mohsen golparvar

This study aimed to compare the effectiveness of Realistic Acceptance and Commitment Therapy (RACT) and Positive Psychotherapy (PPT) on distress tolerance in divorced women of Baghdad.

Methods and Materials:

 The research employed a quasi-experimental design with a pretest-posttest-follow-up structure, including two experimental groups and one control group. The statistical population comprised all divorced women in Baghdad, from which 45 women were selected using convenience sampling based on inclusion and exclusion criteria and were randomly assigned to the study groups. While the control group remained on the waiting list, the two experimental groups received 10 sessions of RACT training (Afshari et al., 2022) and PPT (Elmi Manesh & Zhaleh, 2018). All participants were assessed using the Distress Tolerance Scale by Gaher and Simons (2005) before the intervention, immediately after the intervention, and 45 days post-intervention. Data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (repeated measures ANOVA).

The findings indicated that both methods effectively improved distress tolerance, with RACT demonstrating greater effectiveness than PPT.

Based on these results, both approaches can be utilized to enhance distress tolerance in divorced women in Baghdad.

The aim of the present study was to compare the effectiveness of the ability to enjoy educational package with the PERMA well-being educational package and the time perspective educational package on the academic burnout of adolescents.

Methods and Materials:

 The current research was a semi-experimental type of pre-test-post-test and follow-up with a control group. The statistical population consisted of all high school students who had veteran parents in the academic year of 2021-2022 in Isfahan City. For this aim, 72 students were selected by purposeful sampling and randomly assigned to three experimental groups (18 people) and a control group (18 people). Individuals of the experimental groups participated in parallel and simultaneous training sessions on the ability to enjoy, PERMA well-being and time perspective; But for the control group, there was no intervention. The measuring tool included the academic burnout questionnaire of Berso et al. (1997). This is measuring three areas of academic fatigue, academic apathy and academic ineffectiveness. For data analysis, the statistical method of repeated measurements analysis of variance, along with Bonferroni's post-hoc test, was employed using SPSS-24 software.

The results showed that all three training packages were effective on pessimism, training on the ability to enjoy and PERMA on emotional exhaustion in students with veteran parents (p<0.05), but these three training packages were not effective on academic burnout of these students (p<0.05). The findings of this research emphasize the importance of paying attention to the academic vitality of children of veterans and have important practical implications for educational interventions useful for them.

According to the results of the present research, it is possible to suggest the use of these two educational packages to managers, teachers and counselors to reduce the academic burnout of adolescents.

This study aimed to determine the mediating role of feelings of inferiority in the relationship between school bullying and academic achievement among students with social anxiety in Wasit City, Iraq.

Methods and Materials: 

The research employed a correlational method, and the statistical population consisted of middle school students in Wasit City, Iraq, in the spring of 2024. From the aforementioned population, 300 students were selected through convenience sampling and responded to three questionnaires: the Academic Achievement Questionnaire (Wells, 2010), the School Bullying Questionnaire (Álvarez-Marin et al., 2022), and the Feelings of Inferiority Questionnaire (Chakreli-Lijia et al., 2017). The data were analyzed using Pearson's correlation coefficient and structural equation modeling (SEM) with the help of SPSS version 26 and AMOS version 26.

The results showed that school bullying was significantly correlated with feelings of inferiority and academic achievement, and feelings of inferiority were significantly correlated with academic achievement (p < 0.05). The results of the structural equation modeling indicated that feelings of inferiority were a full mediating variable in the relationship between school bullying and academic achievement.

Based on the findings of this study, the role of school bullying and feelings of inferiority in academic achievement should be seriously considered in educational environments to better support students.

This study aimed to compare the effectiveness of integrated spiritual self-care training and mindfulness-based cognitive therapy on quality of life and health self-efficacy in patients undergoing hemodialysis.

The present study was a quasi-experimental design conducted in three phases: pre-test, post-test, and follow-up, with a control group. The statistical population consisted of patients with kidney disease undergoing hemodialysis in Isfahan in the fall of 2024, from whom 60 patients were purposefully selected and assigned to three groups (each group comprising 20 participants). The Quality of Life Scale (Hays et al., 1994) and the Health Self-Efficacy Scale (Becker et al., 1993) were used to measure the dependent variable at three time points. The two treatment groups each underwent ten sessions of 75 to 90 minutes, while the control group received no treatment. Data were analyzed using repeated measures analysis of variance and Bonferroni post hoc test via SPSS version 26.

The results indicated a significant difference in quality of life and health self-efficacy between the integrated spiritual self-care training and mindfulness-based cognitive therapy groups compared to the control group (p < .01). However, no significant difference was found between the two treatment groups (p > .05).

Given the effectiveness of both integrated spiritual self-care training and mindfulness-based cognitive therapy in enhancing quality of life and health self-efficacy, it is recommended that these treatments be utilized for patients with kidney disease undergoing hemodialysis in healthcare centers.

This study aimed to determine the effectiveness of the Early Start Denver Model (ESDM) on empathy and adaptive behavior in preschool children with ASD.

Methods and Materials: 

This quasi-experimental study employed a pretest-posttest design with follow-up and a control group. The statistical population included all preschool children aged 3 to 5 years attending the Autism Center at Baghdad Health Complex in 2024. A total of 30 children diagnosed with ASD were selected using purposive sampling based on inclusion and exclusion criteria. They were randomly assigned to experimental and control groups (15 children in each group). The experimental group received 10 sessions of ESDM, each lasting 60 minutes, while the control group was placed on a waitlist without any intervention. Data collection instruments included the Bahr Empathy Questionnaire and the Vineland Adaptive Behavior Scales. Data were analyzed using repeated-measures ANOVA with SPSS version 23.

The results revealed significant differences in the mean scores for empathy and adaptive behavior between the pretest and posttest stages, as well as between the pretest and follow-up and the posttest and follow-up stages in the intervention group (p < .001). Empathy and adaptive behavior showed improvements in the posttest and follow-up stages compared to the pretest. Furthermore, scores remained stable in the follow-up stage compared to the posttest.

The findings suggest that the ESDM can enhance empathy and adaptive behavior in preschool children with ASD by improving their social skills. This intervention empowers children to address behavioral challenges and serves as a foundation for future research on preschool interventions for children with ASD. It is recommended that healthcare and counseling centers adopt the ESDM to address behavioral challenges in these children.

This study aimed to investigate the effectiveness of realistic acceptance and commitment therapy (ACT) and positive psychotherapy on happiness and resilience among divorced women in Baghdad. 

Methods and Materials:

 The research employed a quasi-experimental design with a pretest-posttest format, including two experimental groups and one control group. The statistical population consisted of all divorced women in Baghdad, from which 45 women were selected through convenience sampling based on inclusion and exclusion criteria and randomly assigned to research groups. While the control group was on a waiting list, both experimental groups received ten sessions of realistic ACT training (Afshari et al., 2022) and positive psychotherapy (Elmimanesh & Zhaleh, 2018). All participants were assessed using the Happiness Questionnaire (Hills & Argyle, 2002) and the Resilience Scale (Connor & Davidson, 2003) before, immediately after, and 45 days following the interventions. The collected data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (repeated measures ANOVA). 

The results indicated that both approaches significantly increased happiness and resilience. 

Based on the findings, it can be concluded that these methods are effective in improving happiness and resilience among divorced women in Baghdad. It is recommended that policymakers and health sector officials prioritize implementing these intervention packages through trained psychologists for divorced women.

This study aimed to evaluate the Comparing the Effectiveness of Mother-Adolescent Efficient Interaction Training Package and Emotion Regulation Training on Loneliness Feeling and Cognitive Flexibility among Female Adolescence. The research was conducted using a semi-experimental method with a pre-test, post-test and two-month follow-up design. The statistical population of girls in district 2 of Isfahan in the fall of 2021. 60 people from the said population were selected in a purposeful manner according to the inclusion criteria and randomly assigned to two experimental groups and one control group. questionnaires Dennis & Vander Wal (2010) on cognitive flexibility and e UCLA Loneliness Scale (Russell, 1980) were used in the pre-test, post-test and follow-up stages. The experimental groups received 8 sessions of effective mother-adolescent interaction and emotion regulation training, and the control group did not receive any training during this period. The data were analyzed using repeated measures analysis of variance and Bonferroni post hoc test. The results showed that the effective mother-adolescent interaction training package and emotion regulation had a significant effect on the Loneliness Feeling and psychological flexibility in the post-test and follow-up stages compared to the control group (P<0.05). effective mother-teenager interaction has had a greater impact on psychological flexibility. Based on the findings, effective mother-adolescent interaction training and emotion regulation can be used to reduce Loneliness Feeling and improve psychological flexibility.

The present study aims to predict wisdom based on individual variables (executive function, attachment style, and personality traits), family characteristics (family executive function and family relationships), and social characteristics (peer relationships and social media presence).

Methods and Materials:

In this descriptive-correlation study, the statistical population comprised all students of the University of Wasit. The sample consisted of three hundred students selected based on inclusion and exclusion criteria through convenience sampling. The research instruments included the Ardelt Wisdom Scale (2004), Executive Function (Golkar & Yousefi, 2020), Family Relationships (Barnes & Olson, 1982), Family Executive Function (Javanbakht & Yousefi, 2022), Personality (Costa & McCrae, 1992), Attachment (Armsden & Greenberg, 2000), Peer Relationships (Hudson, 1997), and hours spent on social media. The collected data were analyzed using stepwise regression.

The results showed that all predictor variables had a positive and significant relationship with wisdom except for extraversion. Among the mentioned variables, neuroticism, insecure attachment with mother and father, and more hours spent on social media had a negative and significant relationship with wisdom, while the remaining variables had a positive and significant relationship. Stepwise regression results indicated that among the variables examined, individual executive function, family executive function, and secure attachment with mother could predict wisdom.

Based on these results, it can be stated that changes in family executive function, individual executive function, and secure attachment with mother are associated with changes in students' wisdom.

 The study aimed to compare the effectiveness of an integrative pre-marital training package based on Bowen's intergenerational theory and life design model with the SYMBIS approach on marital choice orientation.

 A quasi-experimental research design with a pretest-posttest-follow-up model and two experimental groups and one control group was utilized. The statistical population consisted of university students in Isfahan. The sample included 45 female students selected through convenience sampling based on inclusion and exclusion criteria and randomly assigned to three groups (integrative training group, SYMBIS group, and control group), each containing 20 participants. The experimental groups received eight 90-minute training sessions, while the control group was placed on a waiting list. All three groups completed research instruments at the pretest, posttest, and follow-up stages. The research instrument was the Marital Choice Orientation Questionnaire (Yousefi, 2023). Data were analyzed using repeated measures ANOVA.

 Results indicated that both the integrative training group and the SYMBIS group significantly influenced marital choice orientation (F = 15.5, P = 0.001), and this effect remained stable during the follow-up phase (P < 0.05).

 The findings revealed that both methods had a significant and comparable impact on improving the dependent variable, suggesting their utility in enhancing marital choice orientation.

 This study aimed to compare the effectiveness of Imago therapy and narrative therapy on regret about spouse selection, marital burnout, and resilience in women who have experienced domestic violence.

 This semi-experimental study employed a pretest-posttest design with a three-month follow-up. The statistical population included women subjected to domestic violence who referred to counseling centers in Isfahan during the fall of 2022. A total of 54 participants were selected through convenience sampling and randomly assigned to three groups (Imago therapy, narrative therapy, and control). The interventions were conducted in 10 weekly 90-minute sessions for the experimental groups. Data collection tools included Schwartz's Regret about Spouse Selection Scale, Pines’ Marital Burnout Scale, and the Connor-Davidson Resilience Scale (CD-RIS). Data were analyzed using repeated measures ANOVA and Bonferroni post hoc tests.

 The results of repeated measures ANOVA revealed significant main effects of time and group for all three variables (p < 0.01). Additionally, the interaction effect of time and group was significant for regret about spouse selection (F = 9.59, p < 0.01), marital burnout (F = 5.61, p = 0.01), and resilience (F = 10.11, p < 0.01). Bonferroni post hoc tests indicated that Imago therapy had a greater effect compared to narrative therapy in reducing regret about spouse selection (MD = -1.10, p = 0.04) and marital burnout (MD = -3.80, p = 0.02) as well as in increasing resilience (MD = 2.90, p = 0.03).

 Imago therapy and narrative therapy are effective interventions for improving relationship quality and enhancing resilience in women affected by domestic violence. However, Imago therapy demonstrated superior efficacy compared to narrative therapy. Incorporating these approaches into counseling programs can provide practical solutions for addressing marital and psychological challenges in this population.

This study aims to compare the effectiveness of integrated schema therapy and mindfulness-based intervention with schema therapy and cognitive behavioral therapy (CBT) on the psychological flexibility of women exhibiting obsessive-compulsive symptoms.

The study used a quasi-experimental pre-test-post-test design with control and follow-up groups. The research was conducted on women with obsessive disorder who were referred to the Nedaye Agahi and Zehne Pouya Clinic in Tehran City, Iran, during the fall and winter of 2021. A total of 60 participants were selected using a convenience sampling method and were randomly assigned to three intervention groups: An integrated schema therapy and mindfulness-based intervention group, a schema therapy group, a CBT group and one control group. Data were collected using the psychological flexibility questionnaire and the Yale-Brown obsessive-compulsive scale. A repeated measures analysis of variance was conducted using SPSS software.

The results revealed significant differences among all three treatment groups compared to the control. In particular, the integrated interventions of schema therapy and mindfulness, as well as schema therapy and cognitive behavioral therapy, demonstrated a significant effect on psychological flexibility scores (P<0.05) compared to the control group. However, the two-way comparisons for other differences were not significant (P>0.05). 

Given the emotional and cognitive challenges faced by patients with obsessive disorders, it is essential to prioritize these aspects in the treatment process.

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The purpose of the present study was to investigate the effectiveness of spirituality- -oriented schema therapy on regret of choosing a spouse and marital burnout in victim women of domestic violence with cultural emphasis. The statistical population included all the victimized women of domestic violence in Isfahan city during Autumn of 2022. The sample consisted of 30 female victims of violence, who were selected by purposive sampling procedure and randomly divided into two experimental and control groups (15 subjects each group). The research method was semi-experimental with pre-test-post-test design and follow-up with control group. The experimental group was exposed to spirituality- -oriented schema therapy for 10 sessions, 90 minutes each. The control group received none. Research data were collected via implementing the Schwartz's (2002) Regret of Choosing a Spouse Questionnaire and Pines' (1996) Marital Burnout Scale in three stages of pre-test, post-test and follow-up and were analyzed by repeated measures analysis of variance. The results showed that spirituality-oriented schema therapy significantly reduced the regret of choosing a spouse and marital boredom in victim women of domestic violence. The findings also indicated that spirituality-oriented schema therapy was significantly effective on the regret of choosing a spouse and marital burnout in women who were the victims of domestic violence with cultural emphasis. Therefore, the research suggested that this therapy could be applied to help victim women of domestic violence.

This study aims to compare the family emotional atmosphere and flexibility, academic achievement, academic procrastination, and perception of academic self-efficacy between students with learning disabilities and regular students.  Methods and Materials: The statistical population included third- and fourth-grade students from Dhi Qar Province during the 2024 academic year, from which 250 students (125 students with learning disabilities and 125 regular students) were selected through multi-stage cluster random sampling. Data were collected using the Family Emotional Atmosphere Questionnaire (Hillburn, 1964), Family Flexibility Questionnaire (Shakeri, 2003), Academic Achievement Scale (Wells, 2010), Academic Procrastination Scale (Solomon & Rothblum, 1984), and Academic Self-Efficacy Scale (Jinks & Morgan, 1999), and were analyzed using one-way analysis of variance (ANOVA).   The research findings indicated a significant difference (p < .01) between students with learning disabilities and regular students in terms of family emotional atmosphere, family flexibility, academic achievement, academic procrastination, and perception of academic self-efficacy. Specifically, students with learning disabilities reported lower levels of family emotional atmosphere, family flexibility, academic achievement, and academic self-efficacy, and higher levels of academic procrastination.   Overall, the results of this study showed that the family functioning of students with learning disabilities is in a less favorable state compared to the families of regular students. This situation can have negative and destructive effects on their children's self-efficacy beliefs, self-worth, and academic performance. Therefore, families and caregivers of children with learning disabilities can benefit from participating in advanced educational programs to gain a comprehensive understanding of the disorder.

This study aimed to investigate the relationship between wisdom, peer relationships, and the time spent in virtual spaces among university students.
 
Methods and Materials: A descriptive-correlational research design was used. The sample consisted of 350 students from Wasit University, selected via convenience sampling. Participants completed three questionnaires: the Ardelt Wisdom Scale (2003) to assess wisdom, the Peer Relationship Questionnaire (Hudson, 1997) to evaluate peer interactions, and a single-item measure of time spent in virtual spaces. Pearson correlation analysis was conducted to explore relationships between variables, and stepwise regression analysis was used to identify predictors of wisdom. Data were analyzed using SPSS-27.
 
The results revealed a significant positive correlation between peer relationships and wisdom , indicating that stronger peer interactions are associated with higher wisdom levels. Conversely, time spent in virtual spaces showed a significant negative correlation with wisdom (r = -0.725, p < 0.001), suggesting that more time online is linked to lower wisdom scores. Stepwise regression analysis demonstrated that time spent in virtual spaces was the strongest predictor of wisdom, explaining 52.6% of the variance, while peer relationships accounted for an additional 3.3%.
 
The study concludes that peer relationships play a crucial role in the development of wisdom, whereas excessive online engagement may detract from it. The findings highlight the need for balanced digital engagement and strong peer interactions to foster cognitive, reflective, and emotional growth. Future research should explore the quality of online interactions and the role of various types of relationships in wisdom development.

The present study was conducted to compare the effectiveness of emotional-based and cognitive-behavioral couple therapy on triangulation and family communication boundaries of women with symptoms of sexual dysfunction.

The research method was semi-experimental, and its design included three groups of pre-test-post-test type with a control group and a two-month follow-up period. The statistical population of the study included married women suffering from sexual dysfunction who were referred to family counseling centers in Isfahan City along with their husbands in the first half of 2021. From the aforementioned statistical population, 54 people were selected based on the entry and exit criteria by purposeful sampling. They were assigned to two experimental groups and one control group (18 people in each group).  A pre-test was conducted by administering research questionnaires, including Yousefi and Bahrami's triangulation scale (2014) and the family communication boundaries questionnaire developed by Kiani Chalmardani et al. (2014). In the next phase, the first experimental group underwent eight sessions of emotion-oriented couples therapy every week for two months. Similarly, the second experimental group engaged in 8 sessions of cognitive behavioral couples therapy every week for 90 minutes per session. Meanwhile, the control group was placed on a waiting list and did not receive any treatment during this period. After completing the therapy sessions two months later, all three research groups were reassessed for evaluation. Data analysis was done using repeated measurement variance analysis with the help of SPSS version 26 software.

The results showed that both emotion-based couples therapy and cognitive-behavioral couple therapy interventions have similar, positive, and lasting effects on the triangulation and communication boundaries of women with symptoms of sexual dysfunction (P<0.05).

Based on the results obtained from the research, it can be said that emotional couple therapy and cognitive behavioral couple therapy are effective in improving the triangulation and communication boundaries of women with sexual dysfunction.

Marital conflicts can confront couples with psychological problems and put them on the verge of divorce, so this research is to investigate effectiveness of narrative-based acceptance and commitment therapy and its comparison with acceptance and commitment therapy on uncertainty, negative emotions of women on the verge of divorce in Isfahan.

This is a semi-experimental research of pre- post test, experimental and control group with 2 month follow-up among judicial divorce clients. 45 people were selected by Purposive sampling and assigned to three experimental and control groups. First group had narrative-based acceptance and commitment therapy package during 8 sessions of 75 minutes, second group had Hayes(2008) treatment and control group had nothing. Research tools of pre, post and follow-up stages included Fristen's uncertainty intolerance questionnaire(1994), Watson's positive and negative affect(1988).

Both treatments had a significant effect on the intolerance of uncertainty and negative emotions of women on the verge of divorce in the post-test and follow-up stages, but the narrative-based acceptance and commitment treatment method was more effective in improving negative emotions in the follow-up stage.

Therefore, these two treatment methods can be used to improve the psychological variables of women on the verge of divorce.

 This study aimed to investigate the effectiveness of Imago Therapy on resilience and difficulties in emotion regulation, including its sub-components, among women who are victims of domestic violence.

Methods and Materials: 

The study employed a semi-experimental pre-test, post-test, and follow-up design with a control group. Thirty women victims of domestic violence were selected using purposive sampling from counseling centers in Isfahan, Iran. They were randomly assigned to experimental (n = 15) and control (n = 15) groups. The experimental group received 10 weekly 90-minute sessions of Imago Therapy, while the control group was placed on a waiting list. The Connor-Davidson Resilience Scale and the Difficulties in Emotion Regulation Scale (DERS) were administered at three time points (pre-test, post-test, and follow-up). Data were analyzed using repeated measures ANOVA and Bonferroni post-hoc tests.

 The inferential analysis using repeated measures ANOVA revealed significant effects of the intervention on both resilience and difficulties in emotion regulation, as well as all its sub-components. Bonferroni post-hoc tests confirmed that these improvements from pre-test to post-test were maintained at follow-up.

 Imago Therapy was found to be effective in enhancing resilience and improving emotional regulation among women victims of domestic violence. The therapy offers a promising intervention for addressing the emotional and psychological needs of this vulnerable population, fostering long-term emotional stability and well-being.

Bereaved children may experience behavioral and emotional deficits. The present study was conducted with the aim of comparing the effectiveness of "Drama Therapy" with "Narrative Therapy" on separation anxiety and anger in 5-10-year-old bereaved children.

The current research method was of a semi-experimental type of pre-test, post-test with control and follow-up groups. The statistical population of the present study included all bereaved children referred to counseling centers and psychological services in Isfahan city in 2020. 60 boys and girls aged 5 to 10 with bereavement were selected based on purposeful sampling method. Then, they were randomly assigned to the "Drama Therapy" group (20 children), "Narrative Therapy" group (20 children) and the control group (20 children) by lottery. Research data collection was done with demographic questionnaires, "Separation Anxiety Questionnaire” and “Anger Questionnaire”. Content validity was done by qualitative method and reliability by internal consistency method by calculating Cronbach's alpha coefficient. Then, 2 intervention groups were treated with 10 sessions of 75 minutes (1 session per week).  Also, offline educational content was presented to the control group after conducting the research. After the completion of the intervention, a post-test and follow-up was conducted 3 months later. Questionnaires of all three stages were completed by living parents or guardians or nurses of bereaved children. Data were analyzed in SPSS. 27.

There was a significant difference between the experimental and control groups in the 2 variables of separation anxiety and anger in the post-test and follow-up stages. Therefore, the interventions were effective in reducing separation anxiety and anger in bereaved children (P<0.05). The comparison of groups showed that 2 methods "Drama Therapy" and "Narrative Therapy" have a significant effect on separation anxiety and anger (P<0.05).

"Drama Therapy" and "Narrative Therapy" reduced separation anxiety and anger in bereaved children. But "Drama Therapy" was more effective. Therefore, counselors and therapists can use the above interventions to help reduce separation anxiety and anger in bereaved children.

The present study was conducted to compare the effectiveness of the therapeutic approach of adolescent-centered mindfulness (ACM) and integral deep listening (IDL) on the academic vitality of students with anxiety disorder. The research method was semi-experimental with a pre-test, post-test &follow-up design with a control group. The statistical population of the research included all students with anxiety disorder in the first secondary school of the 6th education district of Isfahan in the academic year of 2022-2023. For this aim, 1400 students in Isfahan were screened using the multi-stage cluster random sampling method by implementing the anxiety questionnaire of Beck et al. Two experimental groups and one control group were replaced. Individuals in the experimental groups participated in parallel sessions of ACM and IDL, but there was no intervention for the control group. The measuring tool included Martin and Marsh's academic vitality questionnaire (2008). In data analysis, mixed analysis of variance test and Bonferroni correction test were used in SPSS-24. The results showed that both treatment methods, ACM and IDL, were effective on the academic vitality of students with anxiety disorders. Also, to compare the effectiveness of the two treatment approaches, ACM has a stronger effect on increasing academic vitality than other treatments for students with anxiety disorders and the effects of the intervention have remained constant over time. According to the results of the present research, it is possible to suggest the use of these two therapeutic approaches to counselors to increase the academic vitality of students with anxiety disorders.

This research was conducted with the aim of comparing the effectiveness of face-to-face and virtual education of the comprehensive package of citizenship education on the political, civic, and social behaviors of students. The experimental method was with a four-group design, including two experimental and control groups (face-to-face and virtual) and with a pre-test, post-test and two-month follow-up design. Among the students of Isfahan city in the winter of 1401 and spring of 1402, 25 people were selected for each group and randomly replaced in 4 groups. Citizenship education was conducted in 5 sessions of 90 minutes in person for one group and virtual for another group. The data were analyzed with the help of variance analysis of repeated measures and Bonferroni's post hoc test in SPSS software version 26. The findings of this research showed that face-to-face and virtual education was effective on students' political, civic, and social behaviors and increased these behaviors. There was only a significant difference between the behavioral outcomes of face-to-face and virtual education of political and civil citizenship (p<0.01 or p<0.05). In other dimensions, there was no significant difference between the consequences of the behaviors resulting from the two educational methods.

Affective capital is a state of feeling vitality and inner positive emotional energy that can be directed and transformed. It plays a significant role as a capital variable in individuals' lives. This study aimed to compare the effectiveness of self-esteem enhancement based on the phenomenological approach and cognitive-behavioral self-esteem enhancement on affective capital.
 
The research method was quasi-experimental with a pre-test, post-test, and follow-up design with a control group. The statistical population of the present study consisted of female high school students in Isfahan during the academic year 2021-2022. From the statistical population, 45 female students who met the inclusion criteria were purposefully selected and randomly assigned to three groups (15 in each group): phenomenological approach-based self-esteem enhancement, cognitive-behavioral self-esteem enhancement, and control group. The Golparvar Affective Capital Questionnaire (2016) was used for data collection. The educational groups received 8 sessions of training (one session per week), while the control group did not receive any training. Data were analyzed using repeated measures ANOVA and Bonferroni post hoc test.
 
The results indicated a significant difference in affective capital and its components between the phenomenological approach-based self-esteem enhancement and cognitive-behavioral self-esteem enhancement groups compared to the control group. However, there was no significant difference between the two educational groups in this variable and its dimensions.
 
Given the effectiveness of phenomenological approach-based self-esteem enhancement and cognitive-behavioral self-esteem enhancement on increasing affective capital and its components, these two educational packages can be used to enhance the affective capital of adolescent girls.

 The objective of this study was to compare the effectiveness of adolescent-specific psychological security training with adolescent-centered mindfulness training on the well-being of adolescents experiencing psychological insecurity.

 This study employed a quasi-experimental design with pre-test, post-test, and follow-up phases, involving two experimental groups and one control group. The population included all male students aged 14 to 16 years in the city of Isfahan. Sixty students were selected through convenience sampling and then randomly assigned to the study groups. The research instrument was the Ryff Well-Being Questionnaire (1989). All three groups were assessed at three stages: pre-test, post-test, and follow-up using this instrument. The first experimental group received well-being training, while the second group received adolescent-centered mindfulness training. The control group was placed on a waiting list. The collected data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (repeated measures analysis of variance).

 The results indicated that both methods were effective in improving the well-being of these adolescents, and there was no significant difference between the two experimental groups in this regard (P = 0.05).

 It can be concluded that both methods can enhance the psychological well-being of this group of adolescents.

Considering the unbreakable links between human behavior, environmental health, and the well-being of all species, education for citizenship behavior, the environment, and sustainable development has emerged as a beacon of hope, leading humanity towards a more harmonious relationship with our planet. This research aimed to compare the effectiveness of face-to-face and virtual education using a comprehensive package of citizenship education on the environmental and sustainable development behaviors of students. The experimental method employed a four-group design, including two test groups (face-to-face and virtual) and two control groups, with a pre-test, post-test, and two-month follow-up design. Among the students of Azad University of Isfahan in the winter and spring of 2023, 25 individuals who met the desired entry criteria were selected for each group and randomly assigned to 4 groups. Citizenship education was implemented using a researcher-made package with a specialized reliability of 0.93, delivered in person for one group and virtually for another group. Data were collected using the Irannezhad et al. (2023) questionnaire. The data were analyzed using repeated measures analysis of variance and Bonferroni's post hoc test in SPSS software version 26. The findings of this research showed that both face-to-face and virtual education were effective in enhancing environmental behaviors and sustainable development. There was no significant difference between the outcomes of the behaviors resulting from the two educational methods.

Given the concerning prevalence of suicidal ideation among male students, exploring potential interventions like acceptance and commitment therapy (ACT) to improve their meaning of life and psychological well-being is crucial.

This research was conducted to evaluate the impact of ACT on enhancing life’s meaning and psychological capital among male students experiencing suicidal ideation.

The research method was a quasi-experimental design with a pre-test and post-test control group. The statistical population consisted of all male high school students with suicidal thoughts during the 2022 - 2023 academic year in Izeh city. Out of these, 30 individuals were selected through the multistage cluster random sampling method and were then randomly assigned to the ACT group and the control group (15 individuals each). The instruments included the Meaning in Life Questionnaire (MLQ) and Psychological Capital Questionnaire (PCQ). Participants in the experimental group attended ACT sessions for 8 weeks (one 75-minute session per week), but no intervention was conducted in the control group. Research data were analyzed using analysis of covariance in SPSS-26.

The meaning in life scores for the ACT group were 33.60 ± 8.15 at pre-test and increased to 41.20 ± 6.67 at post-test. Moreover, the psychological capital scores for the ACT group were 68.13 ± 13.28 at pre-test and increased to 79.40 ± 8.61 at post-test. The results revealed significant improvements in both the meaning of life and psychological capital in the ACT group compared to the control group (P < 0.01). Specifically, the ACT intervention led to a significant increase in the meaning of life scores and psychological capital scores among male students experiencing suicidal ideation (P < 0.01).

These findings indicate that ACT could help improve life meaning and well-being in students with suicidal ideation. Future studies could examine how ACT brings about these changes and look into its long-term impact.

 The present study aimed to investigate the effectiveness of adolescent-centered mindfulness therapy on academic engagement and buoyancy in anxious middle school students.

Methods and Materials: 

The research method was quasi-experimental with a pre-test, post-test design, including a control group and a two-month follow-up period. The statistical population of this study consisted of anxious middle school students in Isfahan during the 2023-2024 academic year. A total of 34 anxious students were selected through purposive sampling and randomly assigned to experimental and control groups (18 students in the experimental group and 16 students in the control group). Students in the experimental group received adolescent-centered mindfulness therapy over ten weeks in ten 90-minute sessions. The questionnaires used in this study included the Anxiety Inventory (Beck et al., 1988), the Academic Engagement Questionnaire (Fredericks, Blumenfeld, & Paris, 2004), and the Academic Buoyancy Questionnaire (Martin & Marsh, 2008). The data were analyzed using mixed ANOVA and Bonferroni post hoc test with SPSS23 software.

 The results showed that adolescent-centered mindfulness therapy had a significant impact on academic engagement (P<0.0001; Eta=0.56; F=41.68) and academic buoyancy (P<0.0001; Eta=0.58; F=44.22) in anxious students.

 Based on the findings of this study, it can be concluded that adolescent-centered mindfulness therapy, through the application of mindful practices such as mindful eating, purposeful and mindful breathing, and mindful walking, can lead to an increase in the mindful skills of anxious students, thereby enhancing their academic engagement and buoyancy