فهرست مطالب نادره سهرابی شگفتی

The number of female heads of the household has increased due to the extensive social and demographic changes of the Iranian society in recent years. Some previous studies have shown that these women have low psychological well-being. The positive point is that previous studies have confirmed the effectiveness of interventions based on psychological capital and mindfulness on the psychological well-being of female heads of households, However, no specific research comparing the effecacy of two educational interventions of psychological capital and mindfulness on the psychological well-being of female heads of households was found.

The present study was conducted with the aim of comparing the effecacy of training based on psychological capital and mindfulness on the psychological well-being of female heads of households.

The method of this research was semi-experimental with a pretest-posttest design with a control group. The statistical population of the research included all female heads of households in Shiraz city who had a file in the Shiraz city welfare office and at the same time their children were studying in schools covered by the 2nd district education office of Shiraz city in 2022-2023. Among the female heads of households in the statistical community, 45 women were selected as available and then randomly divided into three groups of 15 including two experimental groups (training based on psychological capital and treatment based on mindfulness) and a control group. The research tool included psychological well-being questionnaire (Ryff, 1989). The first and second experimental groups were subjected to training based on psychological capital (Luthans, 2007) and mindfulness-based therapy (Baer et al., 2006) during 8 90-minute sessions, But the members of the control group did not receive any intervention. Data analysis was done using univariate covariance analysis and SPSS-24 software.

The findings indicated that training based on psychological capital and treatment based on mindfulness are both equally effective in improving the psychological well-being of female heads of households (P=0.976).

According to the results obtained in the present study, it seems that psychologists and counselors can use the method of training based on psychological capital and mindfulness therapy in order to improve the health and increase the psychological well-being of women heads of households

Background &

Always, various causes and factors can be considered in academic progress. One of these factors is academic hope, considering more than 20 years of research in the field of hope, it shows that students are more hopeful in education and life , show better performance than less promising students. The hopeful thought indicates the belief that the path to the goals can be found and motivates the use of that path, and as a result, hope directs people's feelings and well-being and is an essential part of happiness and fulfillment in life. Hopefully, education can prepare the learner for life and having a better and dynamic future and has a close relationship with academic progress. Students who are emotionally and cognitively involved with learning, spend more time and effort on studying and have higher academic progress, cope with their academic needs appropriately, and solve problems. The period of education is over. A detailed examination of the issue of educational progress and the factors affecting it should be the top priority of the education workers of that society. Because improving the academic status of learners is one of the basic goals of contemporary education systems. Academic hope is one of the factors influencing academic progress. Hope is not a feeling, but a dynamic motivational cognitive system that promotes the academic progress of students. Studies have shown that hope is a reliable predictor of academic success and is a basic need for students. In other words, hope is related to more competence in many areas of life, such as education. Hope empowers students to overcome problems by focusing on success, and by increasing this possibility, they achieve their goals. Psychologists consider hope as a feeling of vitality that is experienced when a person expects a better future ahead of their eyes. Hope facilitates crossing important obstacles and deep abysses along the way. Hope gives a person the courage to face difficult situations and find the ability to overcome them. In the theory of hope, it is assumed that the failure to achieve the goals, repeatedly and comprehensively, reduces the thinking of the agent and the passage and as a result, the hope, and this is the first stage of depression. On the other hand, creative thinking skills are important cognitive aspects that are needed for meaningful learning in all disciplines. Creative thinking skills aim to combine ideas, create new ideas, and determine the effectiveness of existing ideas. Considering the importance of the discussion of learning and education in the education system and the relationship between academic progress and thinking in order to direct the effective education of students, the aim of the study was to investigate the mediating role of emotional self-efficacy in the relationship between creative thinking and academic hope.

This research is based on the type of applied goal and is considered among the descriptive research, and the method used in this research was a correlation survey using structural equations. The statistical population of this study included male students of the first and second high schools of Kazeroon city. In this research, a multi-stage cluster sampling method was used. This article was taken from the doctoral thesis and was carried out under the supervision of the ethics committee of the Islamic Azad University of Morovdasht with the code of ethics IR.IAU.M.REC.1403.224. The multi-stage cluster sampling method in this research is as follows: Kazeroon City was divided into Kazeroon, Khesht, Kanaratakhteh, Baladeh, and Jareh cities. First, from these 5 cities, the number of secondary schools for boys through education and the number of students in the second and third levels of education were investigated, and then a random sample of those who were eligible and willing to cooperate was selected from each school. The questionnaire was distributed among them. 266 students were selected as samples. In this research, in order to collect data, Peter Hani's standard creative thinking questionnaire was used in the two dimensions of analytical thinking and innovation and creativity thinking, and Sohrabi and Samani's educational hope questionnaire, in the two dimensions of agency and crossings, and the 32-question emotional self-efficacy questionnaire. For data analysis, the approach of variance-based structural equations was used using smartpls4.0 software.

The qualitative results of the reflected research showed that to develop media and information literacy, it is necessary to act in three areas: access, evaluation, and application. For example, to improve the fields of sports science students, responsible and involved institutions should develop internet infrastructure and communication networks.

In general, it can be stated that the results of the research show that the development of media and information literacy among sports science students in Mazandaran universities requires focusing on three key areas: access to information, evaluation of information, and application of information. Improving access to reliable information sources is the first step in this direction, which enables students to access up-to-date scientific data.

Breast cancer is the most common cancer and the second leading cause of death in women with many physical and psychological complications. The increasing growth of cancer in the last few decades and its harmful effects on all dimensions of the patient's life (physical, emotional, spiritual, social, and economic) have caused attention of specialists to be more focused on this disease. Among the different types of cancer that women suffer from, breast cancer is the most common type of cancer in the world. The purpose of this study is to compare the effectiveness of treatment based on acceptance and commitment and the stress reduction program based on mindfulness on the attitude of work, health anxiety, psychological well-being, and body image in women with breast cancer who underwent a mastectomy in Shiraz city who visited Amir Hospital in 2022. 

The subjects included a sample of 45 people who were randomly divided into two experimental groups and a control group (three groups of 15 people) who had the criteria for entering the research, age, education, and mastectomy surgery, and the data were collected in two stages: pre-test, post-test with the control group and follow-up. And it was recorded that the research data were used using the multivariate covariance method and post hoc tests of Sheffe and Benferoni to test the hypotheses and the data were analyzed using spss (18) software. The research tools included Weissman &, Beck's inefficient Attitudes Questionnaire (1978) attitude questionnaire, Rief's psychological well-being (1989), Salkoskis and Warwick's (2000) health anxiety questionnaire, and Kesh's body image, Mykola Braun (1990).

The results of this research showed that the therapy based on acceptance and commitment is more effective than the stress reduction program based on mindfulness because the underlying principles of the therapy based on acceptance and commitment are aimed at increasing psychological flexibility. The pairwise comparison made regarding the well-being variable in Table (4-6) shows that both treatments (ACT and MBSR) have a statistically significant effect on this variable (P<0.05). The results showed that the treatment of acceptance and commitment was more effective. Regarding the effectiveness of the treatment based on acceptance and commitment in comparison with the stress reduction program based on mindfulness in the attitude of work, health anxiety, psychological well-being, and body image in women with cancer. The mastectomy breast of Shiraz can be because the underlying principles of treatment are based on acceptance and commitment to increasing psychological flexibility.

Acceptance and Commitment Therapy focuses on reducing experiential avoidance and cognitive entanglement with dysfunctional rules until it reconnects with meaningful values. Mediation analysis of the believability of negative thoughts has been identified as a partially mediating factor in the ability to predict awareness attention, experiential avoidance, and cognitive fusion in psychological distress. With stronger negative thoughts, believability was positively associated with higher levels of psychological distress.

The present study was conducted to explain the effect of emotion-oriented couple therapy on the mental health of couples with conflict. This research method is of an experimental type, and the statistical population of this research included all couples with conflict who were referred to counseling centers in Shiraz. From this statistical population, a sample of 20 couples was selected as available from Bahar Neko Counseling Center and randomly selected into two groups of 10, including the experimental and the control groups. The GHQ28 general health questionnaire was used after extraction and collection to measure the studied variable. The data, the scores obtained at two descriptive and inferential levels, or covariance analysis, were analyzed by SPSS software. The results of the covariance analysis showed a significant difference between emotion-oriented therapy and emotion-oriented couple therapy, which increases the level of mental health of couples, and the continuity of its effect has been confirmed over time.

The International TIMSS exams, which include math and science exams, are held every four years to improve the performance of countries' education systems, the results of which are influenced by a variety of factors. The purpose of this study is to formulate a differential equation of successful and unsuccessful students based on school components in the TIMSS 2019 exam. 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 the same as the 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 International Examination Questionnaire for family, student, principal and teacher, which was published by the International Association for the Evaluation of Academic Achievement (IEA) in 2019. This test is valid because it is a global standard test and to calculate its reliability, Cronbach's alpha method was estimated on about 30 people in the study population and a coefficient of 0.85 was obtained, which indicates its reliability. Differential analysis method was used to analyze the data.The findings of this study showed that the characteristics of the school with a resolution of 0.711, about being a teacher with a resolution of 0.255, the school's emphasis on scientific success with a resolution of 0.247, the school atmosphere with a resolution of 0.227, readiness for school with a coefficient of 0.226, mathematical assessment with a coefficient of 0.199, about teaching with a coefficient of distinction of 0.180, school emphasis on academic success with a coefficient of distinction of 0.152, subjects of mathematics teaching with a coefficient of separation of 0.147 and the experience and education of the principal with a coefficient of separation of 0.145 have the greatest impact on the separation of successful students from unsuccessful students based on school components. The results of data analysis showed that the differential analysis equation is able to distinguish successful students from unsuccessful students based on school components.

Disorders in attachment relationships can lead to psychological disorders by causing widespread anxiety and mistrust in children. This research aims to "explain the effectiveness of interactive play therapy with the theraplay model on the anxiety of children with attachment disorders".

The research method was an experiment with a single-subject AB-type design. The statistical population included all children with attachment disorders aged 5 to 8 who were present in psychological centers in Tehran from 2020 to 2021. Among them, 3 children (two boys and one girl) were selected based on inclusion and exclusion criteria and by available sampling. The three-step intervention was implemented for each child in 21 sessions. The research tools included the Marschak Interaction Method 2018 (MIM), Spence Children Anxiety Scale 1997 (SCAS), and the Theraplay Behavioral Checklist (Researcher-made). Data visual analysis was done at both within-condition and between-condition levels based on three indicators of level, trend, and stability.  

The findings showed that theraplay intervention significantly reduces the anxiety of children with attachment injuries (P<0.05).

According to the research findings, the effectiveness of theraplay intervention has been confirmed on reducing the anxiety of children with attachment disorders. Therefore, this method can be considered one of the most useful and applicable treatments for these children.

The concept of academic self–handicapping is considered a common psychological trauma among learners of educational systems. Achieving educational goals, maintaining, promoting, and improving the mental health of school and university students are among the goals of every education system. Therefore, identifying problems and variables related to these factors is of critical value. People face many tasks and goals with varying levels of difficulty, reflecting their chances of success or failure and their beliefs. Experiences often play a key role in determining the motivation for doing tasks, future goals, and people’s willingness to face new tasks in a phenomenon called self–handicapping, which has a major role in this respect. The present study aims to explain the mediating role of emotional self–regulation and goal orientation in high school students' attributional style and academic self–handicapping.

This descriptive–correlational research was conducted using a structural equation modeling on senior high school students of Shahed schools of Yasouj City, Iran, in the academic year of 2018–2019. According to officials of the Education Department, the study population was estimated to be 640 people, of which 280 were selected through a multi–stage cluster random sampling method. Some answers were excluded due to outliers and incomplete questionnaires, and the data of 259 students (130 males and 129 females) were analyzed. The inclusion criteria were as follows: being the child of a veteran and a martyr, being a Shahed school student, and having consent to fill out research questionnaires. The exclusion criteria were as follows: not completing the questionnaires, and being data outliers, for example, choosing only one option in the questionnaires. Research tools were Achievement Goal Questionnaire (AGQ) (Elliot & McGregor, 2001), Academic Self–Handicapping Scale (ASHS) (Schwinger & Steinmeister Plasterer, 2011), Attributional Style Questionnaire (ASQ) (Peterson et al., 1982), and Motivated Strategies for Learning Questionnaire (MSLQ) (Bouffard et al., 1995). Data were analyzed with the Pearson correlation coefficient and structural equation modeling at an error level of 0.05 in SPSS version 23 and AMOS version 24 software.

Results showed the direct effect of attributional styles on academic self–handicapping (β=–0.23, p<0.001), achievement goal orientation (β=0.39, p<0.001), and self–regulation (β=0.44, p<0.001) was significant. Also, the direct effects of achievement goal orientation (p<0.001, β=–0.20) and self–regulation (p<0.001, β=–0.23) on academic self–handicapping were significant. The indirect effect of attributional styles through the achievement goal orientation (p < 0.001, β = –0.078) and the indirect impact of attributional styles through self–regulation (p<0.001, β=–0.10) on academic self–handicapping was significant. In addition, the research model had a good fit with the collected data (RMSEA=0.025, GFI=0.98, NFI=0.98, CFI=0.99, χ2/df=1.15).

Based on the research results, attributional styles with the mediating role of self–regulation and achievement goal orientation can be a good model for explaining academic self–handicapping. So, it is possible to improve the performance of students.

The purpose of this study was to compare the effectiveness of Early intervention and Early intervention with family education on improving the academic ability of Slow-Learner.

The research method was experimental with pretest-posttest and follow-up with a control group. 30 late learners were considered as sample by purposive sampling method. They were randomly assigned to three groups (two experimental groups and one control group). The experimental groups were trained for 20 sessions of 90 minutes in one month. Data obtained from prerequisite reading, math and writing skills tests were analyzed using analysis of covariance.

The results showed that Early intervention and Early intervention along with family education had an effect on the components of academic ability (prerequisite skills of reading, writing and mathematics) and according to the Eta square, it can be said that 51% of the changes were due to the effect of interventions. The results of Tukey test also showed that Early intervention and Early intervention along with family education in the components of academic ability were significantly different from the control group. In addition, Early intervention with prerequisite reading skills along with family education has been more effective. But Early intervention and Early intervention along with family education did not differ in the effectiveness of math and writing skills.

The findings of this study generally confirmed the effectiveness of Early intervention and Early intervention along with family education on improving the academic ability of Slow-Learner.

 Studies show that an unbalanced future outlook predicts delinquency, drug use, and high-risk sexual behaviors during adolescence. At the same time, having a hopeful mindset, having sufficient resources for purposeful thinking, and being familiar with the paths needed to achieve goals, lead to well-being in individuals. It also enhances a person's deep vision for the future, their learning activity, their longevity and their performance. Thus, the outlook for the future can affect a wide range of emotions, thoughts, and behaviors. The future perspective, which is defined as the current prediction of future goals, can be created by setting motivational goals in the future and creating long term behavioral projects to achieve these goals. The problem for many young people and adolescents is that they live with a relatively short-term outlook, and it is difficult for them to see the future right now. In the field of education and learning, the ability to tolerate delays in reward is very important. Students have to choose between immediate reward and short pleasure, or long-term reward and long pleasure, and here is the future perspective that gives him the power to evaluate the future. The purpose of this study is to investigate the determinants of future prospects in female high school students in Shiraz.

The statistical population of the study is all female high school students in Shiraz (10865 people) who were studying in the academic year 1399-1400. Among them, 346 students were selected as a sample by multi-stage cluster sampling method and participated in the study. The research tool was a standard questionnaire whose validity was confirmed by professors and experts and its reliability was confirmed by Cronbach's alpha coefficient.

The results of structural equation modeling showed that negative emotion regulation strategies have a positive effect on cognitive distortions, and positive emotion regulation strategies have a negative effect on cognitive distortions. Positive emotion regulation strategies have a positive effect on goal setting and cognitive distortions have a negative and significant effect on the future perspective and the effect of goal setting on the future perspective was positive. The results show that the strongest relationships in the model are related to the effect of negative emotion regulation strategies on cognitive distortions with a coefficient of 0.78 and then related to the effect of cognitive distortions on the future outlook with a coefficient of -0.55. The findings also show that apart from the relationship between negative emotion regulation strategies and rejected targeting (p <0.05), five other relationships have been confirmed in the model (p <0.05). If a person can manage and control his emotions, he will have more free space intellectually to focus on goals and goal setting. Cognitive distortions affect the future outlook (p <0.05) and the direction of the negative impact and the intensity of the impact is -0.55. Targeting has an effect on the future outlook (p <0.05) and the direction of the positive effect and the intensity of the effect is equal to 0.29. Therefore, the positive and negative strategies of the emotion regulation variable are the only external variable of the structural model of the research to which no one-way arrow is pointed. Finally, the existence of a significant positive causal relationship between goal setting and future perspective indicates that the more students expose themselves to goal setting or goal setting in the future, the more rapidly towards a future perspective. A more balanced and ideal future will move. In fact, by choosing goals in the desired area, the person is not only not bothered by the difficulty of the path, but also welcomes learning skills and doing difficult tasks to overcome obstacles in the way of his goal and pursues his goal. Acquires the necessary competence and avoids poor performance, and is more determined and does not doubt in its decision in the direction of the goal, and consequently, these measures tend to be more and more forward-looking. Will strengthen the more desirable in him.

Cognitive distortions have a negative and significant effect on the future outlook. The indirect and inverse effect of negative emotion regulation strategies, and the indirect and reinforcing effect of positive emotion regulation strategies on the future outlook in this study, reveal the need for planning to empower students in controlling and managing cognitive emotions.

Psychological empowerment of prisoners is one of the effective treatment programs for reducing the prevention of recurrence of crime. Due to the importance of this issue, the present study was conducted with the aim of the effectiveness of acceptance and commitment therapy (ACT) on the psychological capital and criminal thinking of prisoners in Bushehr city. The method of the present study was quasi-experimental and its design was pre-experimental-post-experimental-follow-up after two-month with the control group. The statistical population of this study was 895 male prisoners in Bushehr Central Prison in 2020. Forty prisoners were selected by convenience sampling method and randomly divided into two groups of intervention and control using a lottery. The research instruments included the Psychological Capital Questionnaire; PCQ (Luthans et al., 2007), and Criminal Thinking Scales; CTS (Knight et al., 2006). After receiving the pretest, acceptance and commitment therapy was performed in 8 sessions of 90 minutes for the intervention group, and the control group was on the waiting list. Data analysis was performed using Repeated measures ANOVA tests in SPSS-20. The results of the Bonferroni Subordinate Test showed the scores of self-efficacy, and optimism in the intervention group in the post-test stage increased significantly (P<0.05); However, this incremental effect remained significant in the follow-up phase in the component of self-efficacy (P<0.05); The results also showed that the scores of criminal thinking in the experimental group decreased in the post-test and follow-up stages (P<0.05). From the above results, it can be concluded that acceptance and commitment therapy is an effective intervention in improving self-efficacy, optimism and reducing criminal thinking in prisoners.

Women as a large part of society have an important role in lifestyle modification. The aim of this study was to explain the effectiveness of lifestyle modification on improving the typology of integration and pathology of women among women in Rostam city. The statistical population of this study included all women living in the city of Rostam in 1399 and the statistical sample of 60 women in the city of Rostam in the form of two groups of 30 people were considered as evidence and experiments that were selected by available sampling method. Samani process and content questionnaire was used to assess the typology of integration and pathology of women. And Cronbach's alpha of all questionnaires is approved. Findings showed that the first hypothesis: lifestyle modification has a significant effect on the improvement of family species. The mean values ​​of process scores and family content in the experimental group and in the post-test stage increased significantly compared to the pre-test stage. Therefore, it can be said that lifestyle modification has a significant effect on improving family species. Hypothesis 2: Lifestyle modification has a significant effect on improving family integration. Hypothesis 3: Lifestyle modification has a significant effect on improving women's pathology. Therefore, the effect of group variable on dependent variable (process dimensions) based on the existence of significant differences is positive, so we conclude that there is a significant difference between groups in at least one dimension.

This study aimed to explain the mediating role of cognitive emotion regulation for maladaptive schemas and positive affects in girls of Marvdasht Azad University. The present study was descriptive and correlational. The statistical population included all female students of Marvdasht Azad University who were studying in the academic year 2018-2019. Participants in the study were 299 female students of different faculties of Marvdasht Azad University who were selected by multi-stage cluster sampling. Data were analyzed using the Cognitive Emotion Regulation Questionnaire by Garnowski et al. (2001), Watson et al. (1988) and Young's maladaptive schemas (1998), which confirmed the validity and reliability of the instrument. Data analysis was performed using 24spss software at both descriptive and inferential levels. To investigate the studied hypotheses, Baron and Kenny method and multiple regression in inter manner and hierachical regression were used to study hypothesis. The findings of the research showed that positive and negative cognitive emotion regulation has a mediating role in relationship between maladaptive schemas and positive emotions.

The purpose of this study was to investigate the relationship between school climate and achievement motivation in high school students. The method of the present study was descriptive-correlational. The statistical population was all high school students in Shiraz in the academic year of 2018-2019. Two hundred five students were selected using multi-stage cluster sampling method. For data collection, Student Perceptions of School Climate (SPOSC) and Hermans Achievement Motivation Questionnaire (HAMQ) were used, and Pearson correlation and regression methods were used to analyze the data. The results showed there is a positive and significant correlation between school climate and achievement motivation. Also, a positive and significant relationship was observed between each of the dimensions of school climate including teacher support, peer support and autonomy with the achievement motivation. However, no significant correlation was observed between the stability of rules and the achievement motivation. The results generally showed that the school climate has a significant predictor of achievement motivation in high school students.

The purpose of this study was to investigate the relationship between children's behavioral problems with violence in mothers with ADHD children, among 250 mothers who referred to psychologists and counselors in Shiraz who were selected by random sampling method. The method of this research is a correlation. To collect data, two questionnaires, Brief Symptom Inventor, and The Child Behavior Check List made by Achenbach and colleagues were used.The data were analyzed using SPSS software. The findings of data analysis showed that children's behavioral problems have a positive and significant relationship with mother's violence. Also, the results of regression analysis showed behavioral problems of children can predict violence in mothers with ADHD children. 

the students’ academic performance plays a dramatic role in the future of every country. Therefore, the present study was conducted aiming to explain the causal model of parenting styles and academic performance with the mediator role of academic buoyancy in high school students.

the research method was descriptive in correlational and structural equations type. The statistical population included all male and female secondary high school students in the city of Fasa in academic year 2018-19 and their parents from whom 493 students (248 boys and 245 girls) were selected through multi-stage clustered random sampling method. Diana Baumrind’s parenting style scale, NEO-EFI five factor personality scale, academic performance scale and academic buoyancy scale were used in order to collect data. The data analysis was done after collecting the questionnaires via Pearson correlation and structural equation methods.

the results of structural equations modeling revealed that the academic buoyancy plays a significant mediator role in the relationship between parenting styles and academic performance. Moreover, the offered causal model enjoys an acceptable goodness of fit.

according to the findings of the present study, the parents’ parenting styles and academic buoyancy should be seriously paid attention to in the process of the students’ academic performance and success as effective variables on this process.

The aim of this study was to determine the predictive contribution of individual and family components on the mental health of married women.

The present study is a descriptive and correlational study and the statistical population of the study was all married women in Shiraz in 1398. From the statistical population, 400 married women were selected and studied by one-stage cluster sampling. To collect data from Goldberg (1982) General Health Questionnaire, Cooper-Smith (1967) Self-Esteem Questionnaire, Scherer et al. (1981), Lifestyle (LSQ), Neo Personality Traits, Process and Content Samani Family (2008) And communication patterns of Fitzpatrick and Ritchie family (1994) were used. After collecting and extracting data, participantschr('39') scores were analyzed using Pearson correlation coefficient and multiple regression analysis.

The results showed that there is a significant relationship between individual and family components with mental health in married women. The results also showed that the dimensions of individual components (self-esteem, self-efficacy, lifestyles) and dimensions of family components (family process and content, spouse personality and family communication patterns) significantly have the power to predict mental health in married women. .

Self-esteem, self-efficacy and lifestyles can predict mental health and by improving the process and content of the family and communication patterns in families, we can see an increase in mental health in family members.

The aim of this study is to modeling the relationship between school factors (attitude to the school, perception of school atmosphere) and education behaviors by intermediating of individual factors (self-efficacy and self- regulation).The society of this study is all high school students in the city of Shiraz who were studing in the city's  high schools of Shiraz at the school year of 1396-1397. For sample selection, 581 students were selected using stratified random sampling method. Data  collection was carried out using the attitude to school questionnaire (SAAS)MC Coach & Sigel(2003), perception of school atmosphere questionnaire Triket& Mouse(1973),  Buffer self- regulatory questionnaire(1995),Hartler's Educational Motivation questionnaire(1980) and self- efficacy questionnaire of children and adolescents( SEQ-C)Maurice (2001). Analysis of data using structure equation test showed that the model has favorable fit.

The aim of this study was to investigate the effect of sexual education on the sexual identity of children from 7 to 11 years old in Shiraz. 56 students of the elementary school in the region of Shiraz in the academic year 97-1396 were voluntarily selected and randomly divided into two experimental and control groups. The experimental group received eight 45-minute sessions of sexual education. While the control group did not receive any intervention. Students completed the Gender Role Identity questionnaire of children in different cultures before and after the intervention. Data were analyzed using covariance analysis and SPSS software. The results of this study showed that sexual education leads to the formation of sexual identity in students

The purpose of the research was to check the mediating role of the social adjustment for family communication pattern and mental health. The research design was a correlational design. The sample consisted of 603 high school students (286 female and 317 male) between 13 to 16 years old. Cluster sampling was the sampling method in this research. The revised family communication research questionnaire, student adjustment questionnaire and, general mental health questionnaire were used in this study. The results of path analysis revealed that conversation dimension of the family communication pattern is a significant predictor for mental health (R square = 12%). Also the result showed a complete mediating role of social adjustment for family communication pattern and mental health.

The purpose of this study was to investigate the effectiveness of play therapy and clay therapy, and difference between them in improving of attention deficit disorder in treatment of children in elementary school. In this study whole experiments design with posttest – pretest control group was used. Research populations was include female students at the elementary school which were 7-10 years old, who had attention deficit disorder in one of schools in Shiraz, that is full of population. After completing the questionnaire about attention deficit disorder (CSI-4) by teachers for students, 45 students were selected who earned the highest scores in this questionnaire, and finally they were placed in two groups of clay therapy and play therapy and control group by simple random sampling. After completing these forms Jordan’s attention deficit disorder, by teachers and parents of students, 8 individual session of 60 minutes, and two groups sessions of 90 minutes of clay therapy and play therapies received by tests groups, which researches were designed based on marks attention deficit disorder, which includes audio visual attention, sequence of procedures, audio and visual memory, Speed of operation, and understanding organizations. After running the Therapeutic intervention program these Jordan’s Index forms were completed by teachers and parents, again. The results of one way ANCOVA showed a significant difference between test groups of clay therapy and play therapy and control groups of attention deficit disorders. In addition, the results of independent sample of T-Test, didn’t showed a significant difference between the methods of clay therapy and play therapy in treatment of attention deficit disorders. The finding of this research showed that clay therapy and play therapies can be and effective methods in increasing the focus and attention for students in the course of their works, and the symptoms of increasing attention deficit disorder can be prevented in higher ages in life by this method.

Play is an effective instrument in hand for children to present their needs, feeling, and thinking. This article describes ten play therapy techniques for clinical job and clarifies the therapeutic values of the Play. Also this article tries to explain the main characters of these techniques: aim, materials, implementation method, and target group. The process of the play therapy in five stages as follows: diagnosis and clinical observation, preferring the play therapy, planning for therapy, play therapy, and evaluation is the other part of the article. The feeling words game, balloons of anger, chair game, slow motion game are a sample of the techniques those were defined here. The article clarifies the play as an instrument therapeutically.

The purpose of the study was to check the mediating role of Cognitive Emotion Regulation (CER) for Parenting Style (PS) and Emotional Disturbance (ED). The sample consisted of 240 high school students in Fasa city. The sampling method in this study was multistage cluster sampling. The Liner Structural Equation Model was run to exam the mediating role of CER for PS and ED. The results of this research revealed that efficient parenting style leads to positive CER strategies in adolescent and this phenomenon promotes the level of mental health. Also the results showed that unefficient parenting style leads to negative CER. The study clarified a positive relationship between negative CER and ED. In sum, this study showed that parenting as a family factor and CER as an individual character are important factors those should be considered in mental health.