فهرست مطالب mohsen saeedmanesh

Adolescence is the period of a lifetime when many physical and mental changes happen and thus make adolescents vulnerable to mental issues that must be well-recognized and figure out proper solutions to solve the problems and improve their ability to cope with difficult situations.

This study aimed to examine the effectiveness of cognitive rehabilitation on internet addiction, cognitive inhibition, and emotional control of internet-addicted adolescents.

This is a quasi-experimental pretest-posttest study with a control group. The research population was adolescents from two schools in Yazd. We chose 30 of them with the availability sampling method for the sample group. after that, we randomly put them into experimental and control groups. Before any intervention pretest was taken from them. Then the experimental group received cognitive rehabilitation intervention in 8 sessions. At the end of the interventions, a post-test was taken from both experimental and control groups. To evaluate internet addiction Kimberly young's internet addiction scale was used. To evaluate cognitive inhibition Boshra scale was used. William's emotional control scale was used to evaluate emotional control.

Data were analyzed with analysis of covariance which indicated the effectiveness of the cognitive rehabilitation approach to reduce internet addiction, and improve cognitive inhibition and emotional control levels (p<0.05).

cognitive rehabilitation approach is effective to reduce internet addiction in adolescents, and improve their cognitive skills and inhibitory system. Also, this approach could be effective to enhance emotional control for them.

Depression is a common psychiatric disorder after a stroke. These patients often experience defective recovery despite intensive medication and psychotherapy. Transcranial Direct Current Stimulation (tDCS) of the brain is a technique used to stimulate different areas of the brain in neurological and psychiatric patients. One of the aims of this study was to investigate the psychological effects of color along with cerebral transduction direct electrical stimulation on stroke-induced depression.

This was a quasi-experimental study. Fifteen stroke patients hospitalized in the Shahid Sadoughi Hospital in Yazd (nine males and six females with a mean age of 55.76 years and mean post-stroke of 47.4 years) were selected and randomly divided into three groups of A, B, and C. Their Beck Depression Scale scores were compared in three occasions after treatment, after sham, and two months after the treatment. Each patient received ten sessions of sham electrical stimulation (20 minutes) with white, ten sessions of anodic stimulation and cathodic stimulation (2 mA-20 min) with white, and ten sessions of anodic stimulation and cathodic stimulation (2 mA-20 min) with green in left and right dorsal lateral prefrontal cortex, respectively. Data analysis was performed in two levels of descriptive (mean & standard deviation) and inferential (ANOVA with repeated measures) using SPSS software v. 21.

The findings of (ANOVA with repeated measures demonstrated that compared with a white color treatment, depression declined immediately after treatment with green and white color (P<0.001) and a follow-up period (P<0.001).

In line with the findings of this study, direct electrical stimulation with the green color can be utilized in the rehabilitation of stroke patients. However, electrical stimulation with the color green had a superior recovery than the white color.

The parentless and neglectful parenting children are the bitter reality of many societies and countries whose roots go back to the institution of the family and society. The prevalence of behavioral problems among parentless and neglectful parenting children is higher than other children. The purpose of this study was to investigate the effectiveness of narrative therapy on bullying and coercion in parentless and neglectful parenting children.

The research design was quasi-experimental with pretest-posttest and a control group. The statistical population included all The parentless and neglectful parenting children in welfare childcare centers in Shiraz in 2017-2018. Thirty children were selected by accessible sampling method and randomly and assigned to experimental and control groups of fifteen people in each group. Research tools included the Illinois Bullying scale and Olweus Bullying Questionnaire. The experimental group participated in eight sessions of sixty-minute narrative therapy sessions while the control group received no training during this period. In the end, questionnaires were administered to both groups again.

The results showed that the mean scores of bullying in all three components bullying, victimization, and quarrel and coercion in all three verbal, social and physical components in the experimental group were significantly lower than the control group in the post-test. In other words, Narrative therapy has reduced bullying in parentless and neglectful parenting children.

Based on the findings of the research, it can be concluded that narrative therapy has reduced bullying in the parentless and with neglectful parenting children.

The purpose of the present study was to investigate The Effectiveness of Cognitive-behavioral training in anger control on Sympathy and Mental Health in Bullying Male Adolescents with Attention Deficit / Hyperactivity Disorder. This research was a quasi-experimental research with pre-test and post-test design with control group. The statistical population consisted of all bullying Male Adolescents of Yazd in the academic year of 1399-1999. 30 participants were selected Withpurposive sampling method and randomly assigned into experimental and control groups (15 participants in the experimental and 15 in the control group). The research tool was the) empathy questionnaire (Davies, 1983) and General Health questionnaire (Goldberg,1972) that the experimental and control groups responded to in the pre-test and post-test stages. Covariance analysis was used to analyze the data. Results showed that the effect of cognitive-behavioral training on anger control on empathy and mental health of bullying boys students with ADHD (P <0.001). It is recommended that educational centers and schools as well as schools use this treatment to reduce the problems of overactive and bullying students.

Epilepcy is a chronic and neurological disease. The aim of this study was to determain the effectiveness of computer gamesbased on visual skills on visual perception and concentration of children with epilepsy disorder.

This is a quasi-experimental study with pretest and post-test design with control group. The statistical population of this study was all children with epilepsy disorders referring to the epilepsy disorder treatment center in Mashhad. The sample was 30 these individuals have been selected and voluntarily selected according to the criteria and randomly divided into two experimental and control groups. The tools used in this research were the computer focus test (COG) (2012) and the Frostheit Visual Perception Test (1982). Finally, the data were analyzed by descriptive and inferential statistics using covariance analysis. For this purpose, SPSS-24 software was used.

The results showed that there was a significant difference between the mean post-test scores of visual perception (P <0.01) and concentration (P0.05) after elimination of pre-test. The mean score of the post-test group was significantly more than the control group, which meant that the use of computer games in visual skills increased visual perception and concentration.

The results showed that the use of computer games in visual skills increased visual perception, and concentration on the experimental group in the post-test phase, compared with the control group.

The aim of this study was to evaluate the effectiveness of mindfulness and the attention bias program on attention, inhibition and emotional regulation among children with generalised anxiety disorder. This was a quasi-experimental study with a pretest-posttest design. The population of this study consisted of 30 children with generalised anxiety disorder referred to psychiatric clinics in Tehranchr('39')s 20th district selected by the available sampling method and randomly divided into experimental and control groups. The experimental group underwent an integrated program of attention correction and mindfulness for 8 sessions and the control group did not receive any intervention. In addition, parents of all participants completed the brief executive functions test at pre-test and post-test. Data were statistically analysed at two levels of descriptive (mean and standard deviation) and inferential (multivariate analysis of covariance). The results of this study showed that the program of correcting attention bias and mindfulness had an effect on the amount of attention, inhibition and emotion control among children with generalised anxiety disorder (p < 0.001). According to the findings of this study, it could be concluded that the combination of the treatment of attention bias and mindfulness improves executive functions in children with generalized anxiety and can be used in clinical interventions.

The aim of this study was to create a cognitive fault in the philosophy program for children in the form of exploratory loop. Its effect on reducing OCD symptoms in children 8 to 11 with OSD symptoms was implemented in Yazd province. In this research, 10 stories with the characteristics of Fabak stories have been made and used in the philosophy program for children. The present research project was one of the quasi-experimental projects with the experimental group and the control and evaluation group as a pre-test, intervention and post-test, and the OBQ-CV observational opinion questionnaire was used. The research data were analyzed using SPSS-16 software. The inferential statistics index, including the covariance test, was used to examine the difference between the pre-test and post-test scores and the control group and the results showed The rate of obsessive-compulsive beliefs in the post-test group of the experimental group has decreased significantly compared to the control group (p <0.01). Also, the mean of overestimation of risk, perfectionism, extreme responsibility and over-emphasis on thoughts after treatment had a significant decrease (p <0.01). As a result, the positive effectiveness of the philosophy program for children with the aim of creating a cognitive fault was confirmed.

Psychodrama intervention is a roleplaying technique encouraging individuals to express, modulate, and control their emotions. This study aimed to investigate the effect of psychodrama on cognitive regulation of positive and negative emotions in people with panic disorder in Yazd, Iran.

This semi-experimental study was conducted using a preand post-design test with a control group. The study population consisted of all individuals with panic disorder referring to Yazd counseling and psychological centers in 2019. The sample consisted of 30 individuals who were selected through the available sampling method and randomly divided into experimental and control groups. The pre-test was taken, and the participants completed the Granfski Emotion Regulation Questionnaire. Moreover, the experimental group received ten 45-min psychotherapy sessions. After the intervention, both groups were re-tested using the mentioned questionnaire. The data were analyzed using ANCOVA.

The results showed a significant difference between the experimental and control groups in terms of the positive cognitive emotion regulation (P=0.03) and negative cognitive emotion regulation (P=0.02). Moreover, the mean post-test score revealed that the experimental group outperformed the control group.

It can be concluded that psychodrama intervention can be effective in cognitive regulation of positive and negative emotions in individuals with panic disorder.

Type 1 diabetes is among the most prevalent chronic disorders in childhood. Moreover, the incidence of diabetes has increased dramatically over the last 20 years. It potentially threatens the lives of children, impacting the bio–psychological status of affected children and their families. A significant psychological problem in patients with type 1 diabetes is an increased frequency of anxiety disorders. To treat psychological problems, in addition to pharmacotherapy, several cognitive therapies have been devised by researchers during recent years. The most commonly used treatments for anxiety disorders include behavioral therapy, Cognitive–Behavioral Therapy (CBT), family interventions, and pharmacotherapy, or a combination of them. CBT helps the therapist to identify defined patterns and ineffective behaviors and use organized behavioral assignments to address them. This treatment focuses on emotion, cognition, and behavior. Furthermore, hypnosis is a therapeutic approach that could cure anxiety disorders in diabetic children. Psychologists obtain numerous therapeutic achievements using the principles of the cognitive approach; however, the combination of behavioral therapy and hypnotherapy approaches could lead to a more rapid and deeper impact on patients. Cognitive–behavioral hypnotherapy covers several basic techniques, including relaxation, guided imagery, cognitive reconstruction, gradual desensitization, and hypnotic skills training. Thus, the present study aimed to investigate the effects of cognitive–behavioral hypnotherapy on anxiety disorders in children aged 8–12 year with type 1 diabetes.

This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population of this study was all 8–to 12–years–old children with diabetes referring to diabetes treatment centers in Shiraz City, Iran, in 2018. Among the treatment centers, two were selected by convenience sampling method; of which, 30 individuals with anxiety disorders were randomly selected as the experimental (n=15) and control (n=15) groups. The research tool was the Screen for Child Anxiety Related Disorders (SCARED) designed by Birmaher (1999) to assess the symptoms of anxiety disorders according to the Diagnostic and Statistical Manual of Mental Disorders, 4th Edition (DSM–IV) criteria in children and adolescents aged 8 to 17 years. The experimental group was then subjected to cognitive–behavioral hypnotherapy for 5 weeks; one 2–hour session per week. However, the control group received no intervention. The posttest was performed after the completion of the treatment course and the follow–up was conducted three months later. The obtained data were analyzed by repeated–measures Analysis of Variance (ANOVA) in SPSS at the significance level of 0.05.

The repeated–measures ANOVA results suggested that hypnosis therapy reduced the overall anxiety (p<0.001), social phobia (p<0.001), social anxiety (p<0.001), and school phobia (p<0.001) in the investigated children with type 1 diabetes; however, it had no significant effect on the anxiety and the separation anxiety of this group.

In general, cognitive–behavioral hypnotherapy could improve anxiety disorders in children aged 8 to 12 years. The present study results supported the findings of previous studies; they indicated the beneficial effects of cognitive–behavioral hypnotherapy on reducing the types of anxiety and its destructive consequences on the lives of children with type 1 diabetes. Additionally, children are responsive hypnosis subjects and more likely to be hypnotized than adults. Besides, their hypnosis capabilities are reduced by increased age, rationalization, and becoming more realistic. It is therefore possible to use this therapeutic approach to treat the types of anxiety and other acquired diseases in children.

Type 1 diabetes is among the most prevalent chronic disorders in childhood. Moreover, the incidence of diabetes has increased dramatically over the last 20 years. It potentially threatens the lives of children, impacting the bio–psychological status of affected children and their families. A significant psychological problem in patients with type 1 diabetes is an increased frequency of anxiety disorders. To treat psychological problems, in addition to pharmacotherapy, several cognitive therapies have been devised by researchers during recent years. The most commonly used treatments for anxiety disorders include behavioral therapy, Cognitive–Behavioral Therapy (CBT), family interventions, and pharmacotherapy, or a combination of them. CBT helps the therapist to identify defined patterns and ineffective behaviors and use organized behavioral assignments to address them. This treatment focuses on emotion, cognition, and behavior. Furthermore, hypnosis is a therapeutic approach that could cure anxiety disorders in diabetic children. Psychologists obtain numerous therapeutic achievements using the principles of the cognitive approach; however, the combination of behavioral therapy and hypnotherapy approaches could lead to a more rapid and deeper impact on patients. Cognitive–behavioral hypnotherapy covers several basic techniques, including relaxation, guided imagery, cognitive reconstruction, gradual desensitization, and hypnotic skills training. Thus, the present study aimed to investigate the effects of cognitive–behavioral hypnotherapy on anxiety disorders in children aged 8–12 year with type 1 diabetes.

This was a quasi–experimental study with a pretest–posttest and a control group design. The statistical population of this study was all 8–to 12–years–old children with diabetes referring to diabetes treatment centers in Shiraz City, Iran, in 2018. Among the treatment centers, two were selected by convenience sampling method; of which, 30 individuals with anxiety disorders were randomly selected as the experimental (n=15) and control (n=15) groups. The research tool was the Screen for Child Anxiety Related Disorders (SCARED) designed by Birmaher (1999) to assess the symptoms of anxiety disorders according to the Diagnostic and Statistical Manual of Mental Disorders, 4th Edition (DSM–IV) criteria in children and adolescents aged 8 to 17 years. The experimental group was then subjected to cognitive–behavioral hypnotherapy for 5 weeks; one 2–hour session per week. However, the control group received no intervention. The posttest was performed after the completion of the treatment course and the follow–up was conducted three months later. The obtained data were analyzed by repeated–measures Analysis of Variance (ANOVA) in SPSS at the significance level of 0.05.

The repeated–measures ANOVA results suggested that hypnosis therapy reduced the overall anxiety (p<0.001), social phobia (p<0.001), social anxiety (p<0.001), and school phobia (p<0.001) in the investigated children with type 1 diabetes; however, it had no significant effect on the anxiety and the separation anxiety of this group.

In general, cognitive–behavioral hypnotherapy could improve anxiety disorders in children aged 8 to 12 years. The present study results supported the findings of previous studies; they indicated the beneficial effects of cognitive–behavioral hypnotherapy on reducing the types of anxiety and its destructive consequences on the lives of children with type 1 diabetes. Additionally, children are responsive hypnosis subjects and more likely to be hypnotized than adults. Besides, their hypnosis capabilities are reduced by increased age, rationalization, and becoming more realistic. It is therefore possible to use this therapeutic approach to treat the types of anxiety and other acquired diseases in children.

The purpose of Demonstrating Communication Skills in Shy Students and Social Anxiety.

This study was a quasi-experimental study using a pretest-posttest design with a control group. The statistical population of the study consisted of fifth and sixth grade students with shyness in 1999-98. 24 students were selected by convenience sampling method and were randomly assigned to experimental and control groups. Participants responded to shyness and social anxiety questionnaires in pre-test and post-test stages. The intervention group received the demonstration-based communication skills training in 9 sessions of 1 hour and 2 sessions per week, while the control group did not receive any intervention during the study period. Data were analyzed using analysis of covariance.

The results showed that demonstrating communication skills training had a significant effect on shyness and social anxiety in shy students (p

It has been observed that short–term solution–focused approach training is effective in addressing behavioral, emotional and educational problems, and promoting social and communication skills in different groups of clients, including teenagers and students. This study aimed to examine the group training of solution–focused approach on examination anxiety and self–esteem of students and this study is seeking to answer this question: whether group training of solution–focused approach is effective in examination anxiety and self–esteem. 

The research design was a quasi–experimental design with control group and was examined in a way such as pre–test, intervention and post–test. The statistical population of this study consisted of all female students of first secondary school of Koshkuiyeh in 2016–2017 academic year with 352 students. Among the first secondary schools of Koshkuiyeh, a school was randomly selected and after initial screening, 50 female students who had high examination anxiety and low self–esteem were randomly assigned to two experimental (n=25) and control groups (n=25). The educational intervention program was conducted in 8 sessions of 90 minutes based on the educational sessions of solution–focused approach. In order to measure the desired variables such as examination anxiety and self–esteem used Speilberger and Cooper Smith Self Esteem Inventory respectively. In this research, we used the descriptive statistics method to answer the research hypotheses including: frequency, percentage and cumulative frequency, mean and standard deviation and in order to determine real data, we used Kolmogorov–Smirnov Test and for answering the research question was used Analyze of Covariance test with SPSS–22. 

The results showed that there was a significant difference between the examination anxiety scores in post–test after eliminating the effect of pre–test (p≤0.001). The results also showed that there was a significant difference between the scores of self–esteem in post–test after eliminating the effect of pre–test (p≤0.001). 

According to the results of this study, it can be stated that a solution–focused brief therapy can reduce the examination anxiety in high school girls.

Thalassemia is one of the global health problems and the most common hereditary anemia in the world. Thalassemia can have many adverse effects on the patient, family and community. Therefore, it is necessary to examine the solution to improve the quality of life of these patients. Positive parenting program is one of the most effective interventions on parenting styles and parenting communication with children, which planed and developed by Sanders et al. This program is established based on the principles of social learning and prepare parents to better deal with their children and researchers used it to study and improve the parent–child relationship. Even it had an appropriate impact on the relation of children with intellectual disabilities with their mothers. The purpose of this study was to investigate the effectiveness of teaching a positive parenting program on reducing the anxiety and aggression of children with thalassemia in terms of drug control in Shiraz, Iran.

The research design was a quasi–experimental design with experimental group and control group and it evaluated by pre–test, intervention and post–test. The statistical population consisted of all children aged 8–15 years old with thalassemia who referred to Shahid Dastgheib Hospital in Shiraz (Fars province, South of Iran) in 2014–15. The statistical sample was 32 children who were randomly assigned to two experimental groups (n=16) and a control group (n=16). To measure the desired variables, such as anxiety, screening test was used to emotional disturbances associated with childhood anxiety; Scard questionnaire (1997) and Nelson's anger inventory (2000) were used to measure aggression. In order to conduct the research plan, the parents of the experimental group were under the eight sessions of the positive parenting program (every week one session). At the end of the sessions, pre–test was taken from the subjects. The subjects were subjected to post–test. Data were analyzed using independent t–test and dependent t–test and covariance analysis using SPSS 22 software.

The results of covariance analysis showed that 8 sessions of positive parenting program reduced children's anxiety (p≤0.001) and children's aggression (p≤0.001) with thalassemia. Independent t–test showed that there was no significant difference in children's anxiety in the pre–test between the experimental and control groups but there was a significant difference between the experimental and control groups in the post–test (p<0.001). In addition, there was no significant difference in the aggression of children in the pre–test between the experimental and control groups. However, there was a significant difference between the experimental and control groups in the post–test (p=0.006). Results of t–test showed that there was a significant difference in children's anxiety between pre–test and post–test in the experimental group (p<0.001), but there was no significant difference between pre–test and post–test in the control group. In addition, here was a significant difference in children's aggression between pre–test and post–test in experimental group (p<0.001), but there was no significant difference between pre–test and post–test in control group.

According to the results of this study, it could be stated that 8 sessions of positive parenting program could reduce children's anxiety and the incidence of aggression in children with thalassemia. Furthermore, teaching a positive parenting program to mothers of children with thalassemia can have a positive effect on decreasing the anxiety and aggression of these children. Therefore, positive parenting program can be used as an effective treatment for the treatment of anxiety and aggression in children with Thalassemia.

teenagers, the main stratum of society and vulnerable communities build the future; therefore, psychologists and educators have long studied the factors affecting their mental health. One of the major factors in adolescents is depression.
This study is a pilot study using a control group. The study population consisted of all high school (2th cycle) girls secondary school in the academic year 2014-2015. Using the example of cluster of secondary school students in the second round included 30 patients (15 in experimental group and 15 control group). In this study, Beck Inventory (BDI-II) is used. For data analysis, multivariate analysis of covariance (MANCOVA) is used.
The results showed that 15 sessions of behavioral activation therapy tailored to adolescents have symptoms of depression in adolescents between the experimental and control groups after adjustment for covariate (pretest) to test a significant difference (F(1,27)= 61.52, P Based on these findings, based on behavioral activation treatment can reduce symptoms of depression as a practical way to help young people and as an effective method of treatment is used in therapy sessions. Using this method can be depressed adolescents to become an active member of society and improve their participation in the fields.

Generalized anxiety disorder (GAD) is an anxiety disorder characterized by excessive and unreasonable worries about everyday event and activities.   In general, anxiety disorder has a more chronic course than a panic attack, and can last for months. The prevalence of anxiety disorders in women, in general, is twice that of men. The 12-month prevalence of generalized anxiety disorder in adolescent and adult in the American public community is 9 percent and 9.2 percent respectively. The risk of developing a lifespan of 9.9% is estimated. The main difference that can be seen in different categories of patients is the concern of the individual. Children and adolescent are more concerned about school and sports issues, while older people are more concerned about family health and physical well-being, so it seems that the content of an individual's concerns is appropriate to his or her age. The severity of the symptoms in younger adults is higher than in older adults. The purpose of this study was to determine the effectiveness of acceptance commitment therapy on rumination and well-being of adolescent with generalized anxiety disorder. Rumination is defined in psychology as the necessary focus of one’s attention on the symptom and cause of distress.  And the consideration of its reasons and its results rather than focusing on its solution. The similar rumination is a concern, with the difference that rumination focuses on bad feelings and past experiences, while worries about the potential for adverse events in the future Acceptance commitment therapy is a form of counseling similar to cognitive-behavior therapy. It is an empirically-based psychological intervention that uses acceptance and mindfulness strategies mixed in different ways. With commitment and behavior-change strategies, to increase psychological flexibility. The approach was initially called comprehensive distancing. As begun in 1982 by Steven C. Hayes and was first tested by Robert Zettle in 1985, but was built out into its modern form in the late 1980s. There are a variety of protocols for ACT, depending on the target behavior or setting. The method of this study is a quasi-experimental type with pre-test and post-test. That 40 male students with a generalized anxiety disorder are selected randomly and are considered randomly and evenly in experimental and control groups. Treatment has been performed in 12 sessions through 1-hour session over three months on the experimental group. To collect data, researchers there have been used generalized anxiety questionnaire (2006), psychological well-being questionnaire of Ryff (1980) and rumination questionnaire (Nollen Hoeksema, 1991). Generalized anxiety questionnaire is easy to use the 7-item instrument, based on DSM-IV criteria, for identifying probable GAD cases. It has excellent psychometric properties, is easy to administer and does not involve any burden for the patient or the clinician. Carol ryff develops ryff psychological well-being. Carol Ryff has conceptualized psychological well-being as consisting of 6 dimensions: autonomy, environmental mastery, personal growth, positive relations with others, purpose in life, self-acceptance.  Nolen-Hoeksema of rumination questionnaire is a self-report measure of rumination that has 22 items and excellent psychometric properties. The result shows that acceptance commitment therapy can increase psychological well -being and reduce rumination. The mean for psychological well-being in the experimental group was 306.60 in pretest, and in post-test it was 348. While in the control group it was 326.75 in pre-test and 318.35 in post-test. Covariance analysis shows that there is a significant difference between two groups (P<0.05). Also, the result shows that the mean of rumination in the experimental group was 60.60 in pretest and 41.15 in the posttest. While in the control group it was 47.10 in pretest and 47.55 in the posttest. In acceptance and commitment therapy, participants are encouraged to improve their commitment to have a healthier, better life, this also includes behavioral strategies when faced with negative thoughts and emotions. Therefore, acceptance and commitment therapy can improve psychological well- being and reduce rumination, for this reason, the use of this treatment was recommend to psychologist and counselors.

For children and teens, the acquisition of language has a profound effect on their growth. Effective verbal ability is needed for playing, communication with peers, academic achievement, general knowledge and behavioral and emotional development. Conversely, if the child's communicative function is not fully developed, there is a harmful social impact and an increased risk of psychiatric disorders such as anxiety, stress, depression, low self-esteem, and etc. The onset of stuttering is in the age range of 6 to 7, simultaneously with the development of emotional and social adaptability when children are most susceptible to this disorder. Self-esteem is a sense of worthiness. This sense comes from the sum of our thoughts, feelings, emotions and experiences throughout life. Stuttering teens have a negative opinion about their speech impairment, and they consider themselves incompetent since their childhood. These teenagers are reticent and lonely, and do not attend the crowd because of their fear of being mocked, especially among peers. They are not comfortable in their communications with family and friends. Acceptance and commitment therapy ACT is one of the traditional cognitive behavioral therapies. Its underlying principles include: 1) Adoption, or the desire to experience pain or other turbulent events without resorting to them. 2) Value-based action or commitment with desire to act as meaningful personal goals rather than eliminating undesirable experiences. Anxiety and self-esteem are thought to be factors that can affect quality of life. A treatment option is to reduce anxiety and increase self-esteem of these adolescents. The aim of this study was to investigate the effect of acceptance and commitment therapy on anxiety and self-esteem among stuttering adolescents aged 14-16 years old.
This is a two-group pretest-posttest quasi-experimental study. The population consisted of all stuttering adolescents at the age range of 14 to 18 years’ old who were referred to Rehabilitation clinics in Mobarakeh-Iran. Convenience sampling was used to recruit 20 participants. The participants were assigned to the experimental and control groups in equal numbers. The experimental group received 8 sessions of Acceptance and Commitment therapy. Anxiety level was measured by Depression and Anxiety Inventory (DASS-21) and self-esteem with Eysenck Self-Esteem Questionnaire (before and after the intervention). Validity and Reliability of the Anxiety Scale (DASS-21) in Iran were studied by Samani Jokar (2007). The results of calculating the correlation between the factors, the questionnaire in Anthony et al.'s study showed a correlation coefficient of 0.63. Each subscale of anxiety consists of seven statements. The Eysenck self-esteem questionnaire has 30 statements with scores ranging from 0 to 30, the higher the score, the higher the self-esteem. Hermazi Nezhad (1380) reported a validity of 74.7 for female students and 0/79 for male students. The coefficient of reliability was reported using Cronbach's alpha method to be 0/88 using the standard method to be 0/87. Single-variable and multi-variable variance were used to examine the research hypotheses.
Data analysis showed that group therapy based on admission and commitment had a significant effect on anxiety scores (F=17.127, p Group therapy based on Acceptance and Commitment among stuttering adolescents decreased anxiety and increased self-esteem.

Stuttering is a motor disorder that disrupts the fluent and connected speech flow and appears with different severities. As a special childhood phenomenon, it begins in the age range of 6 to 7, which coincides with the development of emotional and social adaptability, when children are most susceptible to this disorder and in some exceptional cases in early childhood at the age range of 2-4. Some people who have stuttered in the early stages of puberty continue to do so well into the adulthood. This disorder is more common among boys than girls in proportion of two to one. In fact, the reasons for stuttering among children are not yet known. However, what is somewhat clear is that it cannot have a single cause. Rather, a cohort of physical, emotional, or social causes often causes it. Many people with stuttering have some neurological discomfort and social inaccuracies. However, it is very difficult to determine whether such mental disorders are the cause of stuttering. In some cases, stuttering may be due to inadequacies and disorders of the nervous system; in other cases, stuttering from childhood may be due to some mild physiological abnormalities. The purpose of this study was to investigate the effect of speech therapy with stress management on reducing the severity of stuttering among individuals over 18 years old in Isfahan-Iran.
This is a two-group pretest-posttest quasi-experimental study. The population consisted of all people between the age of 18 to 25 years’ old who went to public and private speech therapy clinics in Isfahan in autumn and winter of 2017. Convenience sampling used to recruit 34 participants. The participants were assigned to the experimental and control groups in equal numbers. The experimental group received speech therapy with stress management. The research instrument was The Stuttering Test (SSI4). SSI4 is one of the most important and most reliable stuttering severity measures. This instrument used as a partial description of stuttering and outcome measurement. The inter-reliability of this instrument is 0.93 to 0.98. Riley developed this instrument in 2009, translated, and normed by Tamasebi in Iran. Covariance analysis used to analyze the data through Statistical Package for Social Sciences (SPSS) software version 21.
The results showed significant improvement in frequency, duration and physical behavior (p The study showed that speech therapy in conjunction with stress management via cognitive behavioral therapy could improve adult stutter. Thus, the aforementioned method can be used for treating adult stuttering.

Autism spectrum disorder is a nerve growth disorder that is classified as affecting social interaction including limited interests, repetitive activities and behavioral patterns. This disorder initiates prior to age 36 months, and generally manifests itself when the patients are less than three years old. Autism is one the most chronic and unknown children disorder with many unknown aspects. It is necessary to devote a noticeable amount of research and clinical practice to this disorder due to its large spread (1% among the population) and its chronic nature. Parents like to have healthy and successful children; therefore, accepting that their children are sick is difficult for them and often provokes denial. By the time parents accept their children’s problem, they don’t know how to help them. Acceptance and Commitment therapy (ACT) is one of the third wave's cognitive behavioral therapies and is currently being used in the treatment of a number of psychological conditions and disorders. It also enhances psychological flexibility and subsequently improves individual’s mental health. Acceptance and Commitment therapy invites people to open up to unpleasant feelings, and learn not to overreact to them, and not to avoid situations where they are invoked. This research investigates the effect of Acceptance and Commitment therapy on acceptance and defense style in mothers of autistic children with denial defense style.
This is a two-group pretest-posttest quasi-experimental study. The population consisted of all clients with autism spectrum referring to special children’s school in 2015. Convenience sampling was used to recruit 40 participants. The participants were assigned to the experimental and control groups in equal numbers. The experimental group received Acceptance and Commitment Therapy in 8 sessions- each 90 minutes. The research instruments were Defense Style Questionnaire (DSQ) and Acceptance and Action Questionnaire-2(AAQ-2). DSQ questionnaire was developed by Bond in 1983 to evaluate 3 defense mechanisms: mature, immature and neurotic styles. AAQ2 was developed by Abbasi in Iran. Alpha Cronbach for this questionnaire is 0/89. Co-variance analysis was used to examine the research hypotheses.
The results showed that Acceptance and Commitment therapy can increase acceptance in mothers of autistic children. The mean scores for acceptance measure in the experimental group increased from 18.2 in pre-test to 28 in the post-test, while in control group it increased from 16.8 in the pre-test to 17.2 in the post-test. Covariance analysis showed that there was a significant difference between two groups (P0.05). The mean score for commitment measure in the experimental group increased from 7.9 in the pre-test to 11.3 in the post- test. In the control group the same mean score increased from 9.7 in the pre-test to 9.6 in the post- test. The result showed that Acceptance and Commitment therapy can reduce use of immature defense styles in mothers of autistic children (p=0.01). Also, the results of covariance analysis showed that there was no significant difference between mature and neurotic defense styles in experimental and control groups in the posttest.
In acceptance and commitment therapy, the participants are encouraged to improve their commitment to have healthier lives, including behavioral strategies when facing negative thoughts and emotions. Therefore, ACT can have effective influence on adjustment of parents.

Reading is one of the human's communicative skills. Phonological awareness and rapid automatized naming are parts of the person's linguistic knowledge. Research in different languages and communities suggest that there is a relation between phonological awareness, rapid automatized naming and reading. To survey these relations in Persian language is the aim of this study. In this study 130 male students from the first grade were selected at random. They were normal in IQ, visual and hearing status. Language development was also normal in these children. This study was a cross-sectional one. Pearson correlation coefficient and linear regression test were used to analyze data. The relation between phonological awareness and automatized rapid naming was significant (p<0.0001). Pearson correlation coefficient between phonological awareness and reading was direct (0.86). Pearson correlation coefficient between rapid automatized naming and reading was indirect that equals -0.87. In investigating the relation of two variables simultaneously with reading we concluded that the relation between phonological awareness, rapid automatized naming and reading is statistically significant (p<0.0001). The results of this research revealed that in Persian language like other languages there is a relation between phonological awareness, rapid automatized naming, and reading. Reading skills of children could be improved with this exercises

Speech is the essential need of the social life. To acquire that, children highly rely on the normal senses and speech full environment. The normal auditory senseis the most important need. Early amplification intervention in children with hearing difficulties is advised. Cochlear implant technology provides an effective help for hearing-impaired children in recent decades. With regards to new and limited implantation services in Iran, the effects of operation age on speech and language of im¬planted children was not studied yet. The purpose of this study was to compare articulation errors in co¬chlear implanted children with different operation age. In this crosssectional study, ten cochlear implanted children before three and eleven after four years old were evaluated. The participants were without any anatomical, visual, and intelligence abnormality and 2.5-3 years was passed from their operation. Then, by using Picture Pho-netic Test (PPT), the articulation errors of individuals were extracted and for more evaluation of the er-rors and complete of PPT, we, also used their excited connected speech by presenting pictures. By applica¬tion of t-test and using SPSS software, the data was analyzed. Data analysis indicated that, there was meaningful significant difference between substitute er¬rors and whole errors in two gropes but there was not meaningful significant difference between de-stroyed errors in two gropes. The children who undergoing operation after 4 years old had severed articulation disorder than other grope. These issues indicated that the earlier operation of children will lead to improve the speech skills and reduced the articulation errors.