davood manavipour

An important factor in the assessment and treatment of those convicted of drug crimes  is  their mental health screening. Educating and empowering those convicted of drug offenses in prison can act as a preventative measure and prevent the continuation of crime and addiction after their release.  There is a research gap regarding the design of an educational package to promote mental health in the behavior of those convicted of drug offenses.

This research was conducted with the aim of assessing the needs and designing  special educational content for  those convicted of drug crimes in Ghezelhesar prison, with the aim of improving their mental health behavior.

 In terms of purpose, this research was applied and in terms of the type of data, it was a mixture of exploratory type and content analysis. The statistical population of the research includes scientific documents and evidence published in the field of mental health of prisoners from 2012 to 2024 and there were 18 academic and organizational experts who were selected using the theoretical saturation principle and purposive sampling method. The data collection tool in the experts section was a semi-structured interview. analyze the data of this study,  thematic analysis method and Maxqda software were used.

The results of this study showed that the educational needs of those convicted of drug offenses in  Ghezelhesar Prison include: awareness about addiction and its effects, communication skills, social skills, anger and emotion management skills, conflict resolution skills, stress coping skills, skills to increase mental resilience and skills It was problem solving and decision making.

Based on the findings of this study, holding educational programs in the form of discussion groups and workshops focused on addiction awareness, communication and social skills for those convicted of drug offenses can improve Mental health in their behavior.

 The present study aimed to evaluate the effectiveness of educational content specifically designed for drug-related offenders in Ghezel Hesar Prison on their mental health.

 This research is applied in terms of its objective and is quasi-experimental in terms of data type, utilizing a pre-test and post-test design with a control group. The statistical population included all individuals convicted of drug-related offenses in Ghezel Hesar Prison, from which 30 participants were selected as the sample size through convenience sampling. The data collection tool was the standardized Goldberg Mental Health Questionnaire (1972). To calculate validity, content validity was used, and to calculate reliability, Cronbach's alpha coefficients were employed, with the results indicating the validity and reliability of the instruments. Data analysis methods included descriptive and inferential statistics (analysis of covariance and one-sample t-test) using SPSS-V23 software.

 The findings demonstrated that the designed educational package is effective in improving the mental health of drug-related offenders in Ghezel Hesar Prison. Thus, the designed educational content enables drug-related offenders to have a broader and more appropriate behavioral repertoire when confronting situations, allowing them to respond to issues with planning and foresight.

 Therefore, using the designed psychological interventions can reduce the psychological problems of prisoners and prevent their recidivism.

The aim of the present study was to assess the effectiveness of paradox therapy in alleviating pain anxiety and enhancing self-empathy among women diagnosed with breast cancer. The research employed a single-case, multiple-baseline design with follow-up phases. The study included female with breast cancer who sought treatment at hospitals in Tehran between 2021 and 2022. A sample of three patients was selected from this population, The assessment tools utilized were the Pain Questionnaire by McCracken and Dhingra and the Empathy Questionnaire by Manavipour et al. The data were analyzed using the improvement percentage index, as well as within- and between-situation analyses with the assistance of SPSS and Excel software. The results indicated that paradox therapy had a moderate to high effect on reducing pain anxiety among women with breast cancer during the treatment stage and a high effect during the follow-up phase. It also demonstrated a moderate effect on self-empathy both during treatment and follow-up. The intra-situational and inter-situational analyses revealed significant differences between the baseline and intervention stages for all participants (PND=100). The efficacy and sustainability of paradox therapy in addressing pain anxiety and enhancing self-empathy among women with breast cancer were confirmed during the follow-up phase. The findings of this research suggest that paradox therapy holds promise as a method for reducing pain anxiety and increasing self-empathy in women diagnosed with breast cancer. Therefore, it is recommended that clinical psychologists consider utilizing this treatment approach to alleviate pain anxiety and promote self-empathy in this population

The aim of this study was investigate the role of grandparents in the repairing or damaging of attachment security of avoidant insecure attached children. The present study was in terms of purpose applied and in terms of implementation method was qualitative. The research population was educators and children of center of intellectual development of children and adolescents of Tehran city, which from them 8 educators and 100 children were selected as a sample according to the principle of theoretical saturation and with the purposeful sampling method. The educators were subjected to a semi-structured interview and the children answered to the questionnaire of attachment styles classification and researcher-made questionnaire of mental representations of attachment relationships in middle childhood. The data of this study were analyzed by thematic analysis and frequency and frequency percentage methods. The results of thematic analysis showed that for attachment security of avoidant insecure attached children were identified 6 dimensions and 10 components; So that the dimensions were included of form of expression of feelings (with two components of normalization of the event and indifference or doubt), form of physical emotions (with one component of separating the feeling from the event), coherence in expression (with two components of shortness of expression and avoiding accountability), interaction with person (with one component of recklessness along with sensory detachment), form of expression of event (with one component of generalization and brevity) and facing whit the conflict (with three components of avoiding the event or escaping from the situation, open ending/making up and focusing on the consequences of the decision instead of understanding the problem). The results of frequency and frequency percentage indicated the examination of the mentioned 10 components based on 7 narratives including guests, keys, stores, strangers, paintings, bullies and picnics, which showed that grandparents played a small role in repairing or damaging of attachment security of avoidant insecure attached children. Therefore, by providing appropriate and practical training workshops can be improved the role of grandparents in the repairing of attachment security of avoidant insecure attached children.

The aim of this study was the structural effect of attachment styles on perceived competency mediated by self-esteem in fourth, fifth and sixth grade elementary students. This study was a descriptive-analytical correlational study. The statistical population included all students of the second year of elementary school (fourth, fifth and sixth) in the city of Quds in 2019-2020. The sample consisted of 400 fourth, fifth and sixth grade elementary students 200 girls and 200 boys) who were selected by simple random sampling and completed The Harter Children's Self-Perception Profile, Coopersmith's Self-Esteem Questionnaire, and The Kinship Center Attachment Questionnaire. Pearson correlation and structural equation modeling were used using SPSS version 24 and LiserL 8 software. The results showed that attachment styles predict competency perception, directly and through self-esteem. The results of this study showed that planners and counselors to pay attention to the important and fundamental role of self-esteem and attachment styles to increase competence perception in students and to promote them by holding workshops.

The purpose of this article was to compare emotional balance and interpersonal sensitivity among normal students and students with disabilities in Garmsar city. The method of this research is causal-comparative. The sample of this research consisted of 90 students (45 students with disabilities and 45 normal students using matching method) who were selected by simple random sampling. Boyce and Popker's interpersonal sensitivity questionnaires and Bradburn's emotional balance questionnaires were used to collect data. The obtained data were analyzed using descriptive indices and multivariate analysis of variance (MANOVA). The results of this study showed that there is a significant difference between students with disabilities and normal students in interpersonal sensitivity and emotional balance. The findings of this study indicate the problems of students with disabilities in the field of interpersonal-communication skills and deficiencies in growth. It is emotional. Since academic performance and interpersonal and emotional skills of students may mutually affect each other, therefore, knowing the social and emotional characteristics of students with disabilities is one of the basic steps in the process of diagnosing and rehabilitating these students.

The present study was conducted to investigate the effectiveness of neuropsychological rehabilitation of executive functions on students' memory.

This research is semi-experimental using a computerized Wechsler working memory intelligence test prepared and compiled from the Farakhnai subscale of the Wechsler intelligence scale, which was used to measure working memory. The statistical sample consisted of 20 high school students who were randomly selected from high school boys in Varamin in the academic year of 1400-1999 in public high schools in mathematics, experimental and human subjects. The subjects were in two control groups (10 subjects) and the experiment (10 subjects) were randomly replaced.

Neuropsychological rehabilitation of executive functions is effective in improving students' auditory memory/forward repetition, auditory memory/reverse repetition, visual memory/forward repetition, visual memory/reverse repetition, auditory memory, visual memory, and auditory memory span. Visual memory of students is not effective. Also, there was a statistically significant increase in the average score of all dimensions of working memory from the time before the intervention to the follow-up period, and only in the visual dimension / reverse repetition of the average before the intervention (p≤0.001).  There was no significance between the two means (p≥0.001).

In general, the results show the effectiveness of neuropsychological rehabilitation of executive functions on students' memory

The objective of current study was to determine the effectiveness of intensive short-term dynamic psychotherapy on the pain anxiety and self-empathy of women suffered from breast cancer.

The research was conducted with the logic of single-case multiple-baseline designs with follow-up phases.The statistical population was  all female patients with breast cancer who came to Tehrans’ hospitals in 2021-2022.  A sample of 3 patients was drawn from the latter population and the therapy sessions were conducted individually for each case. The investigation tools were McCracken and Dhingra's Pain Questionnaire (2002) and Manavi Pour et al.'s Empathy Questionnaire (2019). using improvement percentage index and within and between situation analyzes, the data were analyzed in SPSS and Excel software.

The improvement percentage results illustrated that intensive short-term dynamic psychotherapy adequately powered patients with breast cancer where the impact for patients in the treatment stage was moderate and for those in the follow-up phase moderate to high. Moreover, results for self-empathy variable for patients in the treatment stage the effectiveness was medium to high while for the follow-up phase the effect was significant on patients. Visual analysis and the results of intra-situational and inter-situational analyzes indicated a significant difference between the baseline and intervention stages for all subjects (PND=100). The efficacy and stability of intensive short-term dynamic psychotherapy on pain anxiety and self-empathy of women with breast cancer was confirmed in the follow-up phase.

The outcomes of the research revealed that intensive short-term dynamic psychotherapy is promising method on pain anxiety and self-empathy of women with breast cancer. Therefore, it would suggest that clinical psychologists use this treatment to reduce pain anxiety and increase self-empathy in women with breast cancer.

Problem solving skills and learning styles are important issues in all age groups. Although the factors affecting it have been investigated in many researches, but investigating the effect of mindfulness on problem solving styles with the mediating role of learning styles has been less investigated.

This research was conducted with the aim of investigating the effect of mindfulness on problem solving styles with the mediating role of learning styles.

The current research was descriptive and of correlation and structural equations type. The statistical population of the research included all Secondary School Students of Garmsar city in the academic year 2020-2021, and 341 of these students were selected by random cluster sampling. In order to collect data, five fact mindfulness questionaair (Baer et al., 2006), Learning Style Orientation Inventory (Towler & Dipboye, 2003) and Problem Solving Styles Questionnaire (Cassidy & Long, 1996) were used. In order to analyze the data, the correlation method and structural equations were used with the help of SPSS-22.

The results showed that the five components of observation, description, action with awareness, non-judgment and non-reaction had an effect on the problem-solving styles of Secondary School Students in Garmsar city with the mediating role of learning styles (P<0.05).

Based on the obtained results, learning styles can affect learning by indirectly affecting problem solving styles. Therefore, the results of this research can have important implications for educational professionals in the field of education, including the impact of mindfulness and learning styles on problem solving.

Oppositional defiant disorder (ODD) can have negative consequences in personal, social, family, and academic dimensions. Thus, it is crucial to find appropriate solutions to improve symptoms and reduce the consequences of this disorder. This study aimed to examine the effect of short-term intensive psychotherapy on clinical symptoms and academic performance in adolescents with ODD using a quasi-experimental pretest-posttest design with a control group. The statistical population included all ODD adolescents in high schools within district 4 of Tehran, from which 30 individuals were purposefully selected and randomly assigned to the experimental and control groups. Short-term intensive psychotherapy was administered to the experimental group, while the control group received no intervention. Data were collected using the Oppositional Defiant Disorder Rating Scale (ODDRS) and the Student Academic Performance Questionnaire (SAPQ), and one way analysis of covariance was used to analyze the data in SPSS-19. The results showed that short-term intensive psychotherapy was effective in improving clinical symptoms and academic performance in adolescents with ODD (p<0.05). Therefore, it can be concluded that short-term intensive psychotherapy can improve clinical symptoms and academic performance in male adolescents with ODD. To empower and improve the mental health of individuals with ODD, it is recommended to conduct an educational program based on this treatment in counseling and psychotherapy centers.

Contract therapy is a significant aspect of treatment that establishes a connection of empathy between the therapist and client. It is known to be a major indicator of the effectiveness of psychotherapy and therapeutic outcomes. The purpose of this study was to evaluate the psychometric properties of the Persian version of the California Therapeutic Alliance Questionnaire (CALPAS) among individuals who were referred to the Tehran Counseling Center.

This is a descriptive-analytical research study. The statistical population of the study included all individuals who visited the Tehran Counseling Center between 2017-2018. A sample size of two hundred participants was selected using convenience sampling based on the inclusion criteria. Participants completed a demographic checklist and a CALPAS questionnaire. Data was analyzed using exploratory and confirmatory factor analysis, Cronbach's alpha coefficient, and divergent validity.

The results indicated strong validity P<0.001 and favorable fit of the CALPAS four-dimensional questionnaire.

Due to the questionnaire's favorable psychometric properties, it is a suitable tool for individualized contractual therapy.

The purpose of this study was to investigate the effectiveness of the program based on mindfulness and mindfulness (mother and child) in behavioral and emotional problems of primary school children.

This semi-experimental research was pre-test-post-test and follow-up with a control group. The sampling method was voluntary. The volunteers of the experimental group were given a pre-test before the implementation of mentalizing interventions, and after the intervention, a post-test and the control group did not receive any intervention, but they also took a pre-test and a post-test. The sample group of first and second year primary school students had behavioral problems. The experimental group was trained in mindfulness sessions in eight sessions (Burdick, 2014). The research tool included the Achenbach-Child Behavior Inventory (Achenbach and Rescorella, 2007). In this research, analysis of variance with repeated measurements and Bonferroni's post hoc test were used to check the difference in means and data analysis was done with the help of SPSS 24 software.

The results showed that mentalization-based treatment on children's behavioral problems in the areas of anxiety/depression (F=78.35, P<0.001), withdrawal/depression (F=16.95, P<0.001) P < 0), physical complaints (F=19.65, P<0.001), thinking problems (F = 60.34, P<0.001), law-breaking behavior (F=12.86, P<0.001) and aggressive behavior (F=79.61, P<0.001) were effective.

It can be concluded that the program based on mindfulness and mindfulness (mother and child) can be used to reduce the behavioral and emotional problems of primary school children.

The present study was conducted in order to investigate the effectiveness of neuropsychological rehabilitation of executive functions on the improvement of students' self-discipline.

The design of the current research was a semi-experimental design with a pre-test, post-test and follow-up design, along with a control group. The statistical population of the research included all high school male students studying in Varamin city in 2019-1400. For this purpose, the number of 20 students in mathematics, experimental and humanitarian fields were replaced by random sampling in two experimental (10 people) and control (10 people) groups. and responded to the self-regulation questionnaire of Bouffard et al. (1995). The test used was multivariate analysis of covariance. Research data were analyzed using SPSS version 26 software.

The results showed that the average score of self-discipline was part of the time before the intervention (mean before the intervention was 20.50 with a standard deviation of 63.5) until the follow-up period (with a mean of 50.55 and a standard deviation of 94.5). It is statistically significant (P≤0.05).

In general, it can be said that the effectiveness of neuropsychological rehabilitation of executive functions can be effective in improving students' self-discipline

The present study was conducted in order to investigate the effectiveness of neuropsychological rehabilitation of executive functions on the improvement of students' self-discipline.

The design of the current research was a semi-experimental design with a pre-test, post-test and follow-up design, along with a control group. The statistical population of the research included all high school male students studying in Varamin city in 2019-1400. For this purpose, the number of 20 students in mathematics, experimental and humanitarian fields were replaced by random sampling in two experimental (10 people) and control (10 people) groups. and responded to the self-regulation questionnaire of Bouffard et al. (1995). The test used was multivariate analysis of covariance. Research data were analyzed using SPSS version 26 software.

The results showed that the average score of self-discipline was part of the time before the intervention (mean before the intervention was 20.50 with a standard deviation of 63.5) until the follow-up period (with a mean of 50.55 and a standard deviation of 94.5). It is statistically significant (P≤0.05).

In general, it can be said that the effectiveness of neuropsychological rehabilitation of executive functions can be effective in improving students' self-discipline

In today's evolving world, the required qualifications of professions are changing rapidly, the employees of organizations must have special professional skills and qualifications to perform their jobs and professions; Therefore, the main goal of the current research was to present the model of professional qualification of the academic staff members of Islamic Azad University in the academic year of 2018-2019.  

The current research method was descriptive-correlation quantitative and applied in terms of purpose. The statistical population included academic experts of Islamic Azad University in Tehran, who were selected as a sample size of 385 people based on random sampling method and taking into account Morgan's table. The research tool was a researcher-made questionnaire that had 5 parts based on the Likert scale. For the validity of the findings, formal validity and reliability methods were also used with Cronbach's alpha test, which obtained 0.719, 0.961, and 0.875 respectively. For data analysis, descriptive and inferential statistics methods were used from structural equation modeling in AMOS23 software. For data analysis, descriptive and inferential statistics methods were used from structural equation modeling in AMOS23 software.

The results showed that the dimensions and the main component of the model had a good fit, and in general, it indicates that all the indicators were reported at a very favorable level and there is a linear relationship between the variables. Also, the predictor variables have explained 60% of the variance of the dependent variables (P<0.05).

Therefore, the information presented in this research can be used to evaluate the competence of newly hired teachers in different stages of their teaching and activity and follow the professional qualification program accordingly.

In today's evolving world, employees of organizations must have professional and ethical skills and competencies to perform their jobs and professions. Therefore, the present study was conducted with the aim of developing a model of professional competence of faculty members according to the ethical components in the Islamic Azad University.

The combined research approach (qualitative and quantitative) was exploratory and confirmatory. In the qualitative part, the foundation data approach was used. Society, professional qualification experts, professors of Islamic Azad University, evaluation experts in higher education and policy makers in the field of higher education were selected by snowball sampling of 16 people. The interview tool was semi-structured. For data analysis, the open and pivotal and selective coding process was used. In a small part of the community, there were teachers, teaching assistants, specialized personnel and specialists in the field of professional competence of Islamic Azad University, from which 385 samples were randomly selected. The questionnaire was made by a researcher. For data analysis, the second type of exploratory and confirmatory factor analysis method and Pearson correlation coefficient matrix and structural equation model were used using SPSS 22 software and AMOS 24 software.

The results showed that in general, the professional competence of the faculty members can be classified into three areas: knowledge (general, individual, internal and external), ability (cognitive, sensory and motor) and skill (basic, management and social).

The present study identified three main categories of competence that were related to the work of Azad University teachers. Therefore, the information provided in this study can be used to assess the qualifications of newly hired teachers in different stages of their teaching and activities and to develop a curriculum accordingly.

This study was conducted with the aim of developing a model of professional competence of faculty members with a combined research approach. The statistical population of the study was the qualification section of the subject of professional qualification experts, professors of Islamic Azad University, evaluation experts in higher education and policy makers in the field of higher education. 16 people were selected by snowball sampling method. In the quantitative section, 385 samples were randomly selected based on Morgan table. The research tool is semi-structured in the qualitative part of the interview and a researcher-made questionnaire in the quantitative part. The content validity of the instrument was determined using the opinions of experts and professors and the Cronbach's alpha value (0.87) confirmed the reliability of the questionnaire. In the qualitative part, open, axial and selective coding process was used for data analysis. In the quantitative part, Pearson correlation coefficient matrix and structural equations were used using SPSS and AMOS software. The results show that the professional competence of the faculty members of Islamic Azad University can be classified into three areas of knowledge (general, individual, internal and external) ability (cognitive, sensory, motor) and skill (basic, management and social). This study identified three main categories of competence that were related to the work of Azad University teachers. Therefore, the information provided in this article can be used to assess the qualifications of newly hired teachers in different stages of their teaching and activities, and to develop a curriculum accordingly.

The aim of this study was to determine the effectiveness of the emotion model based on Dovanloo psychodynamics on self-regulation and academic achievement.

This study was a quasi-experimental study of pre-test-post-test with a control and follow-up group. In the second semester of 1397-98, which had a grade point average (two consecutive semesters) less than 12, 40 people were selected as the research sample. They were then randomly divided into two groups of 20 as experimental and control. The measuring instruments in the study were the Ryan & Connell (1989) self-regulatory questionnaire, the grade point average, and the researcher-made protocol of emotion education based on Dovanlu psychodynamics. Research data were analyzed using repeated measures variance.

The results showed that the emotion model based on Dovanloo psychoanalysis was based on known regulation (F = 44.69, P = 0.001), introspective regulation (F = 5.55, P = 0.025), intrinsic motivation. (F = 41.55, P = 0.001) and external adjustment (F = 45.64, P = 0.001) as well as grade point average of academic achievement (F = 32.01, P = 0.001) are effective and This effect was stable at the follow-up stage. (p <0.01).

 

By educating and increasing people's awareness of emotions and anxiety and defense mechanisms, self-regulation and academic achievement can be strengthened.

The purpose of this article was to explain the relationship between attachment styles and epistemological beliefs with students' empathy, which according to the nature of the research, the research method is descriptive-correlational. The study population includes male and female undergraduate, graduate and doctoral students of the Islamic Azad University of Garmsar in the academic year of 1998-99 with a number of 6000 students, of which 400 students (222 females and 178 males) as Available were selected. The statistical sample completed the Schumer (1990) Epistemological Beliefs Questionnaire, Hezan and Schiver (1987) and Toronto (2009) Empathy Attachment Questionnaires simultaneously. SPSS and Lisrel software were used to analyze the data. Findings showed that attachment has a direct positive relationship with empathy and is able to predict it. Knowledge stability, learning speed and knowledge simplicity are related to the path of avoidant attachment style and are negatively and indirectly related to empathy. Learning speed was mediated by anxiety attachment style and negatively correlated with empathy. The inherent ability and simplicity of knowledge through a secure attachment style were able to predict empathy. Of the only contextual variables, marital status was a good predictor of empathy. Other variables were not able to predict empathy or did not show a strong and significant relationship. According to the results of this research, it can be said; A person's experience of the quality of attachment can predict the growth of epistemological beliefs as well as the extent of his empathetic behavior.

Children's behavioral problems have one of the highest importance in any society, so that its improvement has a fundamental role in the future of any society. Treatment based on mentalization is a psychoanalytic intervention that can play an important role in improving this problem. The aim of the present study was to investigate the effectiveness of treatment based on mentalization in children's behavioral problems.

This semi-experimental research was a pre-test-post-test type with a control group. The sampling method was voluntary. The volunteers of the experimental group were given a pre-test before the implementation of mentalizing interventions, and after the intervention, the post-test and the control group did not receive any intervention, but they also took the pre-test and post-test. The sample group of first and second grade students had behavioral problems. The research tools included the Parental Reflective Functioning Questionnaire (PRFQ) and the Achenbach-Child Behavior Inventory (CBCL). In this research, analysis of variance and Bonferroni's post hoc test were used to check the difference in means and data analysis was done with the help of SPSS 24 software.

The results showed that treatment based on mentalization on children's behavioral problems in the areas of anxiety/depression (P<0.001), withdrawal/depression (P<0.001), physical complaints (P<0.001), thinking problems (P< 0.001), law breaking behavior (P<0.001) and aggressive behavior (P<0.001) were effective.

It can be concluded that treatment based on mentalization is effective in reducing children's behavioral problems as a treatment method and can be used to reduce children's problems.

The aim of this study was to compare the neuroscience of the brain in three groups of people with different levels of creativity. The research method was causal-comparative.

The research population included all patients referred to the MRI department of Milad Hospital in 1993. Examples of people with a bachelor's or doctoral degree, both sexes and between the ages of 25 and 55, who were randomly selected as targeted. Research tools also include the MPPT Creativity Questionnaire, MRI, and the Tower of London Index. Data analysis was analyzed using covariance analysis to compare the size and color of each neurological component.

The results showed that there is a difference between brain neuroscience in three groups of people with different levels of creativity. There is a difference between brain volume, right frontal volume, left prefrontal volume, right prefrontal volume, Broadmann volume 46 and hippocampus volume in three levels of creativity, and difference between left frontal volume and Broadman volume 10 in three groups of people with different levels of creativity. There is no difference (p <0.05) and there is a difference between the total score and total time in the Tower of London in three groups of people with different levels of creativity (p> 0.05) and between the number of errors in the Tower of London in three groups of people. There is no difference with different levels of creativity (p <0.05).

It can be concluded that neuroscience of the brain is related to creativity. There are certain side effects called protectors that may accompany a certain adaptation, and for example, the abundant capacity of the human brain has created many adaptive benefits. Advanced problemsolving skills, excellent instrumentation, and effective memory are all linked to creativity. The side effects of the cerebrum can include abilities such as music production, written language, and complex social rules that reflect human creativity.

This study was to investigate The Effectiveness of Educational Model of Emotion Regulation on reducing children Behavior disorders.

This was a quasi-experimental study with a control group and a four-month follow-up period. The statistical population consisted of all children between the ages of 8 and 12 years old referred to the Rehabilitation and Psychology Centers in Tehran by 2019. From this statistical population, 60 persons were selected by convenience sampling and were randomly divided into two groups of experimental and control. The experimental group received 14 sessions of forty-five minutes of individual intervention twice a week.For both groups before, after, and at the four-month follow-up For both groups, the IQ test and Child Behavior Checklist was performed before the intervention And after the intervention and during the four- month follow-up period, only CBCL was completed. Data were analyzed using repeated measures analysis of variance.

The results indicated that the effects of interventions on anxity/deppression (F=295/476؛ effect size=0/83), withdrawn /deppression (F=346/639؛ effect size=0/85), somatic complaints (F=266/312 effect size=0/82), social problems (F=239/718؛ effect size=0/80), thought problems (F=191/224؛ effect size=0/80), attention problems (F=381/511؛ effect size=0/82), rule-breaking behavior (F=228/304؛ effect size=0/79), aggressive behaviors (F=4/889؛ effect size=0/78), Internalizing behavior disorder (F=241/386؛ effect size=0/80), externalizing behavior disorder (F=237/440؛ effect size=0/80) and sustainability of this effect it was in the follow-up period.

According to the results of this study, it is suggested that use Educational Model of Emotion Regulation to Reduce children's behavioral disorders

The aim of this study was to investigate the relationship between self-empathy factors and self-compassion.

This study was a correlational study. The statistical population of this study included all students of Islamic Azad University of Tehran and Garmsar in the academic year of 1998-99.

Regression analysis between self-empathy and selfcompassion factors showed that the regression model is not significant in general and despite the similarities of selfempathy and self-compassion structures, there is no statistically significant relationship between them.

But the factor of attention to the body has a negative and significant relationship with self-compassion and the factor of introspection has a positive and significant relationship with self-compassion and other factors do not have a significant relationship with self-compassion.

this study aimed to investigate the role of attachment anxiety and avoidance in theory of mind and autobiographical memory. The study population consisted of all married individuals living in districts 1, 2, and 5 in Tehran. 212 people (119 female and 93 male) were selected by convenience sampling method and completed Experience in Close Relationships Scale-Revised (Fraley, Waller, Brennan, 2000), Autobiographical Memory Test (Williams & Broadbent, 1986), and Reading Mind in the Eyes Test (Baron-Cohen, Wheelwright, Hill, Raste, & Plumb, 2001). Data were analyzed via Pearson correlation coefficient and multiple regression. Findings indicated a negative relationship of anxiety attachment with theory of mind and autobiographical memory. Results from regression analysis showed that attachment avoidance but not anxiety negatively predicted theory of mind and autobiographical memory. Decreased ability to recognize one's own and other's mental states and recollection of self-related memories in avoidant people, can be attributed to their deactivating strategies, over self-reliance, and suppression of attachment-related clues in these individuals.

Age and gender are among the variables related to individual differences that play an important role in self-knowledge, epistemological beliefs and personality traits. The aim of this study was to compare self-knowledge, epistemological beliefs and personality traits of students based on age and gender.

The study method was descriptive-comparative. The statistical population of the present study included all students of universities (Azad, Payame Noor, Applied Science and Technology, Non-profit and other national universities) in Tehran in the academic year of 1996-97. 400 students were selected by cluster random sampling. The research instruments included a demographic questionnaire, the “Integrative Self-Knowledge Scale”, the “Epistemological Beliefs Questionnaire”, and the “NEO Five-Factor Inventory”. The validity of the instruments was confirmed by face validity and reliability by internal consistency by calculating Cronbachchr('39')s alpha coefficient. Data analysis was performed by SPSS. 23.

There was a significant mean difference in the scores of "agreeableness" personality traits in the group of male and female students and women scored higher than men (P <0.05). Also, there was a significant mean difference in the scores of epistemological beliefs of "fast learning" (P=0.001) and personality traits of "neuroticism" (P=0.001), "agreeableness" (P=0.022) was present in students in terms of calendar age. Students in age groups (18-29) learn faster more grades; and in neuroticism and "agreeableness", they got lower scores than the age groups (36-47) years. Younger students (18-29) believed in fast learning more than older ones (47-36), and had lower "neuroticism” and agreement.

Female students had a more "agreeableness" personality trait than male students. Also, the younger the students, the more they not only believe in "fast learning" (epistemological beliefs), but also have a lower "neuroticism" personality trait; However, their degree of "agreeableness" is lower than that of students in higher age groups. Therefore, it is suggested that public health professionals, in examining studentschr('39') self-knowledge, epistemological beliefs, and personality traits, also pay attention to their gender and age factors.