نادره سهرابی

Numerous studies have examined the interaction methods of parents with the psychological functioning of adolescents and have reported positive outcomes from these relationships. However, no study was found that directly investigated the impact of educational programs on parents’ interaction styles in reducing harmful factors.

The present research was conducted to examine the impact of educational interaction style training for parents on reducing harmful factors in parent-adolescent relationships.

The research method was semi-experimental of the pre-test, and post-test type with a control group. The statistical population included all high school female and male students from districts one and two of Shiraz city in the academic year of 2021-2022. A simple random sampling method selected 60 individuals (30 parents and 30 students) as the sample. The questionnaire on harmful factors in parent-adolescent relationships (Malahi et al., 2023) was used for data collection in the present study.

The findings indicate that there is a significant difference between the groups in terms of variables related to harmful factors in parent-adolescent relationships. This means that the developed protocol has been able to reduce harmful factors in the experimental group compared to the control group, such as the generational gap (0.117); parental perfectionism (0.136); lack of independence for adolescents (0.198); comparison of children (0.237); improper communication with adolescents (0.117); lack of trust in adolescents (0.396); blaming adolescents (0.203); parental unawareness (0.167); unsafe conditions (0.071).

Understanding the effectiveness of interactive style training can guide policymakers in allocating resources and developing targeted programs to support parents and improve family dynamics. Research findings can contribute to the reform and enhancement of interactive-style educational programs, ensuring that they are tailored to the specific needs of parents and adolescents. This evidence-based approach can inform the creation and modification of interventions that aim to strengthen family relationships, potentially leading to more cohesive and supportive home environments for parents and adolescents.

The purpose of this research was Discriminant analysis of Academic hope, identity styles and academic self-efficacy in students with internet abusive use and normal students.

To do this through descriptive research (causal- comparative), 210 participants (105 students with internet abusive use and 105 normal students) in the academic year 2017-2018 which selected from through purposive sampling. The participants were requested to fill out The Internet Abusive Use Questionnaire, Academic hope Questionnaire, identity styles Questionnaire and academic self-efficacy Questionnaire

According to the findings of the research, the results show that The results of the clean analysis showed that the confused/avoidant identity style variable was positively and significantly, as well as the normative identity style variables, educational hope, texture, talent, commitment identity style and informational identity negatively and significantly capable of being a member of a knowledge group. Predict students affected by the Internet and normal students. Due to the low structural coefficient, the effort variable was not able to predict the group membership of students affected by the Internet and normal students. Also, the variables of normative identity, academic hope, context, talent, commitment identity and informational identity are more in normal students.

The results of this investigation admitted the role of Academic hope, identity styles and academic self-efficacy as variants of the predictors of the possibility of internet abusive use in students.

The current research was designed and implemented to evaluate the psychological well-being model based on emotional self-regulation, mindfulness, and self-coherence with the role of psychological capital. This research is a cross-sectional descriptive survey. In terms of purpose, application, and the method of collecting the information needed to examine the hypotheses, this research is collected through a questionnaire and in the field. Due to the investigation of the relationship between variables, this type of research is of the correlation type. The statistical population of the present study includes all the female guardians of Shiraz city, which was considered to be 384 people according to the sample size of Kochran in uncertain conditions, which was spread among the statistical sample by a simple random method. We use the structural equation method to analyze the data using SPSS and AMOS software. The results showed that psychological capital can mediate the relationship between self-coherence, emotional self-regulation, and mindfulness with psychological well-being. The significance level of self-coherence, emotional self-regulation, and mindfulness variables is close to zero and less than the significance level of α=0.05 (p<0.05). As a result, statistically, there is a significant relationship between these variables and the psychological well-being of women heads of households. In proving a positive relationship between them, by increasing one unit of self-coherence, emotional self-regulation, and mindfulness, psychological well-being will increase by 12.5%, 21.9%, and 32.5%, respectively. Found. Also, by increasing one unit of self-coherence, emotional self-regulation, and mindfulness due to the mediating role of psychological capital, the amount of psychological well-being indirectly increases by 4.3%, 4.8%, and 7.7%, respectively. The percentage will increase.

Development of a healthy identity can significantly affect the formation of other traits, including self-esteem and body image, in individuals. The aim of the study was to develop a sexual education program and evaluate its impact on the self-esteem of elementary school children.

It was a quasi-experimental study with a pre-test-post-test design, which included a control group. The statistical population consisted of all elementary school girls in Shiraz (Iran) in 2021, and the sampling method was random from the girls' elementary schools in Shiraz. The participants were 30 female students who were randomly  assigned to two groups, experimental and control, each with 15 individuals. The Cooper Smith Self-Esteem Inventory (SEI) was used to measure self-esteem.

The multivariate covariance analysis indicated that the F-statistic for personal and social self-esteem variables was significant (p < 0.001), but not for the family self-esteem variable.

Therefore, implementing the sexual education program for elementary school children has a positive and significant effect on personal and social self-esteem.

This study aimed to present a structural model of postpartum depression based on social support and marital satisfaction with the mediation of resilience.

The current research method was descriptive and type of structural equation modeling. The statistical population of the research included all mothers who had given birth and were referred to Jahrom University of Medical Sciences hospitals, and 415 mothers who referred for natural delivery and caesarean section using the available sampling method and completed the Edinburgh Postnatal Depression scale (EPDS), the Sherbourne and Stewart Social Support Survey (MOS-SSS), the Enrich Marital Satisfaction Scale (EMS) and the Connor-Davidson Resilience Scale (CD-RISC) four to eight weeks after delivery. Data analysis was done using the (AMOS) software version 24, and the reliability of the tools was checked by Cronbach's alpha method and with the help of SPSS software version 23.

The findings of the research showed that social support had a significant effect on postpartum depression only indirectly (β = -0.10, p = 0.02) through resilience. In addition, it was found that marital satisfaction can both directly (β = -0.36, p = 0.0001) and indirectly affect postpartum depression through resilience (β = -0.22, p = 0.009).

Resilience can be considered an anti-depressant factor in the postpartum period. Psychological interventions aimed at increasing resilience, social support and marital satisfaction, can play a significant role in preventing postpartum depression.

Adolescence is a stage of the individual's life during which a young person experiences comprehensive changes and transformations in various aspects such as physical, cognitive, moral, behavioral, and more. One of the most influential factors in successfully navigating this period and acquiring desirable traits as a result of these changes is the family. Hence, it is essential to identify cognitive factors that can be detrimental to parent-adolescent relationships in order to provide strategies for improving relationships between adolescents and parents.

The aim of the current study was to investigate the lived experience of traumatic cognitive factors in parent-adolescent relationships.

The present research employed a mixed-methods exploratory approach. Purposeful sampling using expert network technique was utilized for qualitative data collection, involving 20 participants in interviews. The statistical population for the quantitative segment of the study encompassed all high school students in Shiraz. A total of 332 participants were selected through simple random sampling. The research tools included interviews and a researcher-developed questionnaire for both qualitative and quantitative segments. Qualitative data analysis involved open, selective, and theoretical coding, while quantitative data were analyzed using descriptive and inferential statistics. In the quantitative part of the research, confirmatory factor analysis and structural equation modeling were conducted using Smart PLS 3 software.

The final results of the study, based on the interviews, demonstrated that traumatic cognitive factors in parent-adolescent relationships include: 1) Generational differences; parental perfectionism; parental unawareness; lack of parental understanding; divergent value systems; excessive mutual expectations; and perceptual distance between parents and adolescents. The results of the structural equation modeling indicated that trauma has a significant negative and inverse impact on the parent-adolescent relationship. However, the other factors did not show significant effects.

Based on the findings of this study, it can be said that identifying each of the traumatic factors in parent-adolescent relationships leads to the recognition of the underlying issues between parents and adolescents, thereby facilitating improvement.

The aim of this study was to investigate the mediating role of adaptability in the relationship between personality traits and implicit beliefs of intelligence with the meaning of life.

This correlational research is presented in the form of structural equation model. The research population included high school students in Shiraz. From the mentioned statistical population, 315 female (170) and male (145) students of 10th and 11th grade of high school in the academic year of 2019-2020 were examined by accidental sampling method. They are responded the Estger et al Meaning of Life Questionnaire, the Martin et al Adaptability Scale,  the Abdel Fattah and Yates Implicit Beliefs Intelligence Scale, and the Costa and McCurry Neo Personality Inventory.

In the findings section, it was found that personality traits affect the meaning of life through adaptability. In addition, it was shown that the belief in the incremental nature of intelligence has a significant effect on the meaning of life through adaptability.

When special attention is paid to personality traits, implicit beliefs of intelligence in educational institutions, people's adaptation increases and prepares them for success in various aspects of life, especially the meaning of life.

Family is a fundamental structure in every society; as a result, the consequences of its threads can harm the society. So, the aim of this study was to investigate lifestyle modification on improving the typology of integration and family pathology among couples in Rostam city. The research method was an experimental type. The statistical sample of the study were 30 couples in Rostam city. By random sampling, they assigned in two control and experiment groups. Research instrument was Samani Family Process and Content Model (2005). Findings showed that the lifestyle modification has a significant effect on the improvement of family species. Therefore, it can be said that lifestyle modification has had a significant effect on the improvement of family typology. The results also showed that lifestyle modification has a significant effect on improving family integration. Lifestyle modification also has a significant effect on improving family pathology. By considering the results of the study, it can be concluded that life style modification not only would improve typology of families to healthy and integrated type, but also can decrease pathology of family.

Breast cancer is the most common cancer and the second leading cause of death in women with many physical and psychological complications, and the aim of this study is to compare the effectiveness of treatment based on acceptance and commitment on health anxiety, psychological well-being and body image in women with mastectomy breast cancer. It is the city of Shiraz where they visited Amir Shiraz Hospital in 2022.

The current research was of semi-experimental type, pre-test, post-test with control group and follow-up test. The subject population included a sample of 45 people who were randomly measured. The research tools included Weisman and Beck, health anxiety questionnaire, Riff psychological well-being questionnaire and Kash, Mikola and Brown body image questionnaire. The research data were used to test the hypotheses using the multivariate covariance method and the Sheffe and Benferoni post hoc tests, and the data were analyzed using the SPSS software.

The findings of this research showed that the treatment based on acceptance and commitment had a significant effect on the research variables. health anxiety (F=77.822, p<0.05) body image (F=37.609, p<0.05) psychological well-being (F=8.637, P<0.05) 

Because the underlying principles of the treatment are based on acceptance and commitment in order to increase psychological flexibility, therefore, this treatment can be used in clinical settings along with other common treatments.

Disorder in attachment relationships can lead to psychological disorders by creating general anxiety and distrust in child. The present research aimed to effectiveness of play therapy with the Theraplay method on anxiety of children with parents.

Research method in this study was experimental of a single-subject with AB designs. The study population consisted of all children aged 5 to 8 years that attended psychological centers in Tehran in 2021. Among them, 3 children (two boys and one girl) were selected based on inclusion and exclusion criteria and by purposive sampling. Trapley intervention was performed for each child in 21 sessions. The research instrument was Marschak Interaction Method (2018) Spence Children Anxiety Scale (1997) and the Theraplay Behavioral Checklist (Made by a researcher). Data were analysed using visual analysis at both within-condition and between-condition levels.

The findings showed that the play therapy with the Theraplay method intervention significantlyreduces the anxiety of child with parents (P<0.05).

According to the findings of the research has been confirmed the effectiveness of play therapy with the Theraplay method intervention on reducing the anxiety of child with parents. Therefore, this method can be considered as one of the useful and applicational treatments for these children.

Breast cancer is one of the common diseases in women that threatens their physical and mental health. This study aimed to investigate the effectiveness of a mindfulness-based stress reduction program on psychological well-being, health anxiety, and body image in women with mastectomy breast cancer.

The present study is quasi-experimental with pre-test, post-test, and follow-up group design. The statistical population of this research included all women with breast cancer who underwent mastectomy surgery and were referred to Namazi and Amir Shiraz hospitals in 2021. A total of 30 women with breast cancer were selected in a purposeful way and randomly assigned to experimental and control groups (15 people in each group). Data collection was done using the demographic form and psychological well-being questionnaire, health anxiety inventory, and body image concern inventory. After the pre-test, the experimental group underwent 8 sessions of a 90-minute stress reduction program based on mindfulness. The instruments were completed by the experimental and control groups in the pre-test, post-test, and follow-up. Data analysis was done in SPSS software version 24 with a significance level (p<0.05).

The average scores of psychological well-being, health anxiety, and body image before training in the experimental and control groups were 29.67±4.98 and 29.47±6.62, 56.73±5.41 and 56.33±5.73, 57.67±4.73 and 57.40±3.96 respectively. There was a significant difference between the mindfulness experiment group and the control group after training (p<0.001). The largest effect size was related to body image (0.69), health anxiety (0.61), and psychological well-being (0.58).

The stress reduction program based on mindfulness led to increases in psychological well-being, a decrease in health anxiety, and concern about body image. Therefore suggested that this program be used for the rehabilitation of women with breast cancer who have undergone mastectomy surgery.

Suicidal ideation is one of adolescents' major mental health problems. Understanding how to commit suicide and its prediction and prevention are among the major mental health challenges. Suicide could be associated with impulsivity. Today, impulsivity is ideologically conceptualized. In other words, impulsivity is associated with a lack of cognitive inhibition and a decision–making process that is imperfect in individuals. The inability to regulate emotion properly and efficiently seems to be one of the factors influencing suicidal tendencies. Emotional regulation is the internal and external processes responsible for evaluating, modulating, and monitoring emotional reactions to achieve the desired goals. Since the rate of suicide has increased significantly in recent years among young people and adolescents, we investigated the prediction of suicidal ideation based on impulsivity and emotion regulation.

The present study was cross–sectional and correlational. The study's statistical population included all adolescents living in Yasuj City, Iran, in 2020. The study participants included 380 adolescents who were selected using cluster sampling. The inclusion criteria were as follows: being teenagers (12–18 years old), living in Yasuj City, having full consent to participate in the plan, and not using drugs and psychotropic drugs. The exclusion criterion was the incomplete completion of the questionnaires. To collect the data, Beck Suicidal Ideation Scale (Beck et al., 1991), Barrat Impulsiveness Scale (Barrat et al., 1997), and the Emotion Regulation Questionnaire (Gross, 1999) were used. The Pearson correlation coefficient and multiple linear regression were used to analyze the data using SPSS software version 24 at a significance level of 0.05.

The results of the Pearson correlation coefficient showed significant negative relationships between impulsivity and suicide (r=–0.56, p<0.001) and emotion regulation and suicide (r=–0.50, p<0.001). In addition, the results of multiple linear regression analysis showed that impulsivity (β=–0.45, p<0.001) and emotion regulation (β=–0.37, p<0.001) significantly predicted the tendency to suicide.

According to the results, adolescents with poor emotion regulation and impulse control skills are more prone to suicide. Conversely, adolescents with emotion regulation and impulse control skills are less prone to suicide. Therefore, studying emotion regulation and impulse control is effective in counseling and treating suicidal ideation.

This study aimed to explain the causal model of marital boredom based on emotional and social maturity among married people in Shiraz, Iran.

 This descriptive and correlational study was conducted on 362 married people (270 women and 92 men) married for 10 years and were selected by convenience sampling method. The data were collected using the Paynes' Marital Boredom Self-Report Scale (1996), Yashvir and Bhargava's Emotional Maturity Scale (EMS) (1991), and Rao's Social Maturity Scale (RSMS) (1973). In addition to descriptive statistics (mean, standard deviation, and correlation matrix), inferential statistics (structural equation model) were used to analyze the data of the aforementioned scales collected from the sample population by AMOS software.

The results showed that emotional maturity predicts marital boredom negatively and significantly (P<0.01, β= -0.69); however, social maturity is not a significant predictor of marital boredom (P<0.01, β= -0.09). After calculating the model by considering the output correction indicators of AMOS software, this model was modified and fitted with eight indicators. In general, the results of this analysis confirmed a good model fit.

The causal model showed that emotional maturity is able to predict marital boredom negatively and significantly. However, social maturity is not a significant predictor of marital boredom.

Many factors can play a role in postpartum depression, which significantly affect the baby, mother, family, and society. The purpose of this study was to present a postpartum depression model based on social support and marital satisfaction with the mediation of parental stress. The current research method was descriptive and type of structural equation modeling. The statistical population of the research was all mothers have given birth who referred to Ostad Motahari Jahrom Hospital between April and October 1401, and 415 women were selected using the accidental sampling method from natural delivery and caesarean section and completed the Edinburgh Postnatal Depression scale (EPDS), the MOS Social Support Survey (MOS-SSS) Sherbourne and Stewart, the Enrich Marital Satisfaction Scale (EMS) and the short form of Abidin Parenting stress Index (PSI-4-SF) during four until eight weeks after childbirth. Social support and marital satisfaction do not have a significant effect on postpartum depression directly. Also, social support and marital satisfaction can effect on postpartum depression through parental stress.Considering the stressful conditions during pregnancy, psychological interventions aimed at reducing parental stress can reduce maternal exhaustion after childbirth, and social support and high marital satisfaction play a significant role in preventing this disorder.Keywords: postpartum depression, social support, marital satisfaction, parental stress

Divorce brings emotional separation and psychological pressures for most women, which requires the most changes for re-adaptation in these people. Therefore, the purpose of the present research was to determine and develop a structural model of adjustment after divorce based on social and psychological factors in divorced women in Shiraz.

The present descriptive correlational study was conducted in Shiraz city in 2018. The statistical population of the study included all divorced women who were divorced for at least two years and were not remarried. 416 samples were selected through available sampling from fifteen psychological clinics under the supervision of welfare and family courts. Moreover, they were evaluated through Fisher's post-divorce adjustment questionnaires, Multidimensional Perceived Social Support Questionnaire, Bell's Social Adjustment Questionnaire, Adult Attachment Style Questionnaire, Neo Short Form Five-Factor Personality Questionnaire, and Emotion Cognitive Regulation Strategies Questionnaire. The collected data were analyzed using Pearson's correlation, multiple regression and Fisher's statistical tests.

The results indicated that the variables of perceived support, attachment styles and personality traits through the variables of cognitive regulation of emotion and social adjustment had a significant effect on adjustment after divorce (p<.05). Unreconciled emotion regulation had a negative and significant effect on post-divorce adjustment (p<.05). The adjusted emotion regulation variable had a positive and significant effect on post-divorce adjustment directly and indirectly through social adjustment (p<.05). Finally, the social adjustment variable had a positive and significant effect on post-divorce adjustment (p<.05). Social adjustment was the strongest predictor of adjustment after divorce (0.63) than personality traits (0.59). Secure attachment style had the greatest effect on post-divorce adjustment through compromised emotion regulation (0.26). Furthermore, the personality trait of neuroticism had the greatest impact on post-divorce adjustment through compromised emotion regulation (0.52). Friends' support through social adjustment had the greatest effect on post-divorce adjustment (0.43). Planning strategy through social adjustment had the greatest impact on post-divorce adjustment (0.34). The mentioned variables explain a total of 65% of the variance of adjustment after divorce.

The structural model revealed that some social and psychological factors were able to predict adjustment after divorce, and the results of the present study can be studied and be useful for counseling clinics, psychology and other institutions that are responsible for the health of society.

This research was conducted with the aim of comparing the effectiveness of timely intervention and timely intervention along with family education on improving the academic ability and cognitive performance of late learners.

The research method was an experiment with a pre-test and a post-test with a control group. 36 late learners were considered as samples using available sampling method. They were replaced randomly in three groups (two experimental groups and one control group). The experimental groups were trained in 20 sessions of 90 minutes during one month. The data obtained from reading, math and writing prerequisite skills tests, Wechsler test for children, Leiter test and Goodinaf dummy were analyzed using covariance analysis method.

The results showed that timely intervention and timely intervention along with family education had an effect on the components of academic ability (reading, writing and math prerequisite skills). Also, the results showed that timely intervention and timely intervention along with family education had an effect on cognitive performance in Wechsler's test and Leiter's test, but did not affect Godinaf's dummy test. The results of Tukey's test also showed that timely intervention and timely intervention along with family education were significantly different from the control group in the components of academic ability. In addition, timely intervention along with family education has been more effective in reading prerequisite skills. However, timely intervention and timely intervention along with family education did not have different effectiveness in math and writing prerequisite skills. Also, the results of Tukey's test also showed that timely intervention and timely intervention along with family education in the Wechsler test were significantly different from the control group, but only timely intervention along with family education was significant in the Leiter test. In addition, timely intervention along with family education has been more effective in the Wechsler test. Timely intervention and timely intervention along with family education showed different effectiveness in the Wechsler test.

The findings of this research confirmed the effectiveness of timely intervention and timely intervention along with family education on improving the academic ability and cognitive performance of late learners.

The aim of this study was to develop a causal model of post-divorce adjustment based on personality traits, attachment style and perceived support with the mediating role of cognitive emotion regulation.

The study was correlational research based on structural equation modeling. The statistical population of this study was all divorced women Research sample of 416 divorced women; were chosen. In this study, data were collected through adaptation questionnaires after Fisher divorce, perceived support of Zimet et al., Hazen and Schiver attachment style, neo-personality traits, and cognitive emotion regulation of Garnfsky and Craig. Data analysis was performed using structural equation modeling (SEM) method. To evaluate the significance of indirect effects, bootstrap method was used.

The results showed that the proposed research model has a good fit with the data. The findings also indicated that direct pathways of cognitive emotion regulation and perceived social support were significant for post-divorce adjustment. Indirect pathways of neurotic personality traits, avoidant and ambivalent attachment styles on post-divorce adjustment through cognitive emotion regulation were negative and significant. Indirect paths are also positive and significant personality traits of extraversion, openness, agreement, conscientiousness, and secure attachment style.Discussion and

Based on the findings of this study, it can be concluded that in order to increase post-divorce adjustment, it is necessary to pay attention to the role of personality traits, attachment style, perceived social support and cognitive regulation of emotion.

There is some evidence suggesting a connection between self-harming behaviors and both family functioning and emotion dysregulation. Therefore, the objective of this study was to investigate the relationship between self-harming behaviors, family functioning, and emotion dysregulation among adolescent girls in high school during the year 2019.

The statistical population of this descriptive-correlational study included all twelve to nineteen-year-old self-harming female students in Tehran in the academic year 2019, from which one-hundred-fifty were selected using multi-stage cluster sampling. Data were collected using the Inventory of Statements About Self-Injury of Klonsky & Glenn2009, Tavitian et al Family Functioning Scale1987, and the Gratz and Roemer2004 Scale Emotional Disorder Scale. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (Pearson correlation coefficient and multiple regression analysis) in SPSS23.

The results of the Pearson correlation coefficient showed that there is a significant negative correlation between positive family emotions, family relationships, and family support with self-harming behaviors, as well as a positive and significant correlation between family conflicts and family worries with self-harming behaviors; there is a positive and significant relationship between non-acceptance of emotional responses, limited access to emotion regulation strategies during pressure, difficulty in performing targeted behaviors during pressure, lack of awareness, emotional clarity and difficulty in controlling shocks under pressure with self-harming behaviors.(P<0.05) The results of multiple regression analysis showed that the components of family conflicts, family worries, limited access to emotional regulation strategies, and the difficulty in controlling shocks under pressure explain about twenty-seven percent of the variance of adolescent girls' self-harming behaviors.(P<0.05) 

It is suggested that the ability to predict self-harm based on family performance and emotion regulation among adolescent female students be considered by healthcare workers to control and treat problems caused by self-harming behaviors promptly.

 One of the goals and tasks of the educational system is to create a foundation for the all-round development of a person and the education of healthy, efficient, and responsible people to play a role in personal and social life. Therefore, under the title of the fundamental pillar of the country's education system, students have a special role and position in achieving the goals of the education system, paying attention to this segment of society from the point of view of education and upbringing will lead to greater fertility and prosperity of the education system of the society. It will be since well-being is an important indicator for various educational outcomes, and also considering the centrality of school in the lives of teenagers, it is logical that it is important to investigate the educational well-being that shows the relationship between well-being and educational variables. To solve this problem and the damage caused by it, the academic and emotional functions were linked together, and based on this, the academic well-being structure was created to create a relationship between the emotional and academic functions, improving the relationship between the school learner and creating progressive parallel changes. It was investigated in the learner and the learning environment, in the community of students. The academic well-being of students is one of the important concepts in the research field of the education system because this concept is the key to understanding and recognizing a wide range of students' behaviors and has a significant impact on their academic success and performance. Studies have shown that people in the same conditions and environments do not have the same well-being and individual differences play an important role in this. In other words, well-being emerges from the interaction of several factors, including environment, individual, and personality. In recent years, in this field, new approaches with the influence of positive psychology emphasize the capabilities and functions, and individual characteristics of people, among which academic resilience can be mentioned. In general, resilience can be considered as adapting to the challenge and pressure and overcoming it, as well as being strengthened through the experiences of these challenges, which can increase a person's inner ability and social skills. Academic resilience refers to academic progress despite challenging conditions in the educational process. In educational environments, resilience is considered as a very high probability of success in school and other life successes despite environmental difficulties. On the other hand, one of the variables affecting academic well-being is academic support. The issue of academic support for students is multi-dimensional. The role of teachers, parents, and peers provide academic support, each of them alone and about each other, play an important role in the quality and quantity of students' academic activities. The support of teachers and peers has led to a positive perception of the school atmosphere, which is associated with a sense of security, justice, and academic well-being. Based on this, academic support for students is not only limited to the teacher's activities in the classroom but also the peer group, and each parent as a source of support can play a decisive role in academic support for students. Academic support improves students' performance because it provides expectations and values in the classroom for students and encourages students' efforts to achieve these values and expectations. While trying, the student has enough security and does not see himself under threat from the environment, and feels valuable. These feelings and performances are not achieved only by the type of teacher's behavior, but these cases are the result of a set of elements that interact with each other. To be based on this, the current research aimed to investigate the antecedent factors affecting academic well-being and its improvement, and sought to investigate and present a model for academic well-being based on academic support and academic resilience.

The present study was conducted on 540 male and female high school students in Shiraz in the academic year (2021-2022). The sample members were selected using the multi-stage cluster sampling method. First, four girls and four boys' schools were randomly selected from among all secondary schools, and in the second stage, two classes were selected from each school. They were randomly selected (16 classes) and completed the scales of academic support (Sands and Plunkett, 2005), academic resilience (Cassidy, 2016), and academic well-being (Tominin-Sweeney et al., 2012). After collecting the data, the evaluation of the proposed model was done with the method of structural equations and using the Imus program.

The results of the data analysis show that academic resilience plays a mediating role between academic support and academic well-being (p = 0.008, β = 0.09).

In general, it can be stated that academic support (parents, teachers, and peers) prepares students to acquire academic resilience and flexibility in the face of academic problems and challenges, and after acquiring this component Psychologically, students act enthusiastically toward education and learning and finally experience academic well-being. In the field of research limitations, it can be mentioned that due to the spread of the coronavirus and the increase in virtual education and teaching in all schools, caused limitations in data collection (such as sampling). In addition, considering that the tools and their completion were done by students in the virtual space, it is possible that the accuracy of the information has decreased, so the use of other methods of information collection such as interviews and observations as well as face-to-face implementation it can provide more complete information about research variables. In addition, the society and the sample of the present study consist of female and male students of Shiraz schools, so it is prudent to generalize the results to other communities such as students from other cities, students, and other community members. According to the results of this research in the field of application, the findings of this research can provide important information for educational officials. One of the findings of this research was the effect of academic support on resilience and academic well-being. Therefore, educational officials are expected to provide environments so that people can express their opinions easily and have sincere relationships with peers, parents, and teachers. This feature leads to the fact that people can create resilience and academic well-being in themselves. Considering the effect of academic resilience on academic well-being, it can be stated that in order for students to experience the well-being necessary for their studies and finally reach academic well-being, they need the educational environment to provide them with challenges to create the limit of their abilities so that they can experience academic resilience by dealing with those challenges. In the field of research proposals, it was also found that the test of other exogenous and intermediary variables in the form of the model tested in this research can expand and develop the existing knowledge about well-being. It should be noted that in the current research, individual and social characteristics have been discussed, and therefore, it is necessary to investigate other situational, cognitive, and emotional variables.

TIMSS is one of the most important comparative studies that assess the status of mathematics and science education. In the past few decades, Iranian students have performed poorly. Therefore, the purpose of this study is to differentiate successful students from unsuccessful based on individual factors to investigate what individual factors can be the basis for the success of individuals in this evaluation. The method of this research is correlational in the form of differential equation. The statistical population is all schools participating in the TIMSS 2019 exam. The sampling method is regular two- stage cluster sampling method that was performed in the TIMSS 2019 exam. The data collection tool in this study is the questions of the 2019 TIMSS Questionnaire for family, student, principal and teacher, which was published by the International Association for the Evaluation of Academic Achievement in 2019. Differential analysis method was used to analyze the data. The findings of this study showed that the number of books with a resolution of 0.630, science in school with a resolution of 0.462, assets with a resolution of 0.261, gender with a resolution of 0.231 and mathematics in school with a resolution of 0.210 have the greatest impact on the separation of successful students from unsuccessful students based on individual components. Therefore Having effective textbooks, presenting materials in a practical way and students' practical learning, and economic and financial status are among the individual factors influencing the success of the TIMSS and PIRLS test.

The aim of this study was to compare the pathology and family integration within the process and content model in high and low resilience families. The method of the current research is a descriptive survey and the statistical population includes 6000 parents of middle school students were living in Shiraz city in 2020. The sample size of the research was 361 people who were selected by accessible sampling method. Self-report family content scale (SFCS), self-report family process scale and Sixbey Family Resilience Assessment Scale (FRAS) were used to collecting data. The data were analyzed using the MANOVA test. The results revealed that there is a significant difference between high and low resilience families in the subscales of job and education, time to be together, financial resources, physical appearance, social dignity and physical and mental health. According to the findings, coping skills, cohesion and mutual respect and religious belief, decision-making, problem solving and communication skills were higher in families with high resilience than families with low resilience. In general, the findings exhibited that there is a significant difference between high and low resilience families in family integrity.

Disorder in attachment relationships by distrust can lead to psychocognitive disorders in child. The aim of this study was to explain the effectiveness of  interactive Theraplay play therapy on child's quality of attachment relationships with the parent. Research method in this study was experimental of a single-subject with AB designs. The study population consisted of children 5 to 8 years old with attachment pathologies that attended psychological centers in Tehran in the academic year 2020-2021 and the number of children was 10. From among them, 3 children (two boys and one girl) were selected based on entry and exit criteria and by purposive sampling. The intervention of theraplay for each child was done according to the instructions of Booth and Jernberg (2010), performed in 2 sessions (45 minutes) per week for 10 weeks (21 sessions) during two and a half months. The research instruments were Marschak Interaction Method (MIM) and Theraplay Behavioral Checklist (made by a researcher). Data were analyzed using visual analysis at both within-condition and between-condition levels based on three indicators of level, trend and stability. The findings showed that intervention of oriented theraplay- focused play therapy had a significant effect on child' quality of attachment relationships with parents (P<0.05). According to the findings of the study, was confirmed the effectiveness of intervention of oriented theraplay- focused play therapy on improving child' quality of attachment relationships with parents. Therefore, this method can be considered as one of helpful and applicational treatments for these children.

The aim of this study was to predict self-harming in adolescent girls based on irrational beliefs, emotional dysregulation and social support. The statistical population of this descriptive-correlational study included all 12- to 19-year-old self-harming female students in Tehran in the academic year 2019 who they were studying in public schools, from which 150 people who scored a standard deviation above the average in the Inventory of Statements About Self-Injury were selected using multi-stage cluster sampling. Data were collected using the Jones (1968) Irrational Beliefs Questionnaire, the Gratz and Roemer (2004) Disacceptance of Emotional Responses Scale, and the Zimet et al.'s (1988) and Multidimensional Scale of Perceived Social Support. There is a positive and significant relationship between helplessness against change, expecting approval from others, avoiding problems and emotional irresponsibility with self-harming; there is a positive and significant relationship between non - acceptance of emotional responses, limited access to emotion regulation strategies during pressure, difficulty in performing targeted behaviors during pressure, lack of awareness, emotional clarity and difficulty in controlling shocks under pressure with self-harming and there is a positive and significant relationship between between family, community and family with self-harming (p<0.05). In addition, components of expectations from others are the ability, limited access to emotional regulation strategies, the difficulty of controlling the ability to predict self - harming (p<0.05). This study seems to have an important role in the relationship between self - harming with irrational beliefs, emotional dysregulation and social support in adolescent girls.

The aim of this study was to provide a causal explanation of students' academic avoidance based on their mindfulness and academic selfconcept. The statistical population of the study included high school students in Zarghan City, Fars Province, Iran, who were studying in the academic year 2019-2020. From the study population, 348 students, i.e. 125 boys and 223 girls, were selected based on cluster sampling. The Participants, then, filled out the Adolescent and Adult Mindfulness Scale (Droutman et al., 2018), the Academic Avoidance Questionnaire (Khormaei & Saleh Ardestani, 2017), and the Academic Self-concept Checklist (Chen & Thompson's, 2004). The results indicated that the direct effect of mindfulness on academic avoidance was not statistically significant. However, mindfulness had a statistically significant effect on academic self-concept and indirectly, through the mediating effect of academic self-concept, affected academic avoidance, too. The overall results of this study showed that mindfulness and academic self-concept can explain academic avoidance. It can be concluded that to reduce students' academic avoidance, their mindfulness and academic selfconcept should be taken into consideration.

Maternity events such as preterm birth, low birth weight and low Apgar score can affect postpartum life. Therefore, the aim of the present study was to determine the relationship between pregnancy poisoning and cognitive development and symptoms of behavioral disorders in children. 

The present descriptive correlation study was conducted in 2017. The statistical population included 1500 children born in 2007, 2006 and 2010 at Hafez hospital, Shiraz. The selected sample was 306 according to Morgan table, but due to the samples decrease, 300 children were included in the study. Our sample is limited to children with information about maternal preeclampsia. Cognitive development of these children was measured by a children's Raven color questionnaire with 41% validity and 62% reliability. Symptoms of behavioral disorders were also assessed by the Rutter Behavioral Disorders Questionnaire, a special form for parents with 97% validity and 92% reliability. The collected data were analyzed using Pearson correlation coefficient test.

A significant and positive relationship was observed between pregnancy poisoning and children's cognitive development. The correlation coefficient between the two is 0.187, which is significant at the level of p <0.01. Moreover, the correlation between pregnancy poisoning with aggression is equal to 0.317, with child anxiety is equal to 0.247, with maladaptation is equal to 0.240 and with attention deficit-hyperactivity disorder is -0.212, all of which are significant at the level of p <0.01. It was indicated that there was an inverse and significant relationship between pregnancy poisoning with aggression, anxiety, maladaptation and attention deficit hyperactivity disorder, but the correlation between pregnancy poisoning and child antisocial behavior was 0.107 and no significant relationship was observed. 

The results indicated that pregnancy poisoning affects cognitive development and symptoms of behavioral disorders in children. On the other hand, more hospitalization of these infants in the intensive care unit can lead to behavioral disorders in the child in the future.