, professional competence and human relationship). From the conditions of competence principles, components (process, growth-oriented and integrated method) from educational strategies, phenomena (lack of motivation, inefficient support centers and faulty evaluation) from intervening conditions, phenomena (scientific management concepts, creating a competitive-friendly environment and Work policy-strategy (from background conditions and quality education of people at distinct and prominent individual levels of each component, provide the right background for designing programs for empowering preschool teachers.