anvar dastbaz

Academic engagement means the interaction of a person with the academic environment and the active, enthusiastic and knowledge-based participation of the learner in learning activities. According to the opinion of the experts in this field, academic engagement is a multidimensional structure and consists of four cognitive, emotional, behavioral and agency components. This variable is one of the important constructs related to the academic progress of students, and therefore, investigating the factors affecting the quality of academic engagement has always been one of the favorite research fields of researchers. Academic emotions refer to a broad category of positive and negative emotions that students experience specifically in the fields of learning, classroom, and exams, which are directly related to the activities or outcomes of academic progress. Henceinvestigating these emotions has become one of the important concerns of educational research nowadays. The "control-value" theory of academic emotions as the theoretical basis of these emotions states that the occurrence of these emotions in educational situations are mediated by two categories of "personal" and "social" antecedents.In this regard, the activities of the teacher and his teaching methods are one of the social antecedents ? effective in the emotional state and academic engagement of the learners, and the use of active and innovative teaching strategies in the classroom can be one of the important factors affecting the emotional output and academic engagement of students. The previous research has also shown that the teacher's teaching style has a significant effect on the level of students’ involvement in academic activities in terms of supporting students' sense of independence, competence, and communication, and therefore, it can be considered as one of the important external factors affecting the prediction of students' perceived academic emotions.One of the active approaches of science teaching is the STSE integrated approach, which is based on the experts in this field. Its goal is to teach scientific concepts by focusing on issues in the real world with social, environmental or technological aspects. In other words, learning knowledge and matching it with the surrounding environment, through emphasizing on the three fields of society, technology and environment, is the main feature of this approach. The research results confirm the positive effects of science teaching through this approach on various educational variables, and based on this, these studies recommend the implementation of science teaching courses through this approach in order to encourage teachers toapply this approach in their classrooms and facilitate effective science teaching. However, studies on the effectiveness of this approach in science classes on academic variables have rarely been conducted. No study has ever been carried out this field in Iran. In addition, the current research is innovative in terms of examining the academic emotions of elementary school students. Based on this, the present study aims to examine the following two research hypotheses:1. Teaching science with the STSE approach has a significant effect on improving the academic engagement of students in the classroom.2. Teaching science with the STSE approach has a significant effect on improving students' academic emotions in the classroom.The research method is a semi-experimental pre-test-post-test design with a control group. The statistical population included sixth grade male students of public schools in Sanandaj in academic year 2022-2023. A multi-stage cluster random method was used to select the sample, and finally, one class with 32 students as the experimental group and another class with 34 students as the control group were selected using the random replacement method. The research tools included Rio and Tseng's academic engagement scale (2011) and academic emotions scale (AEQ-ES), which students answered as a pre-test. Then, by teaching and practicing the design of the learning and teaching unit with the STSE approach in 12 sessions to the teacher of the experimental group, teaching based on this approach was implemented in the experimental class for 5 months, and during this time, the control group did not receive relevant training. At the end, the research tools were implemented as a post-test for the students and the data were statistically analyzed by multivariate covariance analysis with the help of SPSS22 software.The results of this research showed that science teaching with the help of STSE approach is effective in increasing students' academic engagement in the dimensions of agent engagement, behavioral engagement and cognitive engagement. Specifically, 63% of post-test changes in agency involvement, 59% of behavioral involvement changes, and 67% of cognitive involvement changes were due to the effect of STSE approach training. Another finding of the research indicates the effect of education with the STSE approach on strengthening the positive emotions of pleasure and reducing the negative emotions of anxiety and fatigue. Specifically, 61% of post-test changes in class enjoyment, 44% of class anxiety changes, and 58% of class fatigue changes were caused by the effect of teaching with the STSE approach.To explain the findings, it can be said that the STSE approach, as one of these integrated and innovative student-centered approaches, can make students build concepts in their cognitive structures based on what they have already learned and what they have experienced by engaging in activities related to society, technology and their living environment. The STSE model can open the individual insights of learners about the nature of science and education based on society and environment issues by examining the role of technology in general, and while increasing the level of motivation of learners, it can increase participation and involvement of students and encourage their conscious choice in related activities. As the experimental findings have also shown, the use of student-centered teaching approaches with high levels of structuring of activities result in an increase in the cognitive perception of control as well as the internal value of the activity in the students, and in accordance with the control-value theory, it is positively related to the improvement of their emotional perception.Based on the findings, it is suggested that in addition to the need to update the knowledge and skills of elementary teachers from new teaching approaches in science classrooms, effective awareness should be given to the teachers with effective methods about students' academic emotions in the classroom and the importance of this emotions in the academic status of learners, including their involvement in academic activities. further studies are suggested to be conducted in order to investigate the state of Iranian teachers' emotions and their relationships with students' academic emotions.

This study aimed to examine the effectiveness of metacognitive therapy in improving mind reading, autobiographical memory, and cognitive emotion regulation in students with social anxiety disorder.
 
The research employed a quasi-experimental pre-test, post-test, and follow-up design with a comparison group. The statistical population consisted of female high school students diagnosed with social anxiety disorder who were referred to educational counseling centers in Sanandaj during the 2022–2023 academic year. A total of 30 students were selected using purposive sampling and randomly assigned to either the experimental or comparison group. The experimental group received eight 90-minute sessions of metacognitive therapy, while the comparison group received no treatment. Participants completed assessments including a social anxiety questionnaire, an autobiographical memory test, the Cognitive Emotion Regulation Questionnaire, and the Reading the Mind in the Eyes Test at three time points: pre-test, post-test, and follow-up (four months after the post-test). Data were analyzed using repeated measures ANOVA.
 
The findings indicated that metacognitive therapy significantly reduced social anxiety (p < 0.01) and led to significant improvements in autobiographical memory, mind reading, and cognitive emotion regulation (p < 0.01) in the experimental group. These effects were sustained over time.
 
The results suggest that metacognitive therapy is an effective intervention for students with social anxiety disorder. It is recommended for implementation in schools and counseling centers to enhance cognitive and emotional functioning in affected students.

Understanding the different reactions of teachers to students' misbehavior has always been a topic of discussion among educational environment experts. However, the lack of research in the field of teachers' reactions to this misbehavior from the students' perspective was evident in domestic and foreign studies. Therefore, the present study aimed to investigate students' perception of teachers' reaction to their misbehavior in the classroom with a qualitative method and a phenomenological approach with 15 first-year high school students in Kermanshah province in the academic year 1403-1404 using purposive sampling. The data collection tool was a semi-structured interview, and Clark and Brown's content analysis was used to analyze the information obtained. In order to ensure the reliability of the information obtained, the management methods used by the interviewees, non-directional case analysis, and long-term observation and contact in the educational environment were used. For verification, a presupposition-recording sheet was used. Based on the interviews, two main codes of strict and gentle strategies were obtained. Strict strategies included informing parents and administrators, corporal punishment, and gentle strategies included conversational responses, classroom conflict, and negative grades. The results showed that teachers could take steps to reduce student misbehavior by communicating well and engaging students in classroom activities and their perception of justice

The present study was conducted with the aim of identifying stressful factors perceived by teachers in first secondary schools. This research was a qualitative and descriptive phenomenological method. The studied society was formed by all the first secondary teachers of Kermanshah city in 1402-1403. The sampling of this research was non-random and purposeful. In order to achieve the goal of the research, a semi-structured interview was conducted with the teachers and the data continued until saturation, that is, 12 teachers. Data analysis was done by Claysey method. Reviewing and analyzing the data from the conversation with 12 teachers in the field of their stress and concerns in the school, led to the identification of 6 general themes of student misbehavior, the problems of the principal and assistants, the problems of the teacher, the number of students, teaching in the outskirts of the city. And the educational base. The obtained themes of the misbehavior theme include 5 sub-themes of fear of the consequences of punishment, strict classroom management, rumination, teaching disorder, confusion; The problems of the manager and deputies include 5 sub-themes of the coalition, weakness in authority-seeking, insufficient support and support, excessive skepticism and lack of coordination and agreement; For the problems of the teacher's lesson, three sub-themes are not paying attention to the desire of the learners, stricter control and the content of the book; The themes obtained for the number of students are two themes: not respecting the distance with the teacher and making more noise; Teaching in the outskirts of the city includes two themes: few facilities and many negative emotions; In the main theme of the academic foundation, 4 sub-themes of communication with virtual networks, anti-social values, larger body and moral problems were identified. The results of the data showed that students' misbehavior, then teaching in the outskirts of the city, and then the principal and assistants are the most stressful factors for teachers.

Individuals with Borderline Personality Disorder face challenges related to early maladaptive schemas, unhealthy lifestyles, and decreased mental well-being. This study aimed to investigate the effects of coping skills training on early maladaptive schemas, health-promoting lifestyle behaviors, and mental well-being in individuals with Borderline Personality Disorder. The research design was quasi-experimental, consisting of a pre-test, post-test, and follow-up stages with a control group. The statistical population included individuals with Borderline Personality Disorder visiting counseling centers and psychiatric clinics in Sanandaj in 2023. Thirty participants were purposefully selected and randomly assigned to experimental and control groups,15 people each. Initially, a pre-test was conducted using questionnaires assessing early maladaptive schemas, health-promoting lifestyle, and mental well-being. The experimental group underwent 12 sessions of 90 minutes each (twice a week) of coping skills training. Post-tests, after intervention, and a follow-up were conducted one month later on both groups. Data were analyzed using repeated measures ANOVA. Results indicated that coping skills training significantly reduced early maladaptive schemas and increased health-promoting lifestyle behaviors and mental well-being. It is recommended to apply these findings in counseling and psychotherapy centers for individuals with Borderline Personality Disorder.

The purpose of this research was to determine the factors of the parent-assisted child emotion regulation scale (PACER) in parents with children under ten years of age and its Iranian standardization. The method of correlational research was factor analysis and the research population included all parents with children under ten years old in Sanandaj city in 2022. Among them, 370 people were selected using Morgan's table with an available sampling method. The revised scale of parent-assisted child emotion regulation scale (PACER) was implemented in the research sample after translation and verification of content validity. By using the factor analysis principal components method, 10 factors were determined as the main factors of the scale and confirmed by using confirmatory factor analysis. The determined factors (Behavioral commitment, problem-solving, social support, rumination, distraction, reappraisal, acceptance, Expression suppression, projection, and avoidance) had a reliability coefficient of 0.88 to 0.96 and the overall alpha coefficient of the scale was 0.94. The convergence and divergence of the questionnaire were confirmed with two other questionnaires. The results of the research showed that this scale has adequate validity and reliability and can be used as a suitable tool in the field of education and family therapy in Iran.

Mothers with children with attention deficit/hyperactivity disorder experience difficult situations and need to learn skills and abilities that improve their resilience, sufficiency and happiness. The present study was conducted with the aim of investigating the effectiveness of parenting training based on the Lynn Clark model on resilience, sense of sufficiency and happiness in mothers with children with attention deficit/hyperactivity disorder. This research was a semi-experimental type with a pre-test-post-test and follow-up design with a control group. The statistical population included all mothers with children with attention ADHD who referred to counseling centers and treatment clinics in Diwandareh city in the academic year of 1400-1401. From this statistical population, 30 people who had a child with ADHD according to the diagnosis of a psychiatrist and clinical psychologist were selected and randomly divided into two experimental and control groups, 15 people in each group were replaced. The tools of this research included GSE-17 General Self-Efficacy Questionnaire, Oxford Happiness Questionnaire (OHQ) and Connor-Davidson Resilience Scale (CD_RSC). The findings showed that parenting training based on the Lynn Clark model has a significant effect (p < 0.01) on resilience, sense of sufficiency and happiness in mothers with children with ADHD and causes them to increase, as well as the follow-up results. It showed that this effect was maintained over time (p < 0.01). It seems that Lynn Clark's method, based on behavioral and cognitive logic in parent-child relationships, shows a suitable method and solution to face the challenges and issues of parenting

The present study aimed to investigate the effect of cognitive-behavioral stress management training on emotion regulation strategies, life expectancy, mental well-being, and social Adjustment in students with generalized anxiety disorder.

This study was a semi-experimental pretest-posttest design with a control group. The statistical population of the study consisted of high school students with generalized anxiety disorder in Divandarreh city in the academic year 2022-2023. Using purposive sampling method, 28 of them were selected and randomly assigned to two groups: experimental (14 subjects) and control (14 subjects). Then, the experimental group received 10 sessions (90 minutes each) of cognitive-behavioral stress management protocol according to Antoni et al. (2007). To collect data, the Generalized Anxiety Disorder Questionnaire, Emotion Regulation Scale, life expectancy Scale, Mental Well-being Questionnaire, and California Social Adjustment Questionnaire were utilized. Data were analyzed using repeated measures ANOVA in SPSS-26 software.

The results indicated a significant difference between the control and experimental groups (p < 0.01) in pretest, posttest, and follow-up stages in emotion regulation strategies (p < 0.01), (pretest scores: 16.42, posttest: 28.42, follow-up: 27.14), life expectancy (p < 0.01), (pretest scores: 85.57, posttest: 119.28, follow-up: 105.07), mental well-being (total) (p < 0.01) (pretest scores: 92.71, posttest: 128.71, follow-up: 126.71), and social Adjustment (total) (p < 0.01) (pretest scores: 10.06, posttest: 18.70, follow-up: 17.15).

Considering the effectiveness of cognitive-behavioral stress management training in enhancing emotion regulation strategies, life expectancy, mental well-being, and social Adjustment in students with generalized anxiety disorder, the results of the present study can be used in counseling and psychotherapy centers for intervention in individuals with generalized anxiety disorder.

The concept of job burnout is described as a complex and long-term response to chronic emotional and interpersonal stress in the workplace, characterized by specific symptoms. It is noted that job burnout can have negative effects on individuals' emotional, mental, and physical health, as well as their work-related behaviors. The present study was conducted with the aim of Examining the relationship between job burnout, personality traits, and cognitive distortions with the mediating role of emotional regulation difficulties and cognitive fusion among nurses. )McCrae & Costa Jr, 1992(.

This study is a quantitative research using structural equation modeling and descriptive research of the correlational type. The population consists of all nurses with over two years of experience in government hospitals in Kurdistan province in 2022. The sample size was estimated using the Kline method and 234 participants were chosen. The Big Five Personality Traits Questionnaire (McCrae & Costa Jr, 1992), Emotion Regulation Difficulty Scale (Gratz & Roemer, 2004), Cognitive Fusion Questionnaire (Gillanders et al., 2010), Cognitive Distortions Scale (Abdullahzadeh, 2010) and Job Burnout Scale (Maslach & Jackson, 1981), were used for data collection. Data were analyzed using structural equation modeling with Amos-22 software.

The findings of this study indicate that the model of examining job burnout based on personality traits and cognitive distortions with the mediating role of emotion regulation difficulties and cognitive fusion fits well in nurses. Cognitive distortions (p<0.01, t=8.23), Neuroticism (p<0.01, t=5.91), emotion regulation difficulties (p<0.01, t=2.85), and cognitive fusion (p<0.01, t=2.94) have a direct and significant positive effect, while openness (p<0.01, t=-3.14) and conscientiousness (p<0.01, t=-3.75) have a direct and significant negative effect on job burnout. The results of the Sobel test showed that the indirect effect of Neuroticism (p<0.05, β=0.11) and cognitive distortions (p<0.05, β=0.07) on job burnout through emotion regulation difficulties is positive and significant. Additionally, the indirect effect of cognitive distortions (p<0.05, β=0.16) on job burnout through cognitive fusion is positive, while the indirect effects of extraversion (p<0.01, β=-0.33) and conscientiousness (p<0.01, β=-0.13) on job burnout through cognitive fusion are negative and significant.

In this regard, selecting employees according with personality traits and cognitive abilities, along with reducing the difficulty of emotional regulation and cognitive fusion, creates a basis for reducing job burnout.

The purpose of this study was investigating the effect of “career constructivism approach” group counseling on the career Planning, decision-making, and adaptability of adolescents (female and male gender). The research method was experimental research pre-test, post-test and follow- up with control group. The statistical population was included both female and male adolescents (ranged from 14 - 18 years old) in 2016-2017education year in Sanandaj City. By using a multisampling method, 60 participants were selected randomly. The measurements were including the Adapt-ability scale (Savickas & Porfeli, 2012), Decision -making questionnaires (Taylor & Betz, 1983) and Career planning questionnaires (Spurk et al., 2011). The experimental groups (a female group, a male group) participated in 8-sessions in 90 minute, “career constructivism" counseling group program, while the control groups didn’t receive any consoling. By using of multivariate covariance test, data were analyzed. The results indicated that career constructivism group counseling enhanced the career planning, adaptability and decision-making ability of participants (P

Losing a family member is the biggest crisis a person has to face. Due to the quarantine conditions and the lack of mourning and emotional evacuation, and due to the fact that mourning is a social reaction, the aim of this study was to investigate the participants' experience of mourning after the death of a family member due to coronary heart disease. In this research, descriptive phenomenological qualitative research (lived experience) has been used to collect and evaluate information about the experience of mourning. Twelve participants who experienced the death of a family member were selected by purposive sampling method and data collection was continued through in-depth interviews with them until the data reached saturation. Data analysis and interpretation were performed by Colaizzi method and phenomenological approach. After analyzing the results, four main clusters and ten sub-clusters were extracted. The results of this study confirm that the lack of mourning in coronary heart disease survivors has had significant consequences.

Body dysmorphic disorder can have detrimental effects on academic achievement and constructive activities in the lives of adolescents.

This research aims to predict body dysmorphic disorder based on personality traits and cognitive distortions, with the mediating role of emotional regulation difficulty in female students.

The research employs a descriptive and correlational approach, relying on a structural model and path analysis. The population includes all female students aged 14 to 18 in Sanandaj during the academic year 2022-2023. A sample of 210 individuals was selected through convenience sampling, responding to questionnaires on emotional regulation difficulties (2004), personality traits (1992), cognitive distortions (2009), and body dysmorphic disorder (2013). Data analysis was conducted using SPSS version 26 and Amos version 26.

The results showed that the model predicting body dysmorphic disorder based on the research variables had a good fit. Cognitive distortions (p < 0.01, t = 5.44), neuroticism (p < 0.01, t = 5.99), and emotional regulation difficulty (p < 0.01, t = 3.92) had direct positive and significant effects. Extraversion (p < 0.01, t = -4.71) and conscientiousness (p < 0.01, t = -3.41) had direct negative and significant effects on body dysmorphic disorder. Additionally, the indirect effect of cognitive distortions (p < 0.05, β = 0.059), neuroticism (p < 0.05, β = 0.041), and extraversion (p < 0.05, β = -0.068) on body dysmorphic disorder through the mediation of emotional regulation difficulty was significant.

Based on the results of neuroticism cognitive distortions are significant factors influencing body dysmorphic disorder. Therefore, it is recommended that school counselors conduct training courses addressing cognitive distortions, improving neuroticism, and enhancing emotional management skills.

This research was conducted with the aim of investigating the relationships between parenting dimensions, indicators of father-child relationship, and academic achievement.
The research method was correlational of type structural equation modeling (SEM). The population of this study included boy students between 13 and 16 years in the city of Isfahan in the academic year 2021-2022. The random sampling method was a multi-stage cluster. The sample included 269 adolescents, who answered the parenting and father-child relationship online questionnaires. academic achievement was also calculated through the examination of grade average scores. The data were analyzed using Pearson's correlation test and structural equations and by SPSS and AMOS.
The findings showed that the assumed model after the modification has a good fit and parenting in all dimensions (except monitoring and Notification) was able to explain the indicators of the father-child relationship (P<0.01). On the other side, academic achievement could not have a place in the tested model.
The results of the current research confirm the important role of parenting and its dimensions in explaining the father-child relationship, and also focus attention on the role of non-family factors regarding academic achievement.

In recent years, the study of neuropsychology has played a significant role in explaining the symptoms of borderline personality disorder. Therefore, the purpose of this study was to model the relationship between cognitive defusion and problem-solving, considering the mediating role of metacognitive awareness in individuals with borderline personality disorder. The statistical population of this research included all individuals with borderline personality disorder in the Kurdistan province, aged between 18 and 60 years, during the years 2020 and 2021. A purposive sampling method was employed, following the "Kline" rule, and a total of 234 individuals were selected from this population. The participants completed the Cognitive Fusion Questionnaire by Gillanders et al. (2014), the Metacognitive Awareness Inventory by Schraw & Dennison (1994), and the Social Problem Solving Inventory by D'Zurilla & Nezu (2002). The collected data were analyzed using structural equation modeling in Amos-22 software. The results of this research confirm the model of the mediating role of metacognitive awareness in the relationship between cognitive defusion and problem-solving abilities in individuals with borderline personality disorder. Specifically, cognitive defusion directly and positively influences problem-solving skills (p<0.01, β=0.47), and metacognitive awareness also directly and positively affects problem-solving skills (p<0.01, β=0.19). Additionally, cognitive defusion indirectly affects problem-solving skills by influencing metacognitive awareness (p<0.05, β=0.07). These findings highlight the significance of both cognitive defusion and metacognitive awareness in predicting and improving problem-solving abilities in individuals with borderline personality disorder.

The aim of this study was Structural modeling of career adaptability based on optimism and calling of the career with the mediating role of self-efficacy and emotional regulation in teachers of schools with special needs. The current research was a descriptive research and structural equations type. The statistical population of the research included all the teachers of special schools in Kurdistan province in 2022, based on the rule of "Kline" for sampling in structural equations, 213 people were selected by available method. To collect data, career adaptability scale (CAAS), career Futures Inventory (CFI), calling and vocation questionnaire (CVQ), Shere's general self-efficacy scale (ERS) and emotion regulation scale were used. Data were analyzed using structural equations with Amos-22 software. The findings of this research indicated that the adaptability model of the career path based on optimism and calling of the career with the mediating role of self-efficacy and emotional regulation in teachers of schools with special needs has a favorable fit. Standard and non-standard coefficients of the direct path of the hypothetical model of optimism (β = 0.54; t = 7.57), calling (β = 0.47; t = 6.44), self-efficacy (β = 0.51; t = 7.08), and emotional regulation (β = 0.48; t = 6.52) has become significant to the adaptability of the career path (p < 0.01). Also, the results of the Sobel test showed that optimism and calling of the career with the mediating role of self-efficacy and emotional regulation have a significant indirect effect on the career adaptability

People with borderline personality disorder suffer from a lot of stress and negative emotions, so they experience a stressful life. The aim of the present study was to investigate the effect of acceptance and commitment therapy (ACT) on cognitive fusion, perceived stress and autobiographical memory in individuals with borderline personality disorder. The present study was a quasi-experimental study with pretest, posttest and control group. The statistical population of the study included all people with borderline personality disorder who referred to three counseling centers and a psychiatric clinic in Sanandaj in 1397, which was a total of 40 people. From this statistical population, samples of 30 people who were willing to cooperate and also available were selected, then the selected individuals were randomly assigned to the experimental and control groups. Initially, cognitive fusion, perceived stress and hyper-holistic narrative memory questionnaires were administered in both groups. The experimental group was then treated with Acceptance and Commitment (ACT) for 10 2-hour sessions but the control group did not receive treatment. Then post-test was performed for both groups. Data were analyzed using analysis of covariance. The results showed that acceptance and commitment-based therapy (ACT) has a significant effect autobiographical memory, cognitive fault, cognitive fusion, negative perception of stress and positive perception of stress in people with borderline personality disorder.

The aim of this study was to investigate the effect of “career anchors” group counseling on career decision-making, and self-appraisal, ability to gather occupational information, goal selection, making plans for the future and problem-solving in high school students (female and male). The research method was experimental research pre-test, post-test and follow- up with control group. The statistical population included all high school students in 2016-2017 academic year in Sanandaj City. By using a multisampling method, 60 participants were randomly selected. The measurements included the Decision -Making Scale (Betz, Klein & Taylor, 1996). The experimental groups (a female group, a male group) participated in 8-sessions in 2 hours, “career anchors" counseling group program. Data was analyzed using the multivariate analysis of variance. The results indicated that career anchors group counseling enhanced the career decision-making and all its components in participants and this effect was stable after a month. (p< 0.001). Thus career anchors group counseling can help students in career decision-making.

The main objective of this study was to determine the effectiveness of narrative therapy and group counseling on depression and loneliness among elderly women. This is a quasi experimental research method using post-test design with a control group. 24 women were selected from all the elderly women referring to Iranian Alzheimer’s Association in 2012 through randomized sampling method and have been assigned to experiment and control groups. The tools for assessing depression and loneliness were the Geriatric Depression Scale and the Loneliness questionnaire. The experiment group had eight 90 -minute sessions of group counseling narrative therapy which took place once a week. The collected data have been statically analyzed using independent t -test in SSPS-19. The findings showed that there is a significant difference between the mean scores of the experiment and control group and it can be argued that employing narrative therapy group counseling was influential in reducing depression and loneliness (P<0.01). The effect of group counseling narrative therapy on reducing depression and loneliness of elderly women has been confirmed by the results of this study. Based on the findings, conducting narrative therapy group counseling is strongly recommended in health care organizations for the elderly people.

The aim of this research was to investigate the effectiveness of "solution-focused" group counseling on adjustment and its factors (emotional, social and educational) and self-efficacy of high school male students in Shahriar City. The research method was experimental (two groups with pre-test and post-test) and the statistical population included all high school male students in the academic year of 2011-2012 (1390-91s.c.) in Shahriar City. One male high school was chosen by using random cluster sampling, and then 30 students were selected and assigned in the two groups randomly. The assessment instruments included the Adjustment Inventory of High School Students with its emotional, social and educational subscales (Sinha & Singh, 1997) and General Self-Efficacy Scale questionnaires (Sherer et al., 1982). The experimental group participated in 8-sessions, 90 minute each of, "solution-focused" conseling group program, while the control group did not receive any conseling. By using analysis of covariance test, five hypotheses of the research were investigated. The results indicated that solution-focused group counseling increased overall adjustment, with its social and educational factors as well as self- efficacy of high school male students (P<0.01). But in emotional factor there was no significant difference between experimental and control groups in emotional factor.