فهرست مطالب چنگیز رحیمی

Childhood traumatic experiences irreversibly impact child’s mind and are related to obsessive-compulsive (OC) symptoms. This study aimed to examine the relationship between childhood trauma and OC symptoms with fear of self, emotional beliefs, obsessive beliefs and mental contamination mediating the relationship. This correlational study was conducted using Structural Equation Modeling (SEM). Three hundred students of Shiraz University in 1401-1402 selected through convenience sampling method, completed Childhood Traumatic Questionnaire (CTQ), Fear of Self Questionnaire (FOS), Emotional Beliefs Questionnaire (EBQ), Obsessive Beliefs Questionnaire (OBQ-44), Vancouver Obsessive-Compulsive Inventory (VOCI-MC) and Vancouver Obsessive-Compulsive Inventory (VOCI). Data were analyzed using SPSS-24 and AMOS-24 software. According to the findings, the modified version of the suggested model was fit. Therefore, experience of trauma during childhood leads to a state of feared self. The doubted and feared self, associated with mental pollution, obsessive beliefs, and emotional beliefs, subsequently lead intrusive thoughts experienced in sensitive domains of self to obsessive-compulsive symptoms. It seems that, considering feared-self and emotional beliefs in therapeutic plans assigned for OCD might be beneficial.

This study investigates the Effectiveness of Experiential-Dynamic Emotion Regulation and Mindful Self-Compassionate Eclectic Therapy on reducing core shame, increasing self-compassion and assertiveness, and reducing depression severity in patients with introjective and anaclitic depression compared to the control group. This was a single-subject study with a pretest-posttest design and a control group with a 45-day follow-up. The statistical population consisted of all individuals diagnosed with depression in 2019 at Counseling and Psychotherapy Clinic of Shiraz University. Nine individuals were selected as a sample group with a purposive sampling method given the inclusion and exclusion criteria. the experimental groups received integrative therapy for eight sessions of 45 minutes. The effect size changes in treatment interventions were larger than 0.5 in the experimental groups regarding all study variables in the post-test and follow-up phase compared to the pre-test phase and were small in the control group (less than 0.2).

This is a descriptive correlational study of the type of structural equation conducted aiming at investigating the structural model of attitude towards body image based on the Achievement Identity Status with the mediating role of sociocultural attitude towards appearance and self-acceptance among adolescent girls.

Methods and Materials:

 The study’s statistical population included all adolescent girls studying in the secondary level in Isfahan city in the academic year 2020-2019, 567 of whom were chosen by cluster random sampling, so that one of the six districts of education in Isfahan (District 5) was randomly selected and among the schools of this district, six schools and from each school, five classes (30 classes in total) were randomly selected and asked to participate in the study. To collect data, Multidimensional Body-Self Relations Questionnaire (MBSRQ), Extended Objective Measure of Ego Identity Status (EOM-EIS-2), sociocultural attitudes towards appearance questionnaire-3 (SATAQ-3), and unconditional self-acceptance questionnaire (USAQ) were used. To analyze the data, structural equation modeling (SEM) was used with AMOS.

According to the findings, there is a significant relationship between the variables of identity status, sociocultural attitude towards appearance, and self-acceptance and attitude towards body image. Moreover, the findings revealed the effect of the achievement identity status on the attitude towards body image by mediating role of sociocultural attitude towards appearance and self-acceptance, and among adolescent girls, the proposed model has a good fit.

The identity status affects the type of people’s attitude towards their body image as their first experienced ego by mediating role of the sociocultural attitude towards appearance and self-acceptance; hence, to improve the people’s attitude towards their body image, counseling centers, beauty centers, and schools are suggested to consider the aforementioned variables.

Background &

Learning disability is one of the important constructs in exceptional education. One of the goals of educational systems is to raise the level of students' ability to increase the academic efficiency of learners. According to the Statistical Manual of Mental Disorders, a learning disability has been renamed to a specific learning disability, and reading disorder, writing disorder, and math disorder, each of which was once a distinct and independent disorder, are now considered to specify a specific learning disorder. A neurodevelopmental disorder in children that is caused by genetic and environmental factors and affects brain function in the areas of understanding and processing verbal and non-verbal information; in a way that lasts at least 6 months. This disorder leads to problems in learning and using academic skills in the form of carelessness, poor comprehension, slow reading, difficulty in spelling, problems in written expression, problems in mastering the meaning of numbers or calculations, and problems in mathematical reasoning. These problems are not related to mental retardation, developmental delay, uncorrected vision or hearing problems, or motor or neurological disorders, they are specifically meant in this way. In the education and treatment of learning disorders, one of the most important methods introduced is the sensory integration method. Sensory integration refers to processes whose information enters the brain through the eyes, ears, mouth, nose, skin, muscles, joints, and sense of balance. Ayres presented a theory called sensory integration to relate behavior and neural function, especially sensory information, which examines the specific connections of neural function, sensorimotor behavior, and academic learning in a hypothetical framework, and aims to find specific patterns of dysfunction. In children with learning and sensory problems special treatment methods for these groups. The method of sensory integration is a neurological flow that receives and organizes sensory information from the body and the environment of a person and uses it to function more effectively and better in the environment. This method leads to the improvement of excellent brain functions and the abstract levels of the brain from which mathematics is applied; it increases and thus improves the educational efficiency of these students. This intervention engages the child's senses with exercises in the form of a game, and this situation helps coordination and precision in the functioning of the child's senses. Agent concentration is important in maintaining integrity and improving learning performance, so it can play an effective role in improving reading and writing disorders. The basic assumption of this educational method is that children with learning disorders have problems in these sensory pathways. Much research has been conducted and its effectiveness has been confirmed regarding the effectiveness of this educational method in children with learning disabilities. Learning disorder affects brain function in the areas of understanding and processing verbal and non-verbal information; therefore, it is important to identify decisive intervention methods in this field. The purpose of this study was to investigate the effectiveness of the central nervous system reorganization method on explicit and implicit memory, mental retention ability, and visual-spatial skills of students with special learning disabilities.

The statistical population of this research included all students with specific learning disabilities who referred to the learning disabilities centers of Rafsanjan city in the academic year of 2019-2020, 90 of whom were selected randomly in three groups of sensory integration using the purposeful sampling method. , reorganization of the central nervous system, and the control group were replaced. Research tools included Bogard and Roos's (1991) mental fluid retention task, Snodgrass and Vanderwaart's (1980) manifest and latent memory questionnaire, and Kornoldi's (1998) visual-spatial memory test. Data analysis was done using repeated measurement with mixed design and multivariate analysis of variance using SPSS-24 software.

The Results showed that the effect of the group in the component of mental maintenance (p < 0.01 and F = 70.99), explicit memory (p < 0.01 and F = 293.26 (162 and 2)), hidden memory (p < 0.01 and F = (162, 2) 65.17) and visual-spatial skills of children are significant, so there is an obvious difference between mental retention, overt and hidden memory, and visual-spatial skills. There are three groups and between the effectiveness of educational methods considering learning disorders. Also, sensory integration training has been effective in increasing mental retention, explicit and implicit memory, and visual-spatial skills of students with specific learning disorders. On the other hand, the difference between the two groups of sensory integration and the nerve reorganization method showed that the effects of the sensory integration group on increasing mental retention, explicit and implicit memory, and visual-spatial skills of students are more than the central nervous reorganization group.

It was concluded that the methods of sensory integration and reorganization of nerves are effective in increasing mental retention, explicit and implicit memory, and visuospatial skills of students with specific learning disorders, and this effectiveness in the training of the sensory integration group compared to Reorganization of the nerves in the ability to maintain a higher and greater mental capacity.

This study aimed to determine the relationship between identity status and attachment styles with attitude toward body image in adolescent girls with the mediating role of social comparison. The research design was correlational study-structural equation modeling. The high school students in Isfahan in 2021 were the statistical population of this study, 567 of whom participated by cluster random sampling method. Data collection instruments included the Multidimensional Body–Self Relations Questionnaire (Cash, 1997), Extended Objective Measure of Ego Identity Status-2nd Version (Bennion & Adams, 1986), Revised Adult Attachment Scale (Collins & Read), and Social Comparison Scale (Chan & Prendergast, 2007). The data were analyzed by using structural equation modeling and the results showed that all of the model fitness indices were appropriate. The results also showed that the path coefficients of identity status and attachment style to social comparison and identity status, attachment style, and social comparison to attitude to body image were significant. Also, the social comparison had a mediation role in the relationship between identity status and attachment style with body image attitude. Based on the findings of this study, it seems that people who have a successful identity status and secure attachment style, experience a better attitude towards body image due to less tendency to social comparison.

Background &

Learning disorder is a neurodevelopmental disorder in children that occurs due to genetic and environmental factors and affects brain function in the areas of understanding and processing verbal and non-verbal information; therefore, it is important to identify decisive intervention methods in this field. Learning disability is one of the most controversial topics of exceptional education. One of the goals of educational systems is to raise the level of students' ability to increase the academic efficiency of learners. According to the Statistical Manual of Mental Disorders, a learning disability has been renamed to a specific learning disability, and reading disorder, writing disorder, and math disorder, each of which was once a distinct and independent disorder, are now considered to specify a specific learning disorder. A neurodevelopmental disorder in children that is caused by genetic and environmental factors and affects brain function in the areas of understanding and processing verbal and non-verbal information; in a way that lasts at least 6 months. This disorder leads to problems in learning and using academic skills in the form of carelessness, poor comprehension, slow reading, difficulty in spelling, problems in written expression, problems in mastering the meaning of numbers or calculations, and problems in mathematical reasoning. These problems are not related to mental retardation, developmental delay, uncorrected vision or hearing problems, or movement or neurological disorders, they are specifically meant in this way. In the education and treatment of learning disorders, one of the most important methods introduced is the sensory integration method. Sensory integration refers to processes whose information enters the brain through the eyes, ears, mouth, nose, skin, muscles, joints, and sense of balance. Ayres presented a theory called sensory integration to relate behavior and neural function, especially sensory information, which examines the specific connections of neural function, sensorimotor behavior, and academic learning in a hypothetical framework, and aims to find specific patterns of dysfunction in Children with learning and sensory problems and special treatment methods for these groups. The method of sensory integration is a neurological flow that receives and organizes sensory information from the body and the environment of a person and uses it for more effective and better functioning in the environment. This method leads to the improvement of excellent brain functions and the abstract levels of the brain from which mathematics is applied; increasing and thus improving the educational efficiency of this student. This intervention engages the child's senses with exercises in the form of a game, and this situation helps coordination and precision in the functioning of the child's senses. Agent concentration is important in maintaining integrity and improving learning performance, so it can play an effective role in improving reading and writing disorders. The basic premise of this educational method is that children with learning disorders have problems in these sensory pathways. Much research has been done on the effectiveness of this educational method in children with learning disabilities and its effectiveness has been confirmed. The purpose of this study was to compare the effectiveness of the sensory integration method and the central nervous system reorganization method on the explicit and implicit memory of students with specific learning disabilities.

The present study was a pre-test-post-test experiment with a control group and a follow-up period in terms of its practical purpose and design. The statistical population of the research included all students with specific learning disorders (reading/writing, math, and mixed disorders) who were referred to educational and clinical centers in Rafsanjan city in the academic year of 2020-2021, 90 of them were selected using the purposeful sampling method. Completely randomly, they were replaced in three experimental groups of 30 people, including the sensory integration group, the central nervous reorganization experimental group, and the control group. The research tools included the mental fluid maintenance task of Bogard and Rus (1991) and experimental groups of sensory integration training protocol (for 12 sessions and 90 minutes each session) and central nervous system reorganization protocol (for 8 sessions of 90 minutes each session). Data analysis was also done using repeated measurement with mixed design and multivariate analysis of variance using SPSS-24 software.

The Results showed that the effect of the group (control, sensory integration, and reorganization of the central nerves) was significant in the component of mental maintenance (p<0.01 and F=70.99). Also, the effect of disorder (reading/writing, math, and mixed) in mental maintenance (p>0.05 and F = 0.716) is not significant, so there is no significant difference between the scores of the groups according to learning disorders. Also, in the between-case factor of the interaction of the group and disorders (reading/writing, math, and mixed), the mental maintenance component (p<0.05 and F=2.85) is significant, and there is a significant difference between the effectiveness of educational methods considering learning disorders. The way that effects of the sensory integration group on the students' mental maintenance ability were more than the central nervous system reorganization group.

The present study, like other studies, had limitations, including the uncontrollability of some important psychological factors, such as emotional characteristics and personality traits, along with the biological-neurological foundations involved in specific learning disorders. Considering that the research was carried out in a learning disorder center, generalizing the results to wider groups and different educational levels should be done with caution. Also, the specificity of the research sample only to students with learning disorders in Rafsanjan city limits the generalization of the results to other groups and cultures. Therefore, it is suggested that similar research should be evaluated for other students with special needs with wider samples, students in different educational levels, and different cities and cultures. On the one hand, it is suggested that clinical, educational, and exceptional specialists in the fields of occupational therapy, learning promotion, educational counseling, guidance centers, learning disorders centers, school health centers, and educators use the results of this study to help children with learning disabilities. Based on these findings, it can be concluded that the methods of sensory integration and nerve reorganization are effective in increasing the mental retention of students with specific learning disorders, and this effectiveness in the training of the sensory integration group is more than nerve reorganization. It is higher and more in the ability to keep the mind. Therefore, it is suggested that clinical, educational, and exceptional specialists use the method of integrated sensory interventions and nerve reorganization for students in different educational levels and cultures with learning disabilities.

brain behavioral systems are related to avoidance and approach behavior. In the model of frontal asymmetry, Davidson introduced avoidance and approach systems. The aim of this study was to investigate The effect of affect induction on frontal and posterior asymmetry of alpha brain waves in individuals with high and low behavioral activation/inhibition systems.

In this regard, 300 non-disordered adults self-reported behavioral inhibition/activation systems questionnaire. After that, based on the Z scores in BAS/BIS scale, four groups (n=28, n=7 in each group) were selected. Quantitative electroencephalography was recorded for each individual in baseline, positive and negative affect induction. Absolute power of alpha waves in four regions and frontal and posterior asymmetries were calculated for each individual. Paired t-test and repeated Measures ANOVA were performed for statistical analysis.

In baseline condition, the high inhibition group showed frontal asymmetry (greater arousal in the F4 region) at the level of P =0.04. In terms of pleasant affect induction, the high and low activation groups showed frontal asymmetry at the level of P <0.01 (more arousal in F3 region). In terms of negative affect induction, the high inhibition group showed frontal asymmetry at the level of P =0.001 (more arousal in the F4 region), and the low activation group showed posterior asymmetry at the level of P = 0.002 (more arousal in the O2 region).

The findings confirm the Gray theory and Davidson model for the frontal asymmetry. Type of induced affect and personality differences Leads to different patterns of asymmetry.

Among psychological issues, anxiety is a "futuristic state of mind" in which a person is ready or preparing for the negative events of the future, indicating that there is a distinction between present and future dangers that alienate fear. Separates from anxiety (2). In fact, normal reaction anxiety is considered to be stress that may help a person cope with difficult situations. When anxiety is excessive, it may be so great that it is placed in the categories associated with anxiety disorders (2). Another variable that can be different in different situations between individuals and students is the individual self-efficacy of students. Self-efficacy refers to a person's personality strength in dealing with problems in achieving his goals and success, and more than it is influenced by the student's intelligence and learning ability, it is influenced by personality traits such as self-confidence, diligence and submission, self-esteem , Is self-regulation and self-direction. In the age of information explosion, cultivating self-sufficient people, people who can overcome their own anxiety and learn and solve problems independently is much more important than transferring a huge amount of information (3). Humans, on the other hand, are constantly solving problems throughout their lives. Problem solving helps people deal effectively with life's problems and challenges. When an issue is not clearly defined, ambiguity tolerance is used to construct and reconstruct solutions and interpretations. When an issue is not clearly defined, ambiguity tolerance is used to construct and reconstruct solutions and interpretations (4). Due to the above and the impact of anxiety on students' lives on the one hand, the identification of important factors and factors related to anxiety on the other hand and considering that research in the field and research was not found in the field The researcher seeks to answer the questions of whether there is a relationship between students' tolerance of ambiguity, anxiety and self-efficacy? Can tolerance of ambiguity and anxiety be able to predict anxiety in students?

To conduct the present descriptive research, which is a type of basic and applied research, among male and female students of Farhangian University (former teacher training), Tehran in the academic year 1394-2014, based on multi-stage sampling of 150 people with a minimum of Undergraduate education was selected as a sample and then the questionnaires of McDonald (1970), Beck Anxiety (1998) and the self-efficacy of Scherer et al. (1982) were distributed and collected among the sample. After removing incomplete and invalid questionnaires, a total of 142 questionnaires were collected. Finally, descriptive statistics and Pearson correlation and linear regression tests were used simultaneously with the help of SPSS software for statistical analysis of data.

The results showed that the sum of the variables used (self-efficacy and ambiguity tolerance) predicted 18% of the variance of students' anxiety. Given that F calculated at the level less than 0.01 is significant, so the linear regression model is significant. The results of regression analysis show that self-efficacy at the level (= = 0.01) is able to significantly predict students' anxiety and t-test is significant for the significance of regression coefficients at the level less than 0.01. In other words, with increasing self-efficacy score, students' anxiety score decreases and vice versa. Given that β is the standardized coefficient of regression, it is clear that self-efficacy with an coefficient of explanation (0.393) is more effective in predicting student anxiety.

The results showed that the variables of self-efficacy and ambiguity tolerance predict 18% of the variance of anxiety in students. Also, the results of regression analysis showed that self-efficacy is able to significantly predict students 'anxiety. In other words, with increasing self-efficacy score, students' anxiety score decreases and vice versa. It was also found that self-efficacy was more effective in predicting student anxiety. Explaining this finding, it can be said that tolerating the ambiguity of a personality variable is perceptual-emotional. In the clinical literature, ambiguity tolerance is a cognitive characteristic that can predict the risk of anxiety disorder. Tolerance of ambiguity is associated with negative anxiety and expectation about the future and is therefore always considered in research on anxiety disorders (11). Self-efficacy also refers to a person's perceived ability to perform a desired action. This means that evaluating one's abilities in a situation influences one's decision to act or avoid that situation, and because fear of judgment and negative evaluation prevents anxious people from displaying their abilities, The person is drawn to avoidance, passivity, and ultimately the inability to perform functional activities. Therefore, it is likely that a common factor in the structure of anxiety and low self-efficacy is the inability to understand individual competencies and adequacy and the misconception about the failure of activities (13). Beliefs about strong self-efficacy have been suggested as a powerful personal resource in dealing with stressful situations. Much evidence has been reported on the effect of self-efficacy beliefs on blood pressure with heart rate in heart patients. According to Bandura, self-efficacy related to one's judgments can affect one's actions in future situations. When a person is examining behavior or performing a task, he or she also makes judgments about his or her ability to perform the task and its circumstances. These judgments about self-efficacy affect a person's thinking about the ability or inability to do work and the individual's excitement and performance (14). The main focus of social cognitive theory is that self-efficacy beliefs strongly influence human performance. According to Graham and Wiener, self-efficacy is the most consistent predictor of behavioral outcomes relative to any other motivational structure (15). In predicting student anxiety.

Learning is the most basic process by which an apprentice becomes a master with cognitive skills and thinking power. Some people face problems in the normal routine of teaching and learning. Some of these people are students with special learning disabilities that are classified as neurodevelopmental disorders. According to DSM–5, specific learning disorder is accompanied by deficits in reading, writing, and mathematics. Considering this topic's importance, it seems necessary to use methods to help solve these children's problems. Regarding the education and treatment of learning disorders, one of the most important methods is the sensory integration method. Sensory integration refers to processes whose information enters the brain through the eyes, ears, mouth, nose, skin, muscles, joints, and sense of balance. The method of reorganizing the central nerves, based on movement therapy and neuromuscular retraining programs, tries to use and consolidate the previously unacquired movement patterns from the lower parts of the brain. The present study compared the effectiveness of the sensory integration and central nervous system reorganization methods on the visual–spatial skills of students with specific learning disabilities.

This quasi–experimental research employed a pretest–posttest and a follow–up design with a control group. The statistical population of this research included all students with specific learning disabilities (reading/writing, math, and mixed disabilities) who were referred to educational and clinical centers in Rafsanjan City, Iran, in the 2020–2021 academic year. Of them, 90 qualified volunteers (30 with reading/writing disabilities, 30 people with mathematics disabilities, and 30 people with mixed disabilities) were included in the study using available and targeted sampling methods. Then, they were randomly assigned to three groups: sensory integration, central nervous reorganization experimental, and control. The inclusion criteria were as follows: having a learning disability, being 13 to 15 years old, showing normal intelligence, lacking problems like hyperactivity, and not having special mental or physical problems. The exclusion criteria were as follows: absence of more than one session, non–cooperation of the child or family, hyperactivity of the child, and not tolerating the study conditions. The first experimental group received the sensory integration training program in 12 ninety–minute sessions using the Ayres (1972) theoretical and therapeutic principles of sensorimotor integration. The second experimental group received the central nervous system reorganization training program in 8 ninety–minute sessions using the theoretical and therapeutic bases of Delacato (1992). No intervention was provided to the control group during this period. The research data was collected using the visual–spatial memory test of Cornoldi (1998). Data were analyzed using repeated measurement with mixed design and multivariate analysis of variance at a significance level of 0.05 using SPSS software version 24.

There was a significant difference between the experimental group of sensory integration and the control group in the visual–spatial skills of children with learning disabilities (p<0.001), as well as between the central nervous system reorganization group and the control group in the visual–spatial skills of children with learning disabilities. There was a significant difference in learning (p<0.001), but no significant difference was observed between the two groups of sensory integration and reorganization of central nerves in visual–spatial skills in the general state. Also, in the sensory integration and central nervous system reorganization groups, there was a significant difference between the pretest and posttest scores and between the pretest and follow–up scores in terms of visual–spatial skills scores (p<0.001). However, there was no significant difference between the posttest and follow–up scores in the sensory integration and central nervous system reorganization groups, indicating that the interventions of sensory integration and reorganization of the central nerves continued in the follow–up phase. Also, the effect of the disorder and its interaction with group and time was not significant, and the results showed no difference between the experimental groups in the three categories of disorders (reading/writing, math, and mixed).

Based on the findings of the research and considering the follow–up tests, it was concluded that the sensory integration and reorganization of the central nervous system reorganization methods had the same effect on the visual–spatial skills of children with learning disabilities. Both methods in this research equally increased the visual–spatial skills of children with a learning disorder. 

It was argued that the major systems of the human brain influence behavior and cause personality differences among individuals. The behavioral inhibition system (BIS) and behavioral activation system (BAS) are related to avoidance and approach behaviors. In the previous decade, it was assumed that individual differences in these systems could lead to a broad spectrum of psychological disorders. For instance, it was asserted that reducing the experience, such as anxiety and failure to provide a proper response to threatening conditions, will result in low behavioral inhibition and a normal behavioral activation system. In contrast, high behavioral activation and normal behavioral inhibition system results in intensive impulsivity and anxiety. Such findings suggest that the study of high and low behavioral activation/inhibition may assist us in gaining a better grasp of the processes that underpin emotional responses. This study compared emotion regulation strategies in students with high and low behavioral inhibition/activation systems.

The present study was a causal –comparative study. The statistical population consisted of 20 –35 years old students of Tehran University, Tehran City, Iran, who were studying in the academic year 2020 –2021. In the first stage, 320 students from 5 faculties were selected by cluster random sampling, and two questionnaires on behavioral inhibition/activation systems (Carver and White, 1994) and Emotion Regulation Strategies (Garnefski, Kraaij & Spinhoven, 2001) were distributed among them. The Cognitive Emotion Regulation Questionnaire is composed of 9 conceptually distinct subscales. The BIS/BAS scale includes 24 items and 4 scales, in which 7 items were concerned with BIS and 13 with BAS. Four items of this scale were neutral. The incomplete questionnaires and the questionnaires of students with a history of referring to a psychiatrist or taking psychiatric medicines were excluded.
Ultimately, according to the inclusion criteria, 260 students were selected. Also, 32.3% (n=85) of the primary sample (n=260) were male, and 67.3% (n=175) were females. Students' raw scores were converted to Z scores. Based on the Z scores, 4 groups were selected by targeted sampling in the behavioral inhibition/activation systems questionnaire (n=72, each group was 18 people). Individuals with a standard Z score on the Behavioral Activation Scale above 1.5 and whose standard Z score on the Behavioral Inhibition Scale was less than 0.5 were chosen as the high behavioral activation group. Individuals were selected as the high behavioral inhibition group whose standard Z score on the behavioral inhibition scale was above 1.5, and their standard Z score on the behavioral activation scale was less than 0.5. Individuals were selected as the low behavioral activation group whose standard Z score on the behavioral activation scale was below –1.5 and their standard Z score on the behavioral inhibition scale was more than –0.5. Individuals were selected as the low behavioral inhibition group whose standard Z score on the behavioral inhibition scale was below –1.5 and their standard Z score on the behavioral activation scale was more than –0.5. Multivariate analysis of variance compared 4 groups in 9 emotion regulation strategies at a significance level 0.05 using SPSS software version 24.

The multivariate analysis of variance and Tukey post hoc tests were employed to clarify differences between groups. Results showed significant differences between the groups in 5 strategies: acceptance (F3,65=2.78, p=0.048, ηр²=0.11), rumination (F3,65=3.98, p=0.011, ηр²=0.15), reappraisal (F3, 65=4.07, p=0.010, ηр²=0.15), catastrophizing (F3,65=7.67, p=0.000, ηр²=0.26), and blaming others (F3,65=5.70, p=0.002, ηр²=0.20). To understand which group shows significant differences, the Tukey post hoc test was done for 5 emotion regulation strategies: acceptance (HBIS>HBAS, p=0.037), rumination (HBIS>LBIS, p=0.007), reappraisal (LBIS>HBIS, p=0.012), catastrophizing (HBAS>LBIS, p=0.006), (HBIS>LBIS, p<0.001), and blaming others (HBAS>LBIS, p=0.014), (HBIS>LBIS, p=0.001). According to the results, the high behavioral inhibition group used the rumination strategy significantly more often than the low behavioral inhibition group. Regarding the acceptance strategy, the high behavioral inhibition group used this strategy significantly more often than the high behavioral activation system. We argued that findings about acceptance are contradictory. Acceptance might be adaptive in certain situations and might depend on the type of the studied mood. Also, the low behavioral inhibition group used the reappraisal strategy more often than the high behavioral inhibition group. Besides, the three groups had a significant difference in catastrophizing and blaming others strategies. Results indicated that high behavioral activation and high behavioral inhibition groups used the catastrophizing and blaming others strategy significantly more often than the low behavioral inhibition group.

The study findings suggest that high and low behavioral inhibition/activation systems play an important role in selecting emotion regulation strategies. The type of emotion regulation strategies is appropriate to the personality traits that dominate the individual and can be considered a factor in emotional dysregulation.

</span>Establishing interaction with others and developing interpersonal relationships stands out as one of the basic requirements of human life. However, not all people are successful in interpersonal communication. Some psychological theories mention mental problems as the drawbacks in interpersonal relationships. In contrast, opposing approaches mention mental problems as the consequence of troubles in interpersonal relationships. Borderline personality disorder (BPD) is a psychiatric condition characterized by unstable interpersonal relationships, difficulty in emotional regulation, fear of abandonment, chronic restlessness, persistent depression, and risky behaviors. Unstable and fluctuating interpersonal relationships in BPD sufferers show a wide range of distress in their relationships, which causes deep discomfort and mistrust. The present study investigated the lived experience of BPD sufferers from their interpersonal relationships, which are experienced and understood subjectively.</span></span>

</span>The present research method was qualitative and phenomenological. The target population comprised all people with borderline personality disorder living in Shiraz City, Iran. The research sample was selected by purposive sampling. The sampling continued without any restrictions until data saturation was reached and no new concepts were found that required new codes or expansion of existing codes. The research reached saturation after analyzing the data of 15 participants. A semi–structured interview was used as a tool to collect data. Data analysis was done using the three–step Colaizzi coding method using MAXQDA software. In general, after classifying the codes and merging the codes related to the compiled themes, they were placed in special thematic categories. Finally, all the concepts were categorized and divided according to the research purpose. </span></span>

</span>Based on the results of the first stage of coding, 124 basic items were identified. Axial coding determined that the basic items fit into 14 semantic categories under the title of organizing themes. Finally, selective coding yielded 5 principal themes: identity</span> (including self–acceptance, exposure, and ability to manage)</span>, family</span> (the individual's relationship with family and family background)</span>, emotional</span> (negative emotions and positive emotions)</span>, behavioral–functional</span> (conflict and war, escape–avoidance, and </span>orientation</span>)</span>, and cognitive–intellectual</span> (beliefs, cognitive errors, thought content, and attention)</span>.</span></span>

</span> The lived experience and understanding of people with borderline personality disorder from interpersonal relationships includes 5 principal themes of identity, family, emotional, behavioral–functional, and cognitive–intellectual.</span></span></span>

Identifying the factors involved in Obsessive-compulsive disorder (OCD), especially compared to non-clinical groups, is of utmost importance. The aim of this  study is to compare thought-action fusion and self-compassion in individuals with different patterns of obsessive-compulsive disorder and normal individuals.

To perform the study, 45 participants with OCD symptoms, ie, checking obsession (n=15), washing obsession(n=15), and scrupulosity(n=15) who referred to  consultation and psychotherapy centers in Behbahan City and 45 healthy and normal individuals were selected using convenient sampling. The participants completed the Maudsley Obsessional Compulsive Inventory (MOCI), the Penn Inventory of Scrupulosity (PIOS), the Thought-Fusion Instrument (TFI) developed by Wells, Gwilliam, and Cartwright-Hatton (2001), and the Self-Compassion Scale developed by Reese et al. (SCS). Afterward, the collected data were analyzed using multivariate analysis of variance (MANOVA).

The results indicated a significant difference between normal individuals and individuals suffering from various patterns of OCD  via thought-action fusion (p<0.001) and self-compassion (p<0.001).

It seems that people suffering from OCD have a higher level of thought-action fusion and a lower level of self-compassion compared to normal healthy individuals.

Adolescents' evaluation from their physical appearance is the most important variable in predicting their perception about themselves, because the first dimension of identity formation in humans is body perception and body identity. The purpose of the current study was to examine the structural model of attitudes toward body image according to attachment styles with the mediating role of socio-cultural attitudes toward the self-image and self-acceptance among adolescent girls. The type of the current descriptive research was correlation in the realm of structural equations. The statistical population of the study included all adolescent girls in Isfahan, 567 of whom participated in the study through cluster random sampling. In order to collect data the Multidimensional Body–Self Relations Questionnaire (1997), Collins' Attachment Style Questionnaire (1990), Sociocultural attitudes towards appearance (1995) and Self-Acceptance Questionnaire (2001) were used. To analyze the data, the structural equation method was applied through AMOS software. The results demonstrated that attachment styles, self-acceptance and socio-cultural attitudes toward appearance have a direct effect on body image (p <0.05) and attachment styles mediated by self-acceptance and socio-cultural attitudes toward appearance have indirect effect on attitudes toward body image (p <0.05). The results indicated that the presented model has a good fit and the role of the of mediating variables in attitudes to body image was confirmed. Thus, in the domain of attitude toward body image, the attachment style and socio-cultural attitude toward appearance and self-acceptance should be marked by schools, counseling centers and beauty centers.

Sleep and epilepsy are complex interactions and are completely interdependent, so that some patients experience seizures while asleep or deprived of sleep or when waking up, and for some they occur during the day or night (1). The American Psychiatric Association defines sleepiness as symptoms of excessive quantity of sleep (e.g., extended nocturnal sleep or involuntary daytime sleep), deteriorated quality of wakefulness (i.e., sleep propensity during wakefulness as shown by difficulty awakening or inability to remain awake when required), and sleep inertia (i.e., a period of impaired performance and reduced vigilance following awakening from the regular sleep episode or from a nap) (2). Its prevalence is higher in seizures than in the control group (3, 4) and in different groups seizures have been reported between 31 to 60% (5-7). According to common clinical beliefs, sleep disruption can have a significant effect on memory, as REM sleep or slow-wave sleep is essential for optimal cognitive function (3), and excessive daily sleepiness can increase seizures (8, 9) and pain (10) in patients; However, the exact function of sleep remains unclear, and the findings have not always been consistent. These discrepancies require the conduct of research in which, through a comprehensive look, a large number of parameters related to sleepiness are present in seizures. In other words, the heterogeneity of the previous findings highlights the variability of the course of the disease as a result of the interaction of sleepiness and seizures, which makes it necessary to conduct more research to better understand the problems of patients. Therefore, the aim of the present study was to investigate the comorbidity effect of sleepiness and epilepsy on cognitive functions, quality and severity of pain and disease severity markers in patients with epilepsy.

The present research was conducted as a case-control study in 2020 in Shiraz Namazi Hospital. The statistical population of this study included all patients with focal epileptic seizures (temporal lobe epilepsy) (n = 30) and generalized (idiopathic generalized epilepsy) (n = 21) and psychogenic non-epileptic seizures (n = 17) in Shiraz. Through their follow-up treatment process, they referred to the epilepsy and seizure ward of Shiraz Namazi Hospital, from which 68 patients with inclusion criteria were selected through purposive sampling method. According to the inclusion and exclusion criteria, each patient completed a comprehensive list of demographic and clinical variables, the Stanford Sleepiness Scale, the Montreal Cognitive Assessment, the McGill Pain Questionnaire, and the Visual Analogue Scale under the supervision of an on-site clinical psychology PhD student. After collecting research data, patients with seizures were divided into two groups with sleepiness (n = 45) and no sleepiness (n = 23) through a cut score equal to or greater than 3 on the Stanford Sleepiness Scale. Data were analyzed using parametric and non-parametric tests in version 24 of SPSS software.

Preliminary findings showed that there was a significant difference between the two groups of patients with epilepsy with and without sleepiness in terms of mean age and frequency of antiepileptic drugs (P <0.05); While there was no difference between the two groups in terms of type of seizure, education, gender, marital status and employment status. In order to investigate the effect of sleepiness on cognitive function and components related to pain quality, multivariate and univariate analysis of covariance was used to control age variables and use antiepileptic drugs. The results showed that patients with sleepiness in functions of language, Abstraction, delayed recall, as well as achieving the overall Montreal Cognitive Assessment score performed worse. These patients had higher sensory perception of pain experience, rated their pain higher, scored higher in pain quality, and chose more words to describe their pain (P<0.05). Evaluations of disease severity markers through nonparametric tests also showed that compared to patients without sleepiness, patients with epilepsy with sleepiness have experienced more pain, more seizures, a higher incidence of comorbid physical diseases, a longer history of psychiatric diagnoses, and they have more concomitant use of antiepileptic and psychiatric drugs (P<0.05).

The results showed that patients with epilepsy with sleepiness had lower mean scores on some cognitive subscales than their counterparts without sleepiness; However, the two groups did not differ in terms of spatial visual function, naming, attention, and orientation. Using a methodology similar to this study, Vascouto et al. Found that there was no difference between the two groups of patients with seizures with and without sleepiness in most cognitive components such as attention and spatial visual skills; Only from the point of view of the total score of auditory verbal learning, there is a significant difference (11) that is relatively consistent with the present study. Although more research is needed to draw more detailed discussions, the discrepancies in some findings can be explained by differences in the type of patient samples in the two studies and the reduction in attention and performance resulting from sleepiness. The results also showed that patients with epilepsy with sleepiness compared to their counterparts, evaluated the qualitative dimensions of their pain higher and experienced more severe pain. Consistent with these findings, Gutter et al. Found that sleepiness comorbidity in epileptic seizures leads to increased chronic pain in patients (10) and Jaussent et al. Also reported that chronic pain is a significant predictor of sleepiness (12). In this regard, potential underlying mechanisms such as structural and functional changes in the prefrontal cortex (13), anterior cingulate cortex (14), hippocampus (15), amygdala (16), insula (17), subcortical regions (17) and shock spinal cord passages (18); Neural-glial interactions; Abnormalities in autonomic function and hypothalamic-pituitary-adrenal axis and other biological factors may contribute to the relationship between sleepiness and pain. Finally, the results showed that the frequency of seizures, the presence of comorbidities of physical disease, the history of psychiatric diagnoses and the simultaneous use of antiepileptic and psychiatric drugs in patients with epilepsy with sleepiness were higher than their counterparts. In this regard, Pizzatto et al. (19) and Xu et al. (20) evaluated patients with epileptic seizures and did not find a relationship between daily sleepiness scores and the frequency of seizures. But Lee et al. Showed that the presence of psychiatric symptoms is an independent predictor of sleepiness in patients (21). It seems that sleepiness reduces the ability to control seizures in patients (22) and contributes to their recurrence and worsening of the disease. Disruption of patients' circadian rhythms can also be involved as a consequence of sleepiness; Because circadian rhythms affect the frequency of seizures depending on the epileptogenic region (23,24). According to the findings, measuring sleep habits, sleep hygiene and comorbidity of sleepiness is an unavoidable necessity. In particular, early diagnosis and treatment of comorbid sleepiness and seizures can improve the prognosis and reduce the negative health consequences in patients (25). Lack of objective measurements of sleepiness and self-reported nature of the data are the limitations of the present study. Future studies can complement these findings by using objective measures of sleepiness. Patients with epilepsy with sleepiness have a poorer cognitive and clinical status than their counterparts.

The aim of this study was to determine the structural equation modeling of attitudes toward body image with identity and attachment styles mediated need for approval in adolescent. The research method was descriptive-correlation. The high school students in Isfahan in 2021 were the statistical population of this study, 567 of whom participated in by cluster random sampling method. Data collection instruments included “Multidimensional Body–Self Relations Questionnaire”, “Extended Objective Measure of Ego Identity Status-2nd Version”, “Revised Adult Attachment Scale” and “Need for Approval subscale of Dysfunctional attitude scale”. Structural equation methods were used to analyze the data. The results showed a good fit of the model. The Identity, Attachment styles and Need for Approval directly affected the attitudes toward image; also indirect effect of Identity and Attachment styles through Need for Approval on attitudes toward body image. Therefore, in the field of attitude towards body image, the variables of identity base, attachment style and Need for Approval should be considered.

Social Anxiety Disorder is considered as the most common disorder among the anxiety disorders that causes various psychological problems. Therefore, it is important to investigate the effective therapeutic interventions in order to reduce these problems.

The present study evaluated the efficacy of intensive short-term dynamic psychotherapy (ISTDP) on self-esteem, emotion regulation, and defense mechanisms in people suffering from social anxiety disorder.

A quasi-experimental desins of pre-test, post-test, and follow-up was used in this study. The statistical population included all men with social anxiety disorder in Shiraz who had refered to the centers of counseling, and psychological services in 1399. For this purpose20 of them were purposefully selected, and randomly assigned to the experimental, and control groups. Participants completed the self-esteem questionnaire of Cooper-Smith (1967), defense styles of Andrews et al. (1993), and emotion regulation questionnaire of Gratz (2004) before treatment. Then the experimental group received treatment sessions in 2 sessions of 60 minutes per week in 15 sessions. At the end of treatment sessions, and 2 months later, all the participants in 2 groups of experiment, and control completed the study questionairs again.

The results showed that ISTDP can increase self-esteem of people with social anxiety disorder (p<0.01). This therapy can affect defense mechanisms of people suffering from social anxiety disorder in the way that mature defense mechanisms increase, and immature defense mechanisms decrease in these people(p<0.01). The findings also showed that ISTDP decreases emotion dysregulation in people with social anxiety disorder (p<0.01).

It can be said that psychotherapists can use ISTDP to improve common emotional problems, self-esteem, and ineffctive defenses in people with social anxiety disorder

Entrance to university is associated with novel experiences, like communication with the purpose of new experiences, e.g., a relationship with the opposite gender. Moreover, being distanced from the family increases the occurrence of emotional needs and the probability of being involved in romantic relationships. During this period, the occurrence of the phenomenon called love, i.e., among the signs of dependence in any person is predictable. However, it is not the case for every amorous relationship to be successful, and those who experience romantic failure present various signs. For the first time, the signs of love shock include a set of severe signs, which occur, with the unsettlement of romantic relationships, and a decrease in self–esteem and emotional self–efficacy. To treat mental problems, which occur in individuals following failure in love, in addition to pharmacotherapy, there are various psychological treatments; among which is the cognitive–behavioural Treatment (CBT). Research about the effectiveness of CBT on outcomes caused by love failure is scarce. Furthermore, there is a high prevalence of romantic failure among the students, i.e., associated with undesirable outcomes (academic failure, self–esteem decrease, self–efficacy decrease, & even committing suicide), and damaged elegance in girls following these matters. Therefore, the present research aimed to explore effects of CBT on the self–esteem and self–efficacy of female students who had experienced love failure.

This was a quasi–experimental study with a pretest–posttest and a control group design. Ross’s Love Shock (1999), Rosenberg’s Self–Esteem (1965), and Kirk et al.’s Emotion (2008) questionnaires were applied for data collection. Then, the test group subjects were weekly involved in CBT for eight 2–hour sessions; however, the control group received no intervention. The above–mentioned questionnaires were completed in 2 stages; after the end of the CBT course, and three months after the last treatment session. To determine the normal distribution of the collected data Shapiro–Wilk test was implemented. Moreover, for analyzing the research findings, the Independent Samples t–test and repeated–measures Analysis of Variance (ANOVA) were applied using SPSS at a significance level of 0.05.

The Shapiro–Wilk test data confirmed the normal distribution of data. The repeated–measures ANOVA data revealed that after the omission of the pretest effect on the dependent variables of self–esteem and emotional self–efficacy, there were significant differences in the self–esteem (p<0.001) and emotional self–efficacy (p<0.001) between the test and control groups.

According to this research, 8 sessions of CBT could increase self–esteem and emotional self–efficacy in females having love failure experiences. The main effective factor of CBT in the improvement of self–esteem and self–efficacy was the cognitive aspect of the treatment; it leads to a more effective cognition of behavioural and emotional variations in individuals. Besides, CBT could cause emotional and behavioural varieties in individuals. CBT could also improve self–esteem and emotional self–efficacy in those with emotional failure experience. This goal is achieved through the adjustment of ineffective cognitive characteristics, such as automatic thoughts, mediating beliefs, and fundamental beliefs, which cause deficiencies in self–esteem and self–efficacy. Therefore, CBT could improve happiness, the feeling of inner satisfaction, mental well–being, and life quality of those with the experience of romantic failure.

 Sleep and seizures can affect each other in different ways. Meanwhile, sleep disorders are among the most frequent complaints of patients with epileptic and non-epileptic seizures, with various health outcomes.
Objective This study aimed to investigate the psychological symptoms and clinical indicators in patients with/without sleepiness with epileptic/non-epileptic seizures.

 The present study was a fundamental and descriptive (causal-comparative) research. The study population included all patients with epileptic seizures (temporal and generalized) and non-epileptic psychogenic seizures in Shiraz City, Iran. A total of 68 patients (in two groups with sleepiness and without sleepiness) were selected by the purposive sampling method. The study data were collected using the clinical and demographic inventory, Stanford sleepiness scale, Beck depression and anxiety inventory, perceived stress, mood disorder, bipolar spectrum diagnostic scale, global assessment of the severity of epilepsy, and global assessment of disability-related directly to seizures. The obtained data were analyzed by univariate analysis of covariance, Fisher exact test, and Mann–Whitney U test.

 Analyses showed that patients with seizures who had sleepiness reported higher levels of depression, anxiety, and stress than patients without sleepiness (P<0.05). Also, patients with sleepiness suffer more than their counterparts from the symptoms of bipolar disorder I and II and assess the severity of disease and disability resulting from seizures as worse (P<0.05).

 Sleepiness in patients with epileptic and non-epileptic seizures is associated with increased psychological symptoms and disease severity.

Emotion Regulation Therapy (ERT) is a multifaceted and integrated treatment that is widely used for generalized anxiety disorder and its effectiveness on factors of generalized anxiety disorder has been approved. The purpose of this study was to examine Effectiveness of Emotion Regulation Group Therapy on symptom reduction and quality of life in individuals with Panic disorder. This is an experimental study with pre-test and post-test design and control group. Population of the of the present study was All patients with panic disorder in Shiraz city in 1398 who went to the psychiatric clinics of Shiraz University of Medical Sciences. The sample was 22 patients with Panic disorder who were randomly assigned to the experimental group and the control group.

The subjects in the experimental group and the control group were assessed in both pre-test and post-test periods using Structured Clinical Interview for DSM-5, Anxiety and Related Disorders Interview Schedule for DSM-5 and The World Health Organization Quality of Life questionnaire.

results showed that Group format of Emotion Regulation Therapy significantly Improve Symptoms of anxiety and quality of life of individuals with Panic disorder.

Emotion Regulation Therapy including intervention in worry and emotion regulation construct, Improve symptoms and quality of life of patients with panic disorder.

The purpose of this study was the effectiveness of transcranial direct current stimulation (tDCS) on the quantitative electroencephalography (QEEG) and the symptoms of patients with obsessive-compulsive disorder (OCD). In this quasi-experimental study with pretest-posttest design with control group, from patients with OCD referred to psychiatric and psychological clinics in Kerman in 2019-2020, 40 patients were selected by available and according to purposive sampling and were randomly assigned in to experimental and control groups. After the diagnosing OCD in patients using research user,s guide for the structured clinical interview and recording QEEG data from 19 locations of their brains, in the experimental group, based on QEEG, for each patient was assigned a treatment protocol and this group underwent tDCS treatment (25 sessions, 60-minutes). Participants were evaluated twice (pre-test and post-test) by The Yale-Brown obsessive-compulsive scale (Y-BOCS) and QEEG recording and data were analyzed by covariance analysis (ANCOVA) and Paired-Samples t Test. The results showed that tDCS is effective in improving the symptoms of OCD patients and modifying the brain wave pattern of patients. Therefore, this method may be used as an effective and uncomplicated therapeutic strategy.

Oppositional defiant disorder (ODD) is a common clinical disorder in children and adolescents. Children and adolescents with ODD have some deficiencies in emotion and cognition. The purpose of this study was to compare cognitive emotion regulation and cold and hot executive functions in female children with and without ODD.

This research was a causal-comparative study. The population consisted of all female middle school students with and without ODD in Shiraz during the 1st semester of 2019- 2020 academic year. The study sample included 60 female students (30 students with ODD and 30 normal students). The participants were selected by random cluster sampling, based on the inclusion and exclusion criteria. Oppositional Defiant Disorder Rating Scale) ODDRS); Hommersen, Murray, Ohan & Johnston, 2006), Emotion Regulation Questionnaire (ERQ; Gross & John, 2003), Wisconsin card Sorting Task (WCST; Shahgholian, Azadfallah, Fathi-Ashtiani & khodadadi, 2012) and Balloon Analogue Risk Task (BART; Lejuez, 2002) were used to collect the data. The collected data were analyzed by independent t-test and Multivariate analysis of variance (MANOVA) by using SPSS Software.

Results demonstrated that there was a significant difference between students with and without ODD in terms of reappraisal (F=13.76, P<0.01), but not about suppression (P>0.05). Also, there was a significant difference between the groups in terms of some executive functions. Also, Results showed that there was no significant difference between the groups in terms of cold executive function but there was a significant difference between the groups in terms of hot executive function (t= 2.37, P<0.05).

Based on the findings of this study, students with oppositional defiant disorder have problems with emotion regulation. They have also deficits in hot executive function and they are more risk-taking.

The aim of this study was to evaluate the effectiveness of online transdiagnostic group therapy on depression and anxiety and love trauma syndromes on university students with adjustment disorder due to romantic breakup. Due to the incidence of corona disease, the statistical population included all students with romantic breakup across the country in 2020 in the age group of 18 to 38 years which was done online through advertisements in the channels of reputable universities and after filling in the initial self-made form by the researcher to meet the conditions entry and exit to the study were selected by purposive sampling. After the diagnostic interview and conducting relevant questionnaires of a group were selected and divided into two groups: 15 people in the experimental group (transdiagnostic group), and 15 people in the control group. This treatment was performed in  90-minute 10 group sessions for the experimental group. Subjects completed the love trauma (Rosse, 1999); Beck Depression (Beck, Steer, & Brown, 1996), and Beck Anxiety (Beck, Epstein, Brown, & Steer, 1988) inventories in three stages: pretest, post-test, and 1-month follow-up. Data analysis using variate analysis with repeated measures showed a significant level (P<0/05)  between the post-test scores of the experimental and control groups in the relevant variables, but no significant difference was observed between the two interventions. The results of the study indicate the effectiveness of online transdiagnostic therapy in reducing the symptoms of Romantic Breakup.

Transdiagnostic therapy a structured and short-term approach that is designed to improve emotional, cognitive and behavioral problems by targeting the common causes of emotional and mood disorders. This protocol emphasizes how to experience and respond to excitements and seeks to improve the non-matching responses of excitement, cognition and behavior. However, there is a research gap on the efficacy of transdiagnostic therapy on romantic breakup.

The aim of this study was to evaluate of the efficacy of transdiagnostic internet-based group therapy on distress tolerance and cognitive emotion regulation strategies on university Students with adjustment disorder due to romantic breakup.

The present study was a quasi-experimental study with a pretest-posttest-follow-up design with a control group. Due to Epidemic corona disease, the statistical population included all students with romantic breakup across the country in 2020 in the age group of 18 to 38 years who were selected online after filling in the initial self-made form by the researcher and the diagnostic interview by purposeful sampling method entered the research.After completing the questionnaires, a group were selected and were randomly assigned to two groups: 15 people in the experimental group (transdiagnostic group therapy), and 15 people in the control group. 90 min sessions was performed for the experimental group. Subjects completed the distress tolerance (Simons & Gaher, 2005) and cognitive emotion regulation (Garnefski, Kraaij, & Spinhoven, 2002) in three stages: pretest, post-test and 1-month follow-up.

Results of mixed analysis of variance showed a significant difference (P<0/05) between the post test scores of the experimental and control groups in the distress tolerance and cognitive emotion regulation strategies variables.

The results of this study indicated internet-based transdiagnostic group therapy can reduce the symptoms of romantic breakup

Concerns are increasingly raised about the impact of social media use on depression in adolescents. The aim of this article was to summarize and synthesized quantitative studies addressing the association of social media and depression in adolescent population.

Methods & Materials:

 This research used systematic review and meta-analysis of studies on the impact of internet and social media use on depression in adolescents using search tools in Persian and English databases. In total, fifteen studies fulfilled the eligibility criteria and were included in the analysis.Ethical consideration: Ethical issues have been completely observed by authors.

This systematic review and meta-analysis revealed a small (0.18) statistically significant correlation (p<0.000) between social media use with depression in adolescents.However, this relationship is complex and associated with multiple psychological, social, behavioral, and individual factors, necessitating further investigation of mediating and moderating variables. It should be noted that most research has been cross-sectional and consequently this does not infer the causal relationship between social media use and depression. In Iran, research has only investigated Internet addiction. Further research is needed.

Overall, the mechanism of the impact of social media on depression should be further investigated through qualitative researches and longitudinal studies.

The aim of this study was to investigate the effectiveness of experiential-dynamic emotion regulation and mindful self-compassionate Eclectic Therapy in reducing core shame, increasing self-compassion and reducing depression severity in patients with introjective depression.  This was a single subject study with pretest-posttest design with a 45-day follow-up. The study participants included individuals diagnosed with depression in 2019 at Shiraz University Counseling and Psychotherapy Clinic. The individuals scored above 20 in Beck’s Depression Inventory II and finally, 3 individuals were selected as sample group with purposive sampling method given the inclusion and exclusion criteria. Internalized Shame Scale (ISS), Self-Compassion Scale (SCS) and BDI-2 were used for each individual in the pretest-posttest phase, and finally integrative therapy for 8 sessions of 45 minutes was administered. Data were analyzed using charting and effect size method. The effect size changes in treatment interventions were larger than 0.5. Hence, Experiential-Dynamic Emotion Regulation and Mindful Self-Compassionate Eclectic Therapycan be used as a novel intervention to reduce the severity of introjective depression.