دکتر احمد غضنفری

The present study aimed to model marriage orientation based on psychological capital and attitude toward premarital relationships with the mediation of the social desirability of unmarried students. The present research was a descriptive-correlation type of Path Analysis. The statistical population of the research included all single students of Islamic Azad Universities in Isfahan province in 2022; According to the number of research variables and conventional statistical methods, a sample of 500 people (303 girls and 197 boys) was used for the Gwanji Marriage Orientation Questionnaires (2019), Luthans Psychological Capital (2007), attitude towards relationships. Before marriage, Kardlow (2010) and social desirability were answered by Crown and Marlow (1964). The results indicated that the proposed model had a good fit. Psychological capital showed a significant positive relationship with marriage orientation (P < 0.001). Additionally, the direct effect of social desirability on marriage orientation was positive and significant (P < 0.001). The indirect effect of psychological capital on marriage orientation, mediated by social desirability, was also significant (P < 0.001). However, no significant direct or indirect effect was observed between attitudes toward premarital relationships and marriage orientation (P > 0.001). Based on the findings, it can be concluded that social desirability mediates the relationship between psychological capital and marriage orientation, while no such relationship exists between attitudes toward premarital relationships and marriage orientation.

Marital orientation refers to assessing individuals' optimistic or pessimistic attitudes toward marriage. Among the influential factors shaping young people's marital orientation are the relationships they have with others before marriage, as well as their psychological capital. In past studies, family friendship has also been identified as one of the influential factors. However, to date, no model has been proposed for marital orientation based on the relationships between these components.

The aim of the current research was to model marital orientation based on psychological capital and premarital relationship attitudes with the mediation of family friendship.

The present research was descriptive and employed correlational structural equation modeling. The statistical population of the study included all single students of Islamic Azad University in Isfahan province. Considering the number of research variables and conventional statistical methods, a sample of 500 individuals (303 females and 197 males) was selected using stratified random sampling method. Participants completed questionnaires on marital orientation (Guanji, 2020), psychological capital (Luthans, 2007), premarital relationship attitudes (Kourdeloo, 2001), and family friendship (Hashemi Garmdarreh, 2019). The data were analyzed using SPSS and AMOS software.

The findings indicate that among the predictor and mediator variables, optimism, resilience, and self-efficacy, as well as family friendship, have a direct relationship with marital orientation
(p< 0.05). Additionally, psychological capital and premarital relationship attitudes can predict marital orientation through the family friendship variable (p< 0.05).

Based on the results obtained, it can be said that the higher the levels of psychological capital and family friendship among students, the more optimistic their orientation towards marriage will be. Considering the results, the family friendship variable plays an important and influential mediating role in the relationship between psychological capital and premarital relationship attitudes with marital orientation.

The purpose of this research was to develop an educational package based on cognitive-perceptual components and to investigate the effectiveness of the developed package on the variable of academic self-efficacy of dyslexic students. The qualitative research method was content analysis according to Atride-Stirling (2001) and the quantitative research method was a semi-experimental design with a pre-test-post-test design with a control group and a two-month follow-up period. The statistical population of the study was 2800 students of the second period of primary school in Saman city in the academic year 1402-1403. The sample in this study included 40 students of the second period of primary school who were selected by convenience sampling method and randomly assigned to the experimental and control groups. The students in the experimental group received the cognitive-perceptual educational package individually over 8 weeks in 18 50-minute sessions. The questionnaire used in this research included the academic self-efficacy questionnaire of Patrick, Hicks and Ryan and the checklist of dyslexia symptoms. The data obtained from the research were analyzed by mixed variance analysis using SPSS 23 statistical software. The results showed that the perceptual-cognitive educational package for dyslexic children has sufficient content validity according to experts. Also, this educational package has an effect on academic self-efficacy (P>0.0001; Eta>0.28; F>9.52) of dyslexic students. Based on the findings, it can be concluded that the perceptual-cognitive training package can be used as an efficient method to improve the academic self-efficacy of dyslexic students.

Academic enthusiasm is one of the factors affecting the academic success of students, which can be influenced by various factors. The present study was conducted with the aim of determining the mediating role of academic motivation between self-efficacy and academic enthusiasm in high school students.

The present study was descriptive-correlational. The statistical population of the research included all students of the second year of high school in Kohrang city in 2022. In this study, 384 male and female students participated by multi-stage cluster random sampling method. Data collection instruments include demographic questionnaire, "Academic Motivation Scale", "Morgan-Jinks Student Efficacy Scale" and "Academic Enthusiasm Scale". The validity of the instruments was calculated by qualitative method and reliability by internal consistency method by calculating Cronbach's alpha coefficient. Data analysis was done in SPSS .24 and Amos. 24..

The proposed model had good fit (CMIN/DF=2.63, CFI=0.96, RMSEA=0.06).In addition, academic self-efficacy has a direct and significant positive correlation with academic enthusiasm (β=0.29), intrinsic motivation (β=0.48) and extrinsic motivation (β=0.37) and with demotivation (β=0.32) has a direct and significant negative correlation. The results showed that academic motivation (β=0.19) has a direct and significant negative correlation with academic enthusiasm and a positive and direct and significant (P<0.05) correlation with intrinsic motivation (β=0.17) and extrinsic motivation (β=0.17).The results of the bootstrap test showed that all 3 subscales of intrinsic motivation (β=0.17), extrinsic motivation (β=0.11) and academic demotivation (β=0.09) play a mediating role between self-efficacy and academic enthusiasm.

Self-efficacy has a positive and direct correlation with students' academic enthusiasm through the mediation of academic motivation. It is suggested that in order to increase students' academic enthusiasm, attention should be paid to educational and therapeutic programs with the aim of improving students' self-efficacy and academic motivation.

This research aimed to investigate the validity and reliability of the moral intelligence scale of adolescents. The research was a descriptive survey. The statistical population was the first and second high school students of Isfahan province in 2024-2023. Based on the multi-stage cluster sampling method, 400 students were selected in the first stage and 900 students were selected in the second stage of the research. The data were analyzed using exploratory and confirmatory factor analysis, the reliability of the scale using Cronbach's alpha coefficient and its halving coefficient, and its validity using the convergence method and dependent on the criterion with the moral intelligence questionnaire of Abadian and Rabat Milli) MIQAR  ((2020). Each of the confirmatory factor analysis indices of the mentioned scale, including RMSEAI, PCFI, TLI, and CFI, had a suitable value. The alpha coefficient and the halving coefficient of the whole scale were also 0.96 and 0.93. The results of exploratory factor analysis led to the extraction of 7 factors (respect, responsibility, conscience, kindness, self-control, honesty, and forgiveness). Factor loadings of all components were higher than 0.4 and statistically significant (P<0.001). Criterion-dependent validity with the ethical H. scale was reported as 0.52 and significant (P<0.001). Due to the favorable state of validity and reliability, the scale of the moral intelligence of adolescents can be used as a valid and useful tool to check and measure the moral intelligence of adolescents.

Premature ejaculation is the most common sexual problem that has many psychological effects on the relationship between spouses. Therefore, it will be helpful to identify targeted and effective intervention programs in this field. So far, various methods have been used to increase sexual quality of life in men with premature ejaculation, However, there is a research gap regarding the comparison of the effectiveness of the mindfulness therapy, biofeedback and combined method on sexual quality of life in men with premature ejaculation.

The present study aimed the effectiveness of mindfulness therapy, biofeedback and combined method on sexual quality of life in men with premature ejaculation.

The research method was semi-experimental, pre-test, post-test with a control group. The studied population included all men 30 to 50 years with premature ejaculation who referred to the Nejat sexual disorders clinic in Tehran in 2022. Among them, 32 men with premature ejaculation were selected based on the inclusion criteria and by purposive sampling method. Then, they randomly assigned to experimentals and control groups (groups of 8 people each). The Sexual Quality of Life- Men (Abraham et al, 2008) was used to pre-test, post-test. The first experimental group received mindfulness intervention in eight 90-minute sessions, the second experimental group received biofeedback intervention in eight 20-minute sessions, and the third experimental group received the combined method (The combination of mindfulness and biofeedback) in eight 90-minute sessions; While the control group was on the waiting list. The data were analyzed using one-way ANCOVA and LSD post hoc test in SPSS23.

No statistically significant differences were observed in the demographic variable of the groups. The findings showed that there was a significant difference between the experimental groups and control group; all three mindfulness therapy, biofeedback and combined method therapy interventions increased sexual quality of life (F= 193.37) in men with premature ejaculation(P< 0.05). Also, the results of LSD post hoc test showed that the effectiveness of combined method on sexual quality of life (IJ= 12.27) was more than mindfulness therapy and biofeedback (P< 0.05).

According to the results of the present study, the of mindfulness therapy, biofeedback and combined method interventions can increase the sexual quality of life of men with premature ejaculation. It is suggested that therapists and counselors use these treatments in order to improve the sexual quality of life of men with premature ejaculation along with other therapeutic interventions

The purpose of the present study was to determine the effectiveness of thinking cycle training on the adaptability and processing speed of sixth-grade male students in Shahrekord City. The research was conducted using a semi-experimental method with a pre-test-post-test design and a control group with a three-month follow-up period. The statistical population of this research included all 2439 male students of the sixth grade in Shahrekord city in the academic year of 2001-2012, 40 of them were selected by purposive sampling and randomly assigned to an experimental group and a control group. The measurement tools included the adaptability questionnaire (AISS, Sinha, and Sink, 1993) and the computerized Stroop test (SCWT, Ridley Stroop, 1935). The research data were analyzed using variance analysis with repeated measurements (mixed design). The findings of the research showed that there was a significant difference between the mean of the pre-test and post-test of adaptability and processing speed in the two experimental and control groups (P>0.05); In addition, the results showed that this intervention was able to significantly maintain its effect over time (P>0.05). The effect size also showed a 41.7% effect of thinking cycle training on compromise, as well as an effect of 20.5%, 13.5%, and 23% respectively in reaction time, information processing error, and information processing accuracy indicators. From the above findings, it can be concluded that the use of thinking cycle training seems to be useful for improving adaptability and processing speed.

The present study was conducted with the aim of determining the effectiveness of group training of self-regulation learning strategies and critical thinking on school well-being of second-grade (fourth, fifth, and sixth) female students in Bagh Bahadran.

The method of conducting this research was semi-experimental with a pre-test and post-test design with a control group and a two-month follow-up period, and 60 students 4th, 5th and 6th grades in Bagh Bahadran city was selected based on the available sampling method and according to the entry criteria, randomly selected in Three groups (20 people in each group) were assigned. Kaplan and Mahler's school well-being scale (1999) was used to measure the dependent variable. Khanjani et al.'s self-regulation learning strategies training (2005) and Fisher's critical thinking training (2005) were used for 8 sessions of 90 minutes. Data were analyzed through repeated analysis of variance with mixed design and Ben Feroni's post hoc test.

The results showed that the scores of the components of school well-being (interest in school and perceived academic self-efficacy) in the post-test and follow-up stage in the critical thinking training group and the self-regulated learning strategies training group increased and destructive behavior decreased.

training self-regulation learning strategies and critical thinking in schools by teachers and counselors can be used to improve or increase student's school well-being

The aim of the present study examines the structural model of Academic Engagement based on Basic Psychological Needs wih mediator role of Intrinsic Value of the task. The research method was correlation. The statistical population of the research included all students of the second secondary level of Shiraz city in the academic year of 2021-2022, and 245 students were selected as the research sample by multi-stage cluster random sampling method. The data collection tools in this research were: La Guardia and et al (2000) Basic Psychological Needs Questionnaire, Pintrich and et al Task Value Questionnaire (1991) and Gunuc and Kuzu's Academic engagement Questionnaire (2015). Data analysis was done using SPSS and AMOS software and by path analysis. The results of the analysis showed that the proposed model had a good fit and the effect of the basic psychological needs on the intrinsic value of the assignment and academic engagement as well as the effect of the intrinsic value of the assignment on the academic engagement was positive. And it was meaningful. Also, the mediating role of the intrinsic value of the assignment was significant. According to the results of the research, it can be concluded that the basic psychological needs through the intrinsic value of the assignment are factors influencing academic engagement.

Depression is one of the most common psychiatric disorders that leads to considerable disability in various areas of personal, professional, and social life. The purpose of this study was to compare the effectiveness of transdiagnostic treatment and cognitive-behavioral therapy on anxiety and depression in depressed women in Isfahan.

Methods and Materials: 

The present study was a semi-experimental design of the pre-test-post-test type with a control group and follow-up period. The research community in this study consisted of all depressed women in Isfahan city. In this study, 45 women referred to specialized clinics in Isfahan city in 1400 were purposefully selected and examined in three groups (2 experimental groups and one control group). Patient information was collected through three demographic information tools: Beck's Anxiety Questionnaire and Beck's Depression Questionnaire. Treatment protocols included cognitive behavioral therapy (Hazelt-Stevens) and transdiagnostic treatment.

The present study explained that the average scores of depression and anxiety in the transdiagnostic treatment and cognitive-behavioral therapy groups had a significant decrease compared to the control group (P = 0.001). On the other hand, there were significant differences in the scores of depression and anxiety in the two treatment groups and control group in the pre-test, post-test and follow-up stages (P>0.05). In addition, there was no significant difference between the transdiagnostic treatment group and the cognitive-behavioral treatment group in reducing the average scores of depression and anxiety.

According to the findings, transdiagnostic and cognitive-behavioral treatments can be used as a complement to medication and interpersonal treatments for patients suffering from depression, reducing the symptoms of depression and anxiety. This process needs more research.

Premature ejaculation is the most common sexual problem that has many psychological effects on the relationship between spouses. Therefore, the present study aimed the effectiveness of mindfulness therapy, biofeedback and combined method on sexual self-esteem in men with premature ejaculation.

The research method was semi-experimental, pre-test, post-test with a control group. The studied population included all men 30 to 50 years with premature ejaculation who referred to the sexual health clinics in Tehran city in 2022. Among them, 32 men with premature ejaculation were selected based on the inclusion criteria and by accessible sampling method. Then they randomly assigned to experimental and control groups (groups of 8 people each). The sexual self-esteem questionnaire (SSC) was used to pre-test and post-test. The first experimental group received mindfulness intervention in eight 90-minute sessions, the second experimental group received biofeedback intervention in eight 20-minute sessions, and the third experimental group received the combined method (The combination of mindfulness and biofeedback) in eight 90-minute sessions; While the control group was on the waiting list. The data were analyzed using repeated measure of covariance analysis and LSD post hoc test with SPSS. 23.     

The results showed that there was a significant difference between the mean sexual self-esteem in the experimental and control groups. Also, the findings indicated that the effectiveness of the combined method on sexual self-esteem was more than mindfulness and biofeedback intervention.

According to the results of the present study, the of mindfulness therapy, biofeedback and combined method intervention can increase the sexual self-esteem of men with premature ejaculation. It is suggested that therapists and counselors use these treatments in order to improve the sexual self-esteem of men with premature ejaculation along with other therapeutic interventions.

The aim of this study was to the effectiveness of emotion regulation training on adjustment, academic motivation and self-perceptual of students with learning disabilities in Shahrekord. The research method was quasi-experimental with two-group pretest-posttest design (experiment-control). The statistical population of the study consisted of all students with learning disabilities in Shahrekord. In this study, purposive sampling method was used and a total of 30 people were randomly selected and divided into two groups (experimental and control). The research instruments included Baker and Sirik (1984) Harter Academic Adjustment Questionnaire (1981) and Academic Motivation Questionnaire Harter (1989). Emotion regulation training intervention was performed in 8 sessions of 90 minutes for the experimental group and the data were analyzed using multivariate analysis of covariance. The results showed that emotion regulation training was significant for the variables of adjustment, academic motivation and self-perception (P <0.01). It can be said that emotion regulation training has been effective on students' adjustment (0.530), academic motivation (0.491) and self-perception (0.376). The results showed that emotion regulation training on the dimensions of adaptation (academic, social, personal-emotional and attachment to the institution) was significant (P <0.01) and it can be said that emotion regulation training on the educational dimension (0.458), dimension Social (0.368), personal-emotional dimension (0.301) and attachment to school dimension (0.289) were effective. The results showed that emotion regulation training was significant on the dimensions of intrinsic motivation (P <) And it can be said that emotion regulation training has been effective on the dimension of intrinsic motivation (0.164) and the dimension of intrinsic motivation (0.141). Therefore, emotion regulation training can be used to increase adaptation, academic motivation and self-perception of students with learning disabilities.

The current generation of children requires more social skills and adaptability in their social environment than ever before. Accordingly, the present study was conducted to design a life skills training package for children and determine its effectiveness on the social adjustment of primary school students. The research method was qualitative, using theme analysis, and the quantitative part of the research was quasi-experimental with a pretest-posttest design, a control group, and a two-month follow-up period. The statistical population of the research consisted of 12698 primary school students in Shahrekord city in the academic year 2021-2022. A total of 109 students were selected by convenience sampling and randomly assigned to experimental and control groups. The students in the experimental group received the life skills training package over ten weeks in 10 sessions. The Social Adjustment Questionnaire (SAQ) was used as the measurement tool in this study. The data were analyzed through mixed ANOVA using SPSS23 software. The study showed that the life skills training package has sufficient content validity. Also, this training package significantly impacted the social adjustment of students (P<0001; Eta=0.58; F=149.17). The effect size of the present intervention on social adjustment was 0.58. Based on the findings, the life skills training package, by familiarizing students with their strengths and weaknesses, teaching effective communication skills and empathy, emotion management, problem-solving skills, and creative thinking, can be an efficient method of improving the social adjustment of primary school students.

The present study aimed to determine the mediating role of academic motivation in the relationship between optimism and academic enthusiasm in students. The research utilized a descriptive-correlational research method employing structural equation modeling. The statistical population for the research comprised all second-year high school students in Kuhrang city in 1402. A sample of 400 male and female students was selected using a multi-stage cluster random sampling method. Data were collected using the Academic Motivation Scale (AMS; Vallerland et al., 1992), Academic Optimism Scale (AOS; Tschannen‐Moran et al., 2013), and Academic Enthusiasm Scale (AES; Fredricks et al., 2005). The results indicated that the proposed model was a good fit. Specifically, the direct effect of academic optimism on academic enthusiasm, demotivation, intrinsic motivation, and extrinsic motivation was found to be significant. Additionally, academic demotivation, intrinsic motivation, and extrinsic motivation exhibited a significant direct effect on academic enthusiasm (P<0.05). Further analysis revealed that intrinsic motivation, extrinsic motivation, and lack of motivation mediated the relationship between optimism and academic enthusiasm (P<0.05). In conclusion, it can be inferred that academic optimism directly influences students' academic enthusiasm through the mediation of academic motivation.

Premature ejaculation is the most common sexual problem that has many psychological effects on the relationship between spouses. Therefore, the present study aimed the effectiveness of mindfulness therapy, biofeedback and combined method on sexual self-efficacy in men with premature ejaculation.

The research method was semi-experimental, pre-test, post-test with a control group. The studied population included all men 30 to 50 years with premature ejaculation who referred to the sexual health clinics in Tehran city in 2022. Among them, 32 men with premature ejaculation were selected based on the inclusion criteria and by purposive sampling method. Then they randomly assigned to experimental and control groups (groups of 8 people each). The Sexual Self-Efficacy Scale - Erectile Functioning (SSES-E) was used to pre-test and post-test. The first experimental group received mindfulness intervention in eight 90-minute sessions, the second experimental group received biofeedback intervention in eight 20-minute sessions, and the third experimental group received the combined method (The combination of mindfulness and biofeedback) in eight 90-minute sessions; While the control group was on the waiting list. The data were analyzed using covariance analysis (MANCOVA) and LSD post hoc test.     

No statistically significant differences were observed in the demographic variables of the groups. The results showed that there was a significant difference between the mean sexual self- efficacy in the experimental and control groups. Also, the findings indicated that the effectiveness of the combined method on sexual self- efficacy was more than mindfulness and biofeedback intervention.

According to the results of the present study, the of mindfulness therapy, biofeedback and combined method intervention can increase the sexual self- efficacy of men with premature ejaculation. It is suggested that therapists and counselors use these treatments in order to improve the sexual self- efficacy of men with premature ejaculation along with other therapeutic interventions.

The institution of education as the most effective institution in the socialization of the people of the society plays an important role and the wrong operation of this institution will have a direct impact on other institutions of society. The aim of this study was to investigate the effectiveness of Teaching Strategies based on Multiple Intelligences on Adaptation Elementaey School sixth Grade Boy students in Shahrekord.The study was a semi-experimental method with pretest, post-test and follow-up design with control group. The statistical population of this study consisted of 2439 male students of sixth grade in Shahrekord city in the academic year of 1401-1401 that 40 of them were selected by purposive sampling method and randomly assigned to an experimental group and a control group. Then, the experimental group received 10 sessions of 90 minutes of multi-intelligence-based strategies. The instruments for measuring the adaptation of Sinha and Singh questionnaire (1993) and The training package was Armstrong's (2001) multiple intelligence based strategies training. Data were analyzed using repeated measures analysis of variance (mixed design). The results showed that in two stages of post-test and follow-up of multi-intelligence-based strategies training had a significant effect on adjustment variable compared to the control group. According to the obtained results, the use of multi-intelligence-based strategies training seems to be useful for improving adaptability.

The inevitable and heavy consequences of mood disorders and their recurring nature and heavy costs have caused this disorder to be considered among debilitating disorders and specialists pay special attention to the care and treatment of this disorder. Also, in recent years, more attention has been paid to psychotherapies, especially psychosocial interventions, along with drug therapy. Among these interventions, which are also based on the family, is the psychological education of the family. Mood disorders can cause changes in people's behavior and affect their ability to deal with usual activities such as work environment and living environment. Mood disorders are a major problem in public health and psychiatry due to their chronicity and recurring nature. Many factors can cause mood disorders in women. Premenstrual symptoms are a set of physical, psychological, emotional, and behavioral symptoms that occur periodically in the luteal phase of menstruation and significantly recede in the remainder of the cycle. It has been stated that premenstrual syndrome is a disease with a thousand faces; because doctors have attributed more than 150 symptoms to this disease. The symptoms of this disorder in women are different and this problem makes the diagnosis difficult. Worse, the pattern of this disease may change according to different months of the year and the age of the patient. Heartburn, mood instability, irritability, depression, nervous tension, tendency to cry, anxiety, headache, strong desire to eat sweets, increased appetite, heart palpitations, weakness, dizziness and fainting, weight gain, thirst, hot flashes, swelling of hands and feet, Swelling and tenderness of the breasts, feeling of swelling and bloating of the abdomen, joint and muscle pain, poor memory, insomnia, etc. are very common symptoms of this disease. Mood disorders include a wide group of disorders. That morbid (pathological) mood and disturbances related to it constitute their predominant clinical appearance, therefore this research aimed to compare the effectiveness of meta-diagnostic treatment and cognitive-behavioral therapy on premenstrual symptoms of women suffering from mood disorders in Isfahan City.

The present study was a semi-experimental design of pre-test-post-test type with the control group and follow-up period. The independent variables of the present study were two methods of meta-diagnostic treatment and cognitive-behavioral therapy, and the dependent variables of the study were premenstrual symptoms, which were investigated in the community of women suffering from mood disorders in Isfahan City. The research population in this study consisted of all women with mood disorders in Isfahan city. In this study, 45 women with mood disorders referred to specialized clinics in Isfahan city in 1400, who qualified for the inclusion criteria and did not meet the exclusion criteria, were selected purposefully and divided into three groups (2 experimental groups and one control group). Patient information was collected through demographic information, mood disorder screening questionnaire, and premenstrual symptoms questionnaire. Treatment protocols included cognitive behavioral therapy (Hazelt-Stevens) and metadiagnostic therapy (Barlow et al., 2011).

The results showed that meta-diagnostic and cognitive-behavioral therapy had a significant effect on premenstrual symptoms in women with mood disorders in Isfahan City, but the findings did not show a significant difference between these two treatment groups on premenstrual symptoms. So cognitive behavioral therapy was significantly more effective than transdiagnostic treatment of women suffering from mood disorders in Isfahan City.

The results of this study show that both meta-diagnostic therapy and cognitive behavioral therapy can reduce premenstrual symptoms in women with disorders. Be effective. However, cognitive behavioral therapy is recommended as a more effective method. This finding emphasizes the importance of using methods focused on cognition and behavior to manage mood disorders and can be used in treatment planning. be placed Studies have shown that women who suffer from PMS and PMD usually do not seek medical treatment. And in many cases, they don't get a proper answer even if they prefer. Also, researchers have concluded that drug treatments do not have much effect and long-term effectiveness on the psychological symptoms of this disorder. Considering the side effects of drug treatments, it is recommended to use them only in severe cases or in cases where the patient has not responded to other treatments; therefore, non-pharmacological treatments have been the focus of researchers in women suffering from menstrual disorders. Integrated meta-diagnostic treatment due to the limitation of existing specific cognitive-behavioral treatments and for people with emotional disorders, especially It is designed for mood and anxiety, and it uses the same treatment principles and protocols for all types of these disorders. The aforementioned treatment is a transdiagnostic cognitive-behavioral therapy focused on emotion; in this treatment, by emphasizing emotions and the adaptive and functional nature of emotions, we try to identify and correct non-adaptive efforts to regulate experiences. It becomes exciting. Also, integrated meta-diagnostic treatment has been able to have a positive effect on women's premenstrual symptoms in some studies.

Intimate communication provides opportunities for personal and interpersonal growth between two people. However, one of the challenges that many couples face is cheating in the relationship, and it seems that the biggest act of cheating between couples is dealing with infidelity (1). The complexity of intimate communication and the effects of infidelity on it have made it necessary for researchers and family therapists to pay attention to these effects from different perspectives (2). In fact, marital infidelity damages the marital relationship more than any other problem and factor and puts the couple in a very difficult situation, for this reason, practical and practical ways to deal with this problem have always been mentioned in family and marriage counseling texts. is (3). Forgiveness is one of the most important factors and variables when working with couples who experience marital infidelity, because on the one hand it provides the conditions for forgiveness and on the other hand it increases marital satisfaction (11). Forgiveness is one of the concepts that plays a positive role in creating mental health, especially in couples (3). The process of forgiveness includes resentment, hatred, healing and forgiveness, and finally reconciliation and returning to the other side (11). Emotion-focused couple therapy is considered as a short-term structured approach in couple therapy, which is based on clear concepts of marital distress and adult love (26). Emotion- focused therapy emphasizes the participation of emotions in the permanent patterns of incompatibility in troubled couples. The effort of this approach is to reveal the vulnerable emotions in each of the couples and facilitate the ability of the couple to create these emotions in safe and loving ways (27). On the other hand, cognitive-behavioral therapy is another intervention that has been used for women who have experiences of infidelity and other marital problems and conflicts (35). This type of intervention is considered highly capable for working with couples due to its flexibility and the possibility of modifying the thought-emotion-behavior cycle, and it has been used especially in the treatment of marital conflicts, including marital infidelity (36). The present study was conducted with the aim of comparing the effectiveness of emotion-focused therapy and cognitive-behavioral therapy on the forgiveness of women affected by marital infidelity.

The research was conducted using a semi-experimental method with a pre-test, post-test and follow-up design and a control group, during which the members of the two experimental groups and the control group completed the forgiveness questionnaire in three stages: pre-test, post-test and follow-up. The statistical population of the research was all women who referred to one of the counseling centers in Isfahan city in the first 3 months of 2022 due to marital infidelity on the part of their husbands. Thus, by using available sampling and conducting a short clinical interview, the researcher selected 54 people non-randomly and then randomly placed them in three groups of 18 people. Expression measurement and data collection in the present study included forgiveness questionnaire (Pellari et al., 2009) and clinical interview. The interventions provided to the members of the experimental groups included emotion-focused therapy (26, 27) during 8 sessions of 90 minutes to the experimental group (1) and cognitive-behavioral therapy (43) during 8 sessions of 90 minutes to the experimental group (2). The obtained data were analyzed using analysis of variance with repeated measures.

The results of intersubject effects showed that the average scores of forgiveness and generosity and anger-avoidance components were significantly different from each other at different measurement times (pre-test, post-test and follow-up) (P<0.01). The results of time also showed that the average scores of total forgiveness and generosity and anger-avoidance components increased significantly in the post-test and follow-up stages compared to the pre-test stage (P<0.01); But there is no significant difference between the average scores of the post-test and follow-up stage (P<0.01). Therefore, it was concluded that the average scores of forgiveness and its components increased in the post-test and follow-up phase compared to the pre-test phase and this increase was stable (P<0.01). The intergroup effects also showed that there was a significant difference between the mean scores of forgiveness and the components of generosity and anger-avoidance between the experimental and control groups (P<0.01). The effect coefficients were also equal to 0.572, 0.504 and 0.632, respectively, which shows that more than 57% of the changes in the total scores of forgiveness, 50% of the changes in the scores of the generosity component, and 63% of the changes in the scores of the anger-avoidance component are due to the presentation. There have been interventions. Also, the results of the pairwise comparison showed that the average scores of total forgiveness and components of generosity and anger-avoidance of the experimental groups were significantly higher than the control. In addition, it was found that the average scores of the total forgiveness and the components of generosity and anger-avoidance of the emotion- focused therapy group were significantly higher than the cognitive-behavioral therapy group (P<0.01) and it was concluded that although the two intervention methods increased the average scores of forgiveness and its components are effective, but the effectiveness of emotion- focused treatment was significantly higher (P<0.01).

Regarding the effectiveness of emotion- focused therapy on improving the average scores of forgiveness components including generosity and anger-avoidance, as it was said about the improvement of the average scores of forgiveness, it seems that before experiencing forgiveness, people experience various negative emotions. They suffer from stress, anxiety, depression and especially anger (20). While when they experience forgiveness through emotional therapy, most of these negative feelings change and give way to positive feelings (33, 37). In this way, emotion- focused therapy by focusing on different emotions provides the conditions of adaptation through generosity, which is a positive emotional and motivational state (54). Regarding anger-avoidance, it was also found that emotion- focused therapy helped the participants to recognize and cope with their negative emotions instead of reacting with anger or avoidance (32).The results of the research show that both emotion- focused therapy and cognitive-behavioral therapy were effective in improving the average total score and components of forgiveness, including generosity and anger-avoidance. It seems that the correction of emotional reactions and the improvement of difficult emotions, which were applied by emotion- focused therapy and cognitive-behavioral therapy with two different mechanisms, led to the improvement of the state of generosity and anger-avoidance and finally forgiveness in the women of the experimental groups. It seems that emotional therapy in the first degree and cognitive-behavioral therapy in the second degree have the necessary capacity for a person to display more appropriate and effective emotional and behavioral reactions while correcting their emotional and emotional cycles. In addition, because in both treatment methods, women learned to deal with negative emotions caused by betrayal in a more effective way, such as anger, fear, despair and hatred, the ground for reducing such emotions was provided and the process of forgiveness was gradually formed. Of course, because emotion- focused therapy focuses directly on these emotions, it is more effective than cognitive-behavioral therapy, which tries to improve emotions indirectly through the modification of cognitions.

The present study was conducted with the aim of designing a life skills training package for children and determining its effectiveness on the social skills of primary school students. The research method was qualitative, Theme analysis according to Attride-Stirling (2001), and the research method in the quantitative part was semi-experimental with a pre-test-post-test design with a control group and a two-month follow-up period. The statistical population of the research was made up of 12698 primary school students of Shahrekord city in the academic year of 2021-2022. The sample in this research consisted of 109 students of the first year of elementary school who were selected by the available sampling method and randomly assigned to experimental and control groups (56 students in the experimental group and 53 students in the control group). The students in the experimental group received the life skills training package during 10 weeks in 10 sessions of 75 minutes as a group. The results showed that the life skills training package has sufficient content validity according to experts. Also, this training package had an impact on the social skills (P<0001; Eta=0.65; F=196.39) of social skills of primary school students. Based on the findings of the research, it can be concluded that the life skills training package by familiarizing students with their strengths and weaknesses, effective communication skills and empathy, emotion management, problem solving skills and creative thinking can be an efficient method to improve the social skills of primary school students be used.

The purpose of this study was to develop a moral intelligence questionnaire for adolescents in Isfahan province. The study was done using the survey research method. The statistical population included 12 to 19 years old adolescents in Isfahan province during 1401-1402. Based on the two-stage cluster sampling method, 400 students were selected in the first stage and 900 students in the second stage. The data were analyzed using the exploratory factor analysis method through the analysis of the main components on the data and the rotation of the factors using orthogonal method using SPSS 25 and Amoss 24. The results of the study showed that the Moral Intelligence Scale (adolescents form) has good form and content validity. The results of exploratory factor analysis led to the extraction of 7 factors (respect, responsibility, conscience, kindness, restraint, honesty and forgiveness) which explain 46.64% of the total variance of the scale. The results of confirmatory factor analysis showed that factor loadings in components were higher than 0.4 and consequently significant (p<0.0001). The fit indices showed that the first-order seven-factor measurement model fit the data. The scale reliability the was estimated using Cronbach's alpha coefficient of 0.96 and the coefficient of halving was 0.93 Considering the suitable validity and reliability of the moral intelligence adolescent scale, this instrument can be used as a valid and useful tool to check and measure the moral intelligence of adolescents aged 12 to 19 years.

For years, psychological treatments for acute biological patients, along with other drug treatments, have been the answer to patients' psychological problems. The present study aimed to compare the effectiveness of group training of psychological capitals with cognitive therapy based on mindfulness on the psychosomatic symptoms of migraine patients in Isfahan city.

The design of this research was a semi-experimental type of pre-test, post-test and follow-up with a control group. The statistical population of the study was made up of all migraine patients in Isfahan city in 1400. The research sample consisted of 54 patients with migraine and were selected by purposeful sampling and randomly assigned to two experimental groups and one control group. The experimental groups underwent 14 sessions of psychological capital training, and the second experimental group underwent 8 sessions of cognitive therapy based on mindfulness, and the control group did not receive any intervention. The research tool included the Beck Depression Questionnaire and the data were analyzed using two-way analysis of variance with repeated measurements.

The difference in the psychosomatic symptoms scores in the pre-test and follow-up test in the three groups is significant (p<0.001) and the difference between the groups in the research stages (interaction of time in the group) is equal to 72.9%.

Considering the effect of mindfulness based cognitive therapy and psychological capital training on the psychosomatic symptoms of migraine patients, these treatments become an effective factor in improving the symptoms of these patients.