shahrooz nemati

The aim of this study was to investigate the effectiveness of the integrated educational protocol (PCSP) and its literacy components in dyslexic children. In this fundamental research, 32 dyslexic boys from second to fourth grades who were enrolled in special schools in Tehran during the academic year 2021-2022 were selected using targeted sampling and assigned to experimental and control groups. The quasi-experimental method was employed to conduct the study. The experimental group was subsequently instructed in the Parenting, Cognitive Training, Self-compassion, Integrated Educational (Parenting, Cognitive promotion, Self-compassion) Protocol (PSCP), which included special parenting training, self-compassion training designed specifically for these children and cognitive promotion using Sina software. This training was conducted concurrently with the regular teacher training, while the control group received only direct teacher training. The Nama reading test was employed as a pre-test and post-test to evaluate the reading components of these students in both groups. Next, the mixed factor variance measurements were analyzed in SPSS-21 software to analyze the data extracted from the research. The results of this research indicated that the PCSP multifaceted intervention program had a significant effect on literacy components, and this effect remained consistent during the three-month follow-up. Therefore, it was determined that this Protocol has the potential to enhance the literacy abilities of dyslexic children. It is recommended that this intervention program be implemented in conjunction with the standard training of educators. The results can be attributed to the neuroplasticity of the human brain hypothesis, Vygotsky’s and Piaget's theory, Barclay's model of executive functions, and the self-compassion approach.

Intellectual and developmental disabilities are a neurodevelopmental condition which has been devoted to many types of research. Current research aimed to study the structural model of the relationship between spiritual intelligence, life satisfaction, positive religious coping, and resilience in parents of children with intellectual and developmental disabilities. The research design was a correlational and path analysis method. The statistical population included all mothers of children with intellectual and developmental disabilities in the city of Tabriz. By convenience sampling, 200 mothers of this group were selected and The King’s spiritual intelligence, Diener's and colleagues' Satisfaction with Life, Pargament's & Pargamment’s and et al Positive Religious copying, and Connor-Davidson’s Resiliency inventories were used to gather the data. The path coefficients revealed that expanding awareness leads to increasing resilience and life satisfaction and personal meaning production leads to increased positive religious copying and positive religious copying, which also leads to increased resiliency. It seems cogno-motivating process within spiritual intelligence provides mothers of children with intellectual and developmental disabilities with the possibility of using the essential sources and abilities to achieve necessary adaptation. Also, by using the capacity of spiritual intelligence with the skills of resilience and religious coping strategies, they create the conditions of adaptation besides the challenges which result in their life satisfaction. It is suggested to carry out more research on the role of religious and spiritual structures in the areas of intellectual and developmental disabilities, as well as pay attention to the role of religion, especially spirituality, in intervention processes for this group of families.

The aim of the current research was to study the effectiveness of the home-school collaboration training program on academic performance and behavioral disorder in students with attention-deficit/hyperactivity disorder. The research design was a quasi-experimental pretest-posttest with a control group. The study population included parents, teachers, and students with attention-deficit/hyperactivity disorder in schools in the 4th district of Tabriz in 2021, that 30 of them were selected by using the convenience sampling method and randomly assigned into experimental and control groups. The academic performance questionnaire of Dortaj (2005) and Rutter̓s Children Behaviour Questionnaire for teachers(1964) were used to collect the data. The home-school collaboration program was trained in nine sessions for parents and teachers. Multivariate analysis of covariance revealed that there was a significant change in academic performance and behavioral disorder in the experimental group under the influence of a home-school collaboration training program(p<0/05). Due to the effectiveness of the home-school collaboration program training, the development and implementation of this program is recommended for other groups with disabilities, teachers and their parents.

This study aimed to examine the effectiveness of a positive intervention program based on the components of resilience and forgiveness in the emotional autonomy and emotional processing of victimized students. The research design was a semi-experimental pre-test and post-test type with a control group and a three-month follow-up period. The research population included all male and female students being victims of bullying in second secondary schools in Bostan Abad, Iran in the academic year of 2023-2024. A sample of 30 students were selected using the convenience sampling method and were. randomly assigned into experimental and control groups. Bullying Victims Questionnaire, Emotional Autonomy Scale, and Emotional Processing Scale were used to collect the data. The intervention program was implemented in the 8th session of 45 minutes in groups and with gender separation for the experimental group and the control group did not receive any training. The results of the analysis of variance with repeated measurements showed that the positive psychology intervention based on resilience and forgiveness components significantly increased the emotional autonomy and improved the emotional processing process of victimized students. This continued in the follow-up period. Therefore, the results of this research can be used to improve the professional skills of teachers, school counselors, and educational psychologists in order to properly face the problems of students and to improve the connection and communication with teenagers.

The current research aimed to promote peer interaction through self-regulatory strategies in students with specific learning disabilities.

The study has a quasi-experimental design of the pre-test and post-test with the control group. The statistical population included all students with specific learning disabilities in the primary schools of Tabriz City. The sample included 30 subjects with specific learning disabilities (15 in the experimental group and 15 in the control group), who were selected by convenience sampling. The Hudson Peer Relationship Scale was used for pre-test and post-test to collect the required data. Self-regulatory strategies training for the experimental group was presented in eight sessions for two months.

Covariance analysis revealed that training self-regulatory strategies significantly improves peer interaction in students with specific learning disabilities.

Due to the effective role of training self-regulatory strategies in improving the interaction of students with learning disabilities with their peers, the development and implementation of this program for other groups of developmental disabilities is recommended as well.

The current research aimed to study the effectiveness of the Strong Kids’ socio-emotional program on emotional regulation and academic help-seeking in students with specific learning disabilities.

The research utilized a semi-experimental pre-test-post-test design with a control group. The study focused on students with specific learning disabilities during the 2021-2022 academic year in Tabriz city. The sample included 30 students from third to fifth grades, with 15 in the control group and 15 in the experimental group selected through random sampling. The experimental group participated in a 12-session social-emotional training program for strong children, while the control group did not receive the intervention. Data was collected using emotion regulation scales from Shield and Kikti (1997) and academic help-seeking questionnaires from Ryan and Pintrich (1997) in pre-test and post-test assessments.

The results of the multivariate covariance analysis indicated that the social-emotional educational program for strong kids had a significant impact on emotion regulation and academic help-seeking (P<0.05).

Based on the effectiveness of the program, its implementation with other groups of developmental disabilities is recommended. Additionally, the findings of this study can be useful for experts in the field and parents of children with specific learning disabilities.

The purpose of this research was to systematic examination and present a meta-combination of the research related to the third kind of socio-emotional learning for elementary students with a specific learning disability. The study was qualitative using a meta-combination with synthesis study approach. The needed data were collected through a search of keywords of socio-emotional learning, specific learning disability, a neuro-developmental disorder in the library resources, theses, and the articles existing in the databases of ERIC, Google Scholars, PubMed, Science Direct, Scopus, Springer, Magiran, Irandoc during 1990-2021. In order to search for the information in the Iranian and foreign databases was used both in separation and in combination. The theoretical bases and the main and combination concepts were extracted, and the concept was analyzed and classified. The results of the examination and analysis of the studies and research showed that the intervention program of the third kind of socio-emotional learning was effective in the fields of psychological problems and disorders. The findings of this research by identifying the nature of the intervention program of the third kind of socio-emotional learning show that regarding the existing theoretical and experimental, this idea could be proposed as an instructional package for the students with a specific learning disability.

The aim of the current research was to investigate the methods of managing notorious substance-dependent individuals globally to design intervention programs in Iran.

The research design involved an analytical systematic study. In this regard, to find documents related to the management practices of notorious substance-dependent individuals worldwide, an integrated search and analysis of articles published until 2023 was conducted in PubMed, Springer, Scopus, Pro Quest, Elsevier, Science Direct, National Institutes of Health, and Google Scholar databases.

The findings indicated that the texts focused more on pain management, self-management, motivational interviewing, primary care, barriers to health services, education, patient-centered care, quality of life, and mental health.

According to evidence-based findings, a range of interventions are recommended for Iran's notorious substance-dependent individuals, including comprehensive behavioral and pharmaceutical interventions, accommodation-based interventions, harm reduction strategies, peer mentoring programs, alternative therapies, employment and vocational training programs, faith-based interventions, and interventions based on criminal justice.

word problem solving is a key component in learning mathematics that starts from elementary school. Conventional teaching methods in schools have had little success in improving the word problems in students with specific learning disorder. The aim of this study was to investigate the effectiveness of schema-based instruction in improving the math word problems in students with specific learning disorder with mathematical impairment.

The present study is a quasi-experimental study in the form of ABA design as a single case. The case of this study was an 8-years old male student in the third grade of primary school who referred to the LD of District 4 of Tabriz. The tools used in this study include; WISC-IV, Iran Key Math , word problem solving fluency(WPS-F).

The findings of the study showed the effectiveness of schema-based instruction in improving the math word problems, which these interventions were able to improve the subjectchr('39')s condition by 53% from the baseline.

The results showed that students with special learning disabilities with mathematical impairment can learn word problem-solving skills well using schema-based instruction.

Trying to establish emotional and intimate relationships with others is one of the important needs of youth. In recent years, with the advances in technology and the emergence of communication technologies, including social media, the crush phenomenon has become common among young people. In the same vein, the aim of the current research was to study crush from the student’s point of view. The research design was phenomenological and qualitative. The statistical population included all of the universitarian students at the University of Tabriz in 2022, who were selected by convenience sampling. Semi-structured interviews were conducted with 20 members of this group of students until they reached the theoretical saturation stage. Data analysis was performed using Colaizzi’s analysis method and identifying the main and sub-themes indicated that the reasons for choosing Crush as a method of communication include psychological reasons such as low self-esteem, shyness, and ingratiate and some social reasons such as rejection by friends, making friends, lack of communication skills, friend's compulsion to have a crush on someone, fear of inferiority and being mocked. According to these findings, it is necessary to provide programs of psychological and educational interventions to improve interpersonal interaction skills.

The research aimed to investigate the correlation between reliance and attachment to God with psychological well-being and academic achievement among students. The study utilized a descriptive correlational research design. The target population comprised students at Tabriz University in 2023-2024, with a sample of 200 students selected through simple random sampling. Data collection involved using the Zarei Matin Reliance in God scale, the Ghobari Bonab and Haddadi Attachment to God scale, the Ryff Psychological Well-being scale, and the Dortaj Academic Performance scale. Simultaneous regression analysis revealed that both attachment to God and reliance on God were significant positive predictors of students' psychological well-being. However, when it came to academic performance, reliance in God emerged as the sole predictive variable, while attachment to God did not show predictive value. It appears that attachment and reliance on God play crucial roles in psychological health and well-being, but in terms of academic performance, reliance on God is more influential, whereas attachment to God does not have a significant impact. Therefore, further research should explore other influential factors such as motivation levels, personality traits, and contextual elements.

The purpose of the present study was to study the efficacy of cognitive rehabilitation in enhancing the numerical calculations, comprehension, and production abilities of students with special learning disabilities in the subject of mathematics. The current study employs a quasi-experimental design. Students who were referred to the four centers for learning disabilities in Rasht in 2019 (Dehkhoda 1 and 2, Shahid Yaghoubi, and Shahid Eskandari) comprised the statistical population of the study. A sampling method that was readily accessible was utilized, with a sample size of 30 males. The participants were divided into two groups of 15 (experimental and control) at random. To this end, the group “Experiment” underwent a 12-session cognitive rehabilitation intervention of memory and attention utilizing software (ARAM).Data for the pre-test and post-test phases were collected using the Key Math Scale (KMDT), RAVEN intelligence test (RCPM), Academic Achievement and Mathematical Diagnosis Test (SATDMA), and Mathematical Reinforcement Training Program Based on Intervention Response Model (MRTPBIRP).Multivariate covariance and SPSS-22 software were utilized to analyze the data. Students with special learning disabilities have demonstrated an increase in the utilization of numerical comprehension, numerical production, and numerical calculation as components of their cognitive rehabilitation in mathematics, according to the findings. Based on the findings, it can be concluded that cognitive rehabilitation programs have been effective in improving comprehension, production and numerical calculations and can be used as part of empowerment programs in the field of education.

The present study was conducted to model the structural equations of the mediating role of family functioning in the relationship between childhood trauma and attachment styles in the tendency to cyberbullying among secondary school students.

The method of the present research was descriptive of correlation and structural equation model. The statistical population of the present study was all the students of the second secondary level of Marand city in the academic year of 1402-1403, from among them a sample of 321 people was selected by multi-stage cluster random sampling method and according to childhood trauma questionnaires Bernstein and et al. (2003), attachment styles Hazan and Shaver (1987), family functioning Epstein et al. (1983), and cyberbullying Antoniadou et al. (2016). Data analysis was done with SPSS and AMOS software.

The findings showed an indirect and significant effect of trauma and attachment styles on cyberbullying through family functioning. In other words, the findings showed that childhood trauma and attachment styles have a direct and significant effect on family functioning and family functioning on cyberbullying.

The results of the present study showed that, in general, childhood trauma and attachment styles can be a good predictor for cyberbullying of students through family functioning.

This research aimed to study the relationship of altruism and meaningfulness of life with job satisfaction of teachers of students with intellectual and developmental disabilities. The study population included special education teachers in Tabriz. Convenience sampling was used to select 180 of them. The Carlo et al. revised social attitudes, Minnesota job satisfaction, and Steger meaningful life scales were used to collect the data. Multiple regression analysis revealed that meaningfulness of life and altruism can significantly explain the changes related to job satisfaction. Among the predictor variables, expressive empathy, participatory empathy and the presence of meaning positively and significantly predict teachers' job satisfaction (p<0.05). Altruism and meaningfulness of life help increase teachers' job satisfaction through search for meaning, presence of meaning, expressive empathy and participatory empathy.

Given the importance of enhancing and developing the educational aspects of students who bully others, which includes strengthening their well-being and academic enthusiasm, and considering the advancement of social dimensions and factors, the concept of social competence emerges as a crucial and foundational approach in educational interventions. Its role in mitigating bullying behaviors and reinforcing the well-being and academic enthusiasm of students who bully others forms the fundamental challenge of this research. This study seeks to answer whether training in social competence effectively impacts the bullying behaviors, well-being, and academic enthusiasm of students who bully others. There exists a significant gap in experimental research regarding the effectiveness of social competence on bullying behaviors, well-being, and academic enthusiasm of students who are bullied. The intervention and training of social competence for students who bully others could be seen as a promising strategy in improving the bullying behaviors, well-being, and academic enthusiasm of these students. Therefore, given the problem at hand, that bullying among students is a fundamental issue rooted in factors such as the prevalence of bullying behaviors, academic well-being, and academic enthusiasm, there is a need for social competence training in these areas. This study investigates the effectiveness of social competence education on bullying behaviors, well-being, and academic enthusiasm of students who bully others.

The current research was applied in nature and employed a semi-experimental methodology with pre-test and post-test, including a control group. The statistical population comprised male students from the academic year of 2022-2023, who were selected via a random one-stage cluster method from a first-year high school in the 2nd district of Urmia for the purpose of the study. A sample of 30 male students who had been bullied was screened using a standard scale and randomly divided into two groups of 15. The criteria for inclusion in the intervention were informed consent, having experienced being a victim, and not having other concurrent injuries and disorders. The criteria for exclusion were non-participation in all training sessions. Initially, bullying behaviors, well-being, and academic passion were assessed as a pre-test from the groups under study. Subsequently, ten sessions of Felner's (1990) social competence training were conducted for 60 minutes over a month for the experimental group, while the control group did not receive such training. After completing the training, the post-test scores were obtained using the same standard scales that were coded, and the identity of the respondent was kept anonymous. Descriptive statistics (mean index and standard deviation) and inferential statistics were used to analyze the research results. Inferential analysis was conducted considering that the intervention was carried out on one group with pre-test and post-test, and the study had more than one dependent variable. According to the research hypotheses, the multivariate analysis of covariance test in SPSS-20 was used to analyze the cases.

According to the findings obtained in this research, it can be stated that the research hypotheses are confirmed. Therefore, it can be concluded that bullying behaviors (bullying, conflict, and victimization), academic well-being (valuation, burnout, academic satisfaction, and academic participation), and academic conflict (behavioral, emotional, and cognitive) of students who bully others in the experimental group underwent a significant change under the influence of social skills intervention.

Based on the findings of the present study, social competence training demonstrated a significant effect on bullying behaviors, well-being, and academic involvement of male students with bullying tendencies. In other words, social competence training was successful in reducing bullying behaviors in students who bully others and enhancing their academic well-being and academic involvement.

The aim of this research was to study the effects of mindfulness training on academic boredom and burnout of students with bullying behavior. The research design was a quasi-experimental pretest-posttest with a control group. The study population included all male and female students with bullying behavior in the second secondary level of Bostan Abad city, in the academic year of 2021, and 30 of them were selected by using the convenience sampling method and randomly assigned into experimental and control groups. The Bullying questionnaire of Olweus (1989), Barco’s Academic Burnout questionnaire (1997), and Pekrun’s Academic Boredom questionnaire (2002) were used to collect the data. The mindfulness intervention program was held in eight 45-minute sessions for the experimental group. Multivariate analysis of covariance revealed that the impact of a mindfulness training program on Academic Burnout was 85% and on Academic Boredom of students with bullying disorder was 78% (p<0.05). Results of a result, mindfulness training can be used to improve the boredom and academic burnout of bullied students. According to the consultants, can use the results of this research to improve the professional skills of teachers and schools to deal with students' academic problems.

This study investigated the effect of the positive parenting training program on mental health and marital satisfaction of mothers with sixth grade children with specific learning disabilities. The research design used in this research was semi-experimental with pre-test and post-tests and experimental and control groups. The statistical population of the study included the mothers of students with learning disabilities who were referred to the learning disability center in Khoy, Iran. The participants of this study were 24 (12 in the control group and 12 in the experimental group) mothers of students with learning disabilities, selected by the available sampling method. To collect the data, Mental Health and Marital Satisfaction Questionnaires were used. The educational package of the positive parenting program was implemented in 8 sessions of 90 minutes for the experimental group, and no intervention was used for the control group. The results of covariance analysis of the data showed that the positive parenting program significantly affected mental health. It also showed that the positive parenting program had a significantly superior effect on mental health. It is suggested that the positive parenting program be implemented in schools.

The aim of the current research was to study the effectiveness of the home-school collaboration training program on school bonding and peer relation in boy students with attention-deficit/hyperactivity disorder.

The method of research was practical and quasi-experimental pretest-posttest with a control group. The study population included mothers, teachers, and boy students with attention-deficit/ hyperactivity disorder in schools in the 4th district of Tabriz in 2021. Using the convenience sampling method, 30 of these students were selected and randomly assigned into experimental and control groups. The school bonding Questionnaire (SBQ) and Hudson's Index of peers relation(IPR) were used to collect the data before and after the test. The home-school collaboration training program was carried out in nine training sessions for parents and teachers.

Data analysis used with Multivariate analysis of covariance and SPSS-16 revealed that there was a statistically significant difference between the scores of the subjects in the two stages of pre-test and post-test. In the same vein, there was a significant change in peer relationships and school bonds in the experimental group under the influence of the home-school collaboration training program.

Due to the effectiveness of the home-school collaboration training program, the development and implementation of this program is recommended for other groups with disabilities, teachers, and their parents.

A specific learning disorder is a neurodevelopmental condition that affects not only individuals but also parents, teachers, and the educational system. The current research aims to study the correlation between hope, self-compassion, mental resilience, and school bonding in students with specific learning disorders.

The descriptive research method used in this study was of the correlation type. The statistical population consisted of students with specific learning disorders and their mothers in Tabriz city during the academic year 2018–2019. A total of 132 mothers and students were selected using the available sampling method, and data were collected using Snyder's Hope Scale (1991), Neff's Self-Compassion Scale (2003), Conner and Davidson's Resilience Scale (2003), and Mouton et al.'s School Bonding Scale (1993). Descriptive statistics methods, such as calculating the mean and standard deviation, were used to analyze the statistical data. Additionally, the Pearson correlation test and multiple regression were performed simultaneously using SPSS23 software to analyze the research hypotheses.

Also, according to the statistical results, school bonding has a positive correlation with self-compassion (p=0/001, r=0/338), hope (p=0.001, r=0.601), resilience, common humanity (p=0.005, r=0.050), mindfulness (p=0.005, 231 r=0/0), and resilience (p=0/001, r=0/405), and negative correlation with isolation (p=0/001, r=0/338), and overidentification (r=0/005) p=0, r=0.241), and there is no significant correlation between the self-kindness and self-judgment, with school bonding of students with special learning disorders. Additionally, the results of multiple regression analysis indicate that 47.5% of the changes in the variance of school bonding can be explained by hope, self-compassion, and parental resilience.

The presence of skills such as empathy, self-kindness, non-judgmental attitude towards failures, motivation, goal planning despite obstacles, and resilience in overcoming negative situations or traumatic experiences from mothers has been found to contribute to predicting the academic success of students with specific learning disabilities.

The aim of the current research was to study the role of behavioral activation/ Inhibition system and morningness and eveningness type with student's positive emotion achievement. Its descriptive and correlational design and statistical population included all first-grade high school male students in Chaypareh City in 2019-2020. In the same light, 211 subjects were selected using the multi-stage cluster sampling method. The Pekrun's achievement emotions, the Carver and White's Behavioral activation/ Inhibition, and the Horne and Östberg's morningness and eveningness type inventories were used to gather the data. Multivariate regression revealed that behavioral activation/ inhibition system and morningness and eveningness type significantly predict positive achievement emotions. Biological factors seem to play a role in morningness and eveningness type and the regulation of behavioral inhibition and activation systems as well, the morningness types and behavioral activation systems play a role in positive achievement emotions.

The objective of this research endeavor was to assess the efficacy of schema-based instruction in word problem solving as a means of enhancing the executive functions of mathematically impaired students with specific learning disorders. This was a semi-experimental study with a control group and a pre-test / post-test design. A purposive sampling method was employed to select 30 second and third grade students with math learning disorders at random from the community of male elementary school students in Tabriz who had specific learning disorders during the academic year 2020-21. These students were then divided into two groups of 15 individuals each. Prior to commencing the training, the study groups provided pre-test scores. Theexperimental group was subsequently instructed in the solution of word problems using Schema-Based Instruction (SBI) for a total of fourteen 45-minute sessions over the course of two months; yet the control group did not receive this training. The Executive Function Questionnaire (BRIEF), Wechsler Intelligence Scales (WISC-IV), and Iran Key Math are examples of research instruments. Post-test scores were collected and analyzed utilizing multivariate covariance subsequent to the instruction. The findings indicated that schema-based instruction negatively impacted the inhibition control and working memory components (p<0.05). It is recommended that educational institutions and learning disorders centers implement schema-based instruction in order to assist students with specific learning disorders in solving mathematical problems.

The aim of this study was to investigate the effectiveness of the academic resilience training program on the academic self-efficacy and motivational structure of students with specific learning disabilities.

Methods & Materials: 

The research method was a semi-experimental type with an experimental-control group and a follow-up phase. The statistical population of this research included fourth, fifth, and sixth-grade students with specific learning disabilities who were referred to Tabriz City Disorders Center in the academic year of 1402-1401. The sample size including 32 people (experimental group 16 people, control group 16 people) were replaced as available. The experimental group was trained in academic resilience and the intervention was implemented for 10 group sessions for 60 minutes on the experimental group. This was while the control group did not receive any intervention. The research tools included McIlroy and Bunting's academic self-efficacy scale and Cox and Klinger's motivational structure questionnaire (PCI). Data were analyzed using SPSS version 28 software and multivariate analysis of variance (repeated measurement).

The results of multivariate analysis of variance (repeated measurement) showed that the educational resilience training package intervention significantly affected the academic self-efficacy and motivational structure of students with special learning disorders in the post-test and follow-up stages.

The findings of this research provide helpful information regarding the academic resilience program, and psychologists and counselors can use this educational package to improve academic self-efficacy and motivational structure in students with specific learning disabilities.

A high sense of belonging to the school and a low level of procrastination can protect against the risk of bullying and victimization. In this way, this research was conducted to investigate the effectiveness of the combined mindset change-motivational program on the sense of belonging to the school and academic procrastination of bullied female students. The research method was semi-experimental with a pre-test-post-test design and a follow-up period with a control group. The research community was formed by female secondary school students in Isfahan in 2022. From the mentioned society, 30 students were selected purposefully and randomly assigned to two experimental and control groups. The pre-test was done through the Brew et al sense of belonging to school questionnaire (2004) and Solomon and Rothblum academic procrastination questionnaire (1984). The experimental group received 8 90-minute sessions of the combined mindset change-motivational program. Finally, the post-test and a three-month follow-up were implemented. Data analysis was done using variance analysis with repeated measurements. There is a significant difference between the sense of belonging and academic procrastination in the two groups in the post-test and follow-up stages, that is, the integrated program of mindset change-motivational has been able to cause a lasting improvement in the sense of belonging and academic procrastination of the bully girl. Based on the results, this program can be used as an effective intervention to help bullied female students and improve their sense of belonging and academic procrastination.

The present study was conducted with the aim of investigating the effect of the effectiveness of acceptance and commitment therapy on the academic resilience of students with special learning disabilities.

This research was a semi-experimental study with pre-test/post-test and had a control group. The statistical population of the research is all female students who referred to learning disorder centers in Tehran. To select the sample, through available sampling, 30 female students with special learning disabilities who referred to learning disability centers in the 2022-2023 academic year were selected and randomly divided into two groups of 15 people. Both groups responded to the academic resilience scale in three stages before the intervention, after the intervention and three months after the intervention. The data was analyzed using mixed variance analysis method in SPSS24.

The results of the research showed that the acceptance and commitment training program is effective on the components of academic resilience of students with special learning disabilities and the effect of the intervention was stable in the follow-up phase.

Based on the findings, acceptance and commitment training can improve the academic status of students with learning disabilities by improving academic efficiency and empower them to face academic challenges and pave the way. Further research should be done in the field of interventions related to students with special learning disabilities.

In recent years, research has witnessed an exciting change toward well-being and health instead of emphasizing disorders and inefficiency. The current study aimed to assess the effect of a mindfulness-based resilience training program on the psychological well-being of medical students during the COVID-19 pandemic.

The current study was quasi-experimental with a control group and a pre/post design. A sample of 30 students was randomly selected from a community of medical students at the Tabriz University of Medical Sciences in the academic year 2021-2022. These students were randomly divided into two groups of 15 participants. The tools used in this research included Ryff’s Psychological Well-Being Questionnaire (PWB-18) and an integrated training program for resilience and mindfulness.

The findings showed an integrated training program of resilience and mindfulness positively affected students’ psychological well-being. In addition, this intervention was able to explain 59% of the combined variance of psychological well-being variables.

The results of the current study found that an integrated training program of resilience and mindfulness can improve individuals’ psychological well-being during a difficult situation such as the COVID-19 pandemic.