آموزش ذهن آگاهی

The purpose of this study was to determine the effectiveness of mindfulness training on anger control and the quality of couples' relationship. The present study is a quasi-experimental study and it was done with a pre-test and post-test design with a control group and the statistical population. (15 experimental group and 15 control). In order to evaluate the research variables, two Novako Anger Questionnaire (AI) (1986) and a questionnaire of 33 questions on the quality of Couples communication (based on the theoretical framework of Mabel-Nanali and Ekman) Khoshkam (2006) were used. The results of the study were analyzed using analysis of covariance. Findings from statistical analysis showed that there was a significant difference between the experimental and control groups in communication quality and anger control and in the post-test stage. Mindfulness training offers many tools for controlling and managing anger, including focusing on the self and paying attention to one's physical state and emotions. By practicing mindfulness, which is a psychological skill to control anger, couples can understand better how they can communicate and have a better relationship. Being aware of each other's needs, the ability to communicate properly and improve mutual understanding can help married life.

This study aimed to determine the effectiveness of mindfulness training on sleep quality, mood and anxiety symptoms, and addiction symptoms to online games in adolescents. The present research was semi-experimental with a pretest and posttest design and control group. The research population was 9th and 10th-grade male students addicted to the online game of one district of Ahvaz city in the 2021-2022 academic years. Several 30 people were selected by purposive sampling and randomly assigned into two equal groups. The experimental group underwent 8 sessions of 90 minutes of mindfulness training. The research tools included the demographic information form, Pittsburgh Sleep Quality Index (PSQI, Buysee et al, 1989), Mood and Anxiety Symptoms Questionnaire (MASQ, Wardenaar et al, 2010), and Online Game Questionnaire (OGQ, Whang and Chang, 2002). Data were analyzed by tests of chi-square and multivariate analysis of covariance. The findings showed that by controlling the pretest effect, there was a significant difference between the posttest average of sleep quality, mood, and anxiety symptoms, and addiction symptoms to online games in adolescents at a level smaller than 0.001. According to the results of this study, counselors and therapists can use mindfulness training methods along with other training methods to improve the psychological characteristics of adolescents.

The current research was to compare the effectiveness of forgiveness training and mindfulness on courage skills in people with substance abuse disorder. The method of semi-experimental research was pre-test, post-test and follow-up with a heterogeneous control group. The statistical population included all drug users who referred to the drug addiction camp in Zabul city, 45 people whose score in the Ratos courage questionnaire (1984) was 1.5 standard deviation units higher than the mean, were identified and randomly divided into three groups (two groups experiment and a control group) were placed. The first experimental group received 12 sessions of forgiveness training and the second experimental group received 8 The data were collected using the courage skill questionnaire and analyzed using the method of variance analysis with repeated measurement design (simple mixed design). The results showed that forgiveness training and mindfulness have a positive effect on the courage skills of people with substance abuse disorders. On the other hand, there is no difference between the effectiveness of forgiveness training and mindfulness on the courage skills of people with substance abuse disorders, considering the effectiveness of the two methods of forgiveness and mindfulness training, this method can be used to increase the courage skills of people with substance abuse disorders.

The purpose of the present study is to identify the effectiveness of cognitive therapy-based mindfulness training on rumination and exam anxiety in the first high-school female students in Tehran. Due to the semi-experimental method of the present study, the statistical population of all high school students in Tehran was a sample of 30 people randomly in two groups of control (15 persons) and the experimental group (15 persons). The sample size was selected from the targeted sampling method and the samples were included in the two groups of control and experimental group based on the score of the Rumination Questionnaire Nollen Hoeksema and Moro (1991) and exam anxiety Questionnaire Abolghasemi et al (1375) and the experimental group was trained during eight ninety-minute sessions of mindfulness intervention based on cognitive therapy. Data were analyzed using covariance analysis. The results showed that cognitive therapy-based mindfulness training is effective in dealing with rumination and exam anxiety in the first high school students in Tehran and the significant level of rumination and less exam anxiety. It is 0/05, so this shows that there is a significant difference between the two groups of control and experimental in the amount of rumination and test anxiety. Cognitive therapy-based mindfulness training with an effect size of 0/675 reduced rumination and reduced exam anxiety by an effect size of 0/572. Therefore it can be used as an effective intervention.

The purpose of this study was to compare the effectiveness of social-emotional cooperative learning and mindfulness training on improving social problem solving skills of students in Zanjan who were studying in the 96-95. The research method was a quasi-experimental design with a pre-test and post-test with an experimental group and control group and a one-month follow-up. The statistical population included all female students in the first grade of high school in the academic year 1395-96. 339 students were selected by multi-stage cluster sampling and completed a short form of social problem solving questionnaire and among them 45 subjects were selected and randomly assigned to the two experimental groups and one control group. The first experimental group received 12 sessions of social-emotional cooperative learning and Group II received 8 sessions of mindfulness training. The statistical method of Two-way Mixed Design (ANOVA) was used in order to analyze the data. The results indicate that implementation of social-emotional cooperative learning and mindfulness training increased the positive problem attitude scores and reduced the negative problem attitude, the avoidance style, and impulsivity-carelessness style scores but they did not significantly change in rational problem solving style. However, there was no significant difference between the two independent variables. The social-emotional cooperative learning compared with the control group, resulted in a significant decrease in mean, but mindfulness training did not affect it. The follow-up results indicate that their effect had remained over time.

The present study was conducted with the aim of determining the effectiveness of mindfulness training on self-conscious emotions (shame and guilt) and cognitive flexibility in mothers with children with autism spectrum disorder. The research was semi-experimental with a pre-test and post-test design with two experimental and control groups. The statistical population of the research included all mothers with autistic children of Tabsem School in Mashhad in 2022. 30 people were selected by available sampling method and were replaced in two equal groups of 15 people and answered the research tools including cognitive flexibility questionnaire (Dennis and Vanderwaal, 2010) and self-conscious emotions questionnaire (Cohen et al., 2011). For the subjects of the experimental group, mindfulness training was implemented in 8 sessions, but the control group did not receive this program. Data analysis was done with descriptive statistics and covariance analysis with SPSS-26 statistical software. The results of the analysis of covariance showed that participation in the mindfulness training program in the post-test stage increased the cognitive flexibility score and decreased the self-aware emotions score in the experimental group, but in the scores of the subjects' cognitive flexibility variables and self-awareness emotions. No significant change was observed in the control group from pre-test to post-test. Therefore, the mindfulness program can be used to improve the psychological health of mothers with autistic children, and this method of intervention should be noticed by psychologists and experts in the field of mental health.

The current research was to compare the effectiveness of forgiveness training and mindfulness training on communication skills in persons with substance abuse disorder. The semi-experimental research method was pre-test, post-test and follow-up with a heterogeneous control group. The statistical population included all drug users who referred to the addiction treatment camp in Zabul city. The semi-experimental research method was pre-test, post-test and follow-up with a heterogeneous control group. The statistical population included all drug users who referred to the addiction treatment camp in Zabul city, 45 persons whose score in the communication skills questionnaire was 1.5 standard deviation units higher than the average and were randomly identified into three groups (two experimental groups and one control group) were placed. The first experimental group received 12 sessions of forgiveness training and the second experimental group received 8 sessions of mindfulness training and the control group did not receive any intervention. The data were collected using the Queen Dam communication skills questionnaire (2004) and analyzed using the variance analysis method with repeated measurement design (simple mixed design). The results showed that forgiveness training and mindfulness training have a positive effect on the communication skills of persons with substance abuse disorder. On the other hand, there is a difference between the effectiveness of forgiveness training and mindfulness training on the communication skills of persons with substance abuse disorder. And the effectiveness of mindfulness training is more than forgiveness training. Considering the effectiveness of the two methods of teaching forgiveness and mindfulness, this method can be used to increase the communication skills of persons with substance abuse.

The purpose of this research was the effectiveness of mindfulness training on executive functions (working memory and attention) and self-efficacy in patients with anxiety disorders. The sample of this research included 30 people from the mentioned community who were selected by available sampling method. 15 people in the experimental group and 15 people in the control group were randomly divided. The research design was semi-experimental with pre-test-post-test with control and experimental groups. The measurement tools included Gioia et al.'s executive function questionnaire (2000) and Scherer's general self-efficacy. To implement, at first, a pre-test was taken from both groups. Then the experimental group underwent mindfulness intervention during 8 sessions of 90 minutes, then a post-test was taken from both groups. Data analysis was done using multivariate covariance analysis (MANCVA) and one-way covariance analysis (ANCVA). The results of the research showed that mindfulness training has a significant effect on executive functions (working memory and attention) and self-efficacy of patients with anxiety disorders.

Considering the importance of test anxiety in female students, the present research was conducted with the aim of comparing the effectiveness of mindfulness and working memory education on test anxiety of junior female students. The current research was a semi-experimental with a pre-test, post-test and one-month follow-up design with a control group. The research population was all junior female students in Bojnord city in the 2022-23 academic years. The sample of this study was 45 people who were selected by available sampling method and randomly assigned into three groups of 15 people. The first experimental group underwent 8 sessions of 120 minute of mindfulness education and the second experimental group underwent 15 sessions of 60 minute of working memory education and during this time the control group did not receive any training. In this study, in addition to the demographic information form was used from the Friedman and Bendas-Jacob test anxiety scale (1997). The data of the present research were analyzed by the methods of chi-square, analysis of variance with repeated measurements and Bonferroni post hoc test in SPSS-21 software. The findings showed that both methods of mindfulness and working memory education reduced the test anxiety components including social derogation, cognitive obstruction and tenseness of junior female students and result remained in the follow-up stage (P<0.001), but there was no significant difference between the mentioned intervention methods in reducing their test anxiety components (P>0.05). Considering the effectiveness of both mindfulness and working memory education methods in reducing test anxiety and the lack of significant difference between them, it is suggested that counselors and psychologists use both methods to reduce exam anxiety.

The purpose of this study was to investigate the effectiveness of mindfulness training on emotional contagion & safety citizenship behavior. This research was a quasi-experimental type in which a pre-test-post-test-three-month follow-up design was used with experimental and control groups. The statistical population of this research included all the male line employees of an industrial company in Ahvaz, of which 40 people were selected as a hypothesis test sample using the convenience sampling method and they were randomly assigned in two groups of 20 people. The measurement tools included emotional contagion in the workplace & safe citizenship behavior questionnaires, which were performed on all two groups in the pre-test, post-test and follow-up stages. For the experimental group, the mindfulness-based emotional balance training was applied, these training sessions included eight ninety-minute sessions that they were held in eight weeks. While no intervention was done on the control group. To analyze the data, covariance analysis was used in SPSS-24 software. The findings showed that mindfulness training was significantly effective in increasing the contagion of happiness, safe citizenship behavior and reducing negative emotions (p<0.01) and this effectiveness was also present in the follow-up phase. By holding mindfulness training courses while increasing the contagion of positive emotions and safe citizenship behaviors and reducing the contagion of negative emotions; the psychological well-being of employees also increases; in this way, long-term benefits can be brought to the entire organization and employees.

The aim of the present study was to compare the effectiveness of art-play therapy and mindfulness-based training in promoting problem solving skills of male elementary school sixth-graders. This quasi-experimental research had a pretest-posttest control group design. The statistical population of the study was comprised of all male elementary school sixth-graders in Bukan in 2020-2021 school year from among whom 45 students were selected via multistage random sampling method and randomly assigned to two experimental and one control groups (15 pupils in each group). The experimental groups received twelve 90-minute training sessions using two different intervention programs: art-play therapy and mindfulness training, whereas the control group did not receive any intervention. The Problem Solving Inventory (Heppner & Peterson, 1982) was used as the research tool at both pre- and post-test stages. For data analysis, multivariate analysis of covariance (MANCOVA), univariate analysis of variance (ANOVA), and the Bonferroni test were utilized. Results showed that there was a significant difference between the experimental groups and the control group in terms of subscales of problem solving (problem-solving confidence, approach-avoidance style, and personal control) in the post-test (P≤ 0.05). In addition, mindfulness training had a greater effect on students' problem solving ability compared to art-play therapy (P≤0.05). Accordingly, mindfulness training can be used by educators as an effective intervention for improving the problem-solving ability of primary school children and enhancing their cognitive abilities.

The aim of this study was to determine the efficacy of mindfulness training on the psychological well-being and academic engagement of low-achieving female high school pupils. The research method was quasi-experimental and included a pre-test, post-test, follow-up, and control group. The statistical population included all secondary school students in Tehran’s 14th district during the 2019-2020 school year. 30 individuals with low academic achievement in the first semester of education (GPA: low score 15) were selected and randomly assigned to experimental (15 individuals) and control (15 individuals) groups using a multi-stage random sampling method. Scale of Psychological Well-Being (RSPWB) and Academic Engagement Questionnaire (AEQ) were assessment instruments. Eight sessions were devoted to mindfulness instruction for the participants. Following the training, the post-test and follow-up were administered two months later. The data were analyzed using analysis of variance with repeated measures and software (SPSS-24). Mindfulness training was found to be effective in enhancing psychological well-being and academic engagement. It appears that mindfulness interventions have the potential to make students more focused, to help them regulate their emotions and become more flexible, and to improve their conscious control over their thoughts, feelings, and actions. Therefore, educational institutions must implement mindfulness training in order to promote students' mental health and academic engagement.

 Menstrual pain syndrome B as one of the most common gynecological problems in addition to health consequences has a negative impact on quality of life. Also the aim of this study was to determine the effectiveness of mindfulness training on psychological helplessness and sleep quality in girls with menstrual pain syndrome.

The research was quasi-experimental with a pretest-posttest design with a control and two-month follow-up group. The statistical population included all female students of Islamic Azad University, Kermanshah branch in 2021, who were selected by available sampling method of 40 people and randomly assigned to two experimental and control groups (20 people in each group). Mindfulness was applied to the experimental group in 8 sessions of 1 hour (60 minutes) but the control group did not receive any intervention. Data were collected using premenstrual screening questionnaire, sleep quality questionnaire and psychological helplessness questionnaire. Descriptive statistics and repeated measures analysis of varias and SPSS statistical software were used to analyze the data.

Mindfulness training program was effective in reducing psychological helplessness in the post-test phase (F= 74.19, P= 0.002 and Eta= 0.67). There was a significant difference between the mean sleep quality scores of the subjects in the two groups in the post-test stage (F= 13.85, P= 0.001 and Eta= 0.58). The positive effects of mindfulness training in the follow-up phase were sustained for research variables.

It can be concluded that Mindfulness training has been an effective way to improve sleep quality and psychological health of patients with menstrual pain.

Academic performance has the main role in the students' future success. The purpose of this study was to examine aggression, rumination and self-control under the influence if effectiveness of emotion regulation training and mindfulness training in female students with low academic performance in Junior high school in Tabriz.

The research design was semi-experimental with pre-, and post-test, two experimental groups and one control group. The statistical population included all the female junior high school students in Tabriz, region one with low academic performance among them 75 students were selected as the research sample and randomly assigned in three groups (two experimental and one control group). The instruments of data collection included: Tangey's self-control scale, Boss & Perry' aggression questionnaire and Nolen-Hoeksema & Marrrow' mental rumination scale. Emotion regulation package was performed in one experimental group and mindfulness package was performed in the other experimental group. Control group received no intervention. The research hypotheses were analyzed by one way ANCOVA.  

 The findings indicated that the method of emotion regulation training is more effective on aggression than mindfulness training, but regarding rumination and self-control, no significant difference was observed between two groups. Also, the results showed that there was significant difference among two experimental groups, i.e. emotion regulation training and mindfulness training and control group regarding aggression, rumination and self-control and effectiveness of these methods on decreasing mental rumination and aggression and increasing self-control was confirmed. (P=0.05).

The results of this research showed that the use of emotion regulation and mindfulness methods can be effective in reducing aggression and mental rumination and increasing self control of students with low academic performance

The aim of the current research was to investigate the effectiveness of mindfulness training on the cognitive regulation of emotion in secondary school students. The research method is semi-experimental with a pre-test and post-test design with a control group. The statistical population of the research included all male students of the second secondary level of Mofid High School in Tehran. The subjects of the research were first selected by purposeful sampling in the number of 30 students and then randomly assigned to two groups of 15 people, experimental and control. The purpose of mindfulness training in this research was to present Kabat-Zinn et al.'s (1992) mindfulness training method, which was presented to the experimental group in 8 sessions, each session lasting 60 minutes. The meaning of cognitive regulation of emotion in this research was the score obtained by subjects in the 36-question questionnaire of cognitive regulation of emotion by Garnevsky (2001). After conducting the pre-test in both groups and completing the cognitive emotion regulation questionnaires, mindfulness training was provided to the experimental group in 8 sessions, each session lasting 60 minutes, and then the subjects were given a post-test.The obtained information was analyzed by covariance analysis using SPSS V_23 software. The results showed that mindfulness training improves the positive cognitive regulation of students' emotions (P<0.05). However, mindfulness training did not have a significant effect on improving negative emotion cognitive regulation skills. Considering the effectiveness of mindfulness training on the positive cognitive regulation of emotion, the officials of educational counseling centers and schools should benefit from the results of this research, because the need to use educational and psychological interventions, including mindfulness training, for better results will bring in the process of managing emotions.

Attention Deficit / Hyperactivity Disorder is one of the most common neuropsychiatric disorders in individuals, which begins in childhood, continues into adulthood, and disrupts various aspects of a person's life. Therefore, the aim of this study was the combined effectiveness of mindfulness training and neurofeedback on improving anxiety in children with (ADHD) The primary school during the crisis of COVID-19. The study method was quasi-experimental pre-test-post-test with repeated measures. The statistical population included all female students with ADHD who were selected as a sample using cluster random sampling method, and were randomly assigned to experimental and control groups. Assessment tools included clinical interview, Cattell Anxiety Scale and Connors questionnaire. The experimental group received a combined protocol of mindfulness training (Kabat Zayn, 2005) and neurofeedback (Hammond protocol). Data analysis using repeated measures analysis of variance showed that the combined method of mindfulness training and neurofeedback had a significant effect on anxiety. This finding has implications for clinical interventions and can be combined with mindfulness and neurofeedback in the treatment of anxiety in children with ADHD.

Although many studies focus on general or psychological resilience, few studies in Iran have addressed the issue of academic resilience, nor has an intervention that practically increases students' school affiliation been considered. Accordingly, the main question of the research is whether mindfulness training can affect the improving academic resilience and sense of belonging?

The purpose of this study was to effectiveness of mindfulness training on academic resilience and sense of belonging of female student’s high school.

This was a quasi-experimental study with pre-test, post-test, follow up with control group. The statistical population of the statistical population was all first grade high school girls in Tehran in 2017-2018. Thirty people were selected by multi-stage cluster random sampling method and 15 people were replaced by random assignment in an experimental group and a control group. The research instruments included the Academic Resilience Questionnaire (Samuels, 2004), the School Belonging Questionnaire (Barry et al., 2004) and the Mindfulness Education Treatment Sessions (Segal et al., 2002). Data were analyzed using mixed analysis of variance test.

The results showed that mindfulness training significantly increased academic resilience (p <0.01) and sense of belonging to the school (p <0.01) of the experimental group compared to the control group. This effect has also remained stable in the follow-up phase.

Based on the above findings, it can be concluded that mindfulness training increased students 'academic resilience and sense of belonging to the school by raising students' awareness of the present. Repeat research with more samples in different areas is required.

This study was aimed to examine effectiveness Mindfulness training on planning and cognitive flexibility of students with Learning Disability. This study was semi-experimental pre-test, post-test and follow-up with control and experimental group. The statistical population consisted of 202 third- to fifth-grade primary students with all kinds of learning disabilities who had been referred by the schools to the Center for Learning Disabilities of Bushehr province’s Department of Education. Of these, using convenience sampling and considering the requirements of the research project, 52 students were short-listed in the first stage, and of these, 40 students were selected and assigned to an experimental group and a control group (each group 20 students). The measurement tools consisted of Tower of London Test and The Wisconsin Card Sorting Test. The experimental group experienced the Mindfulness training group therapy in 8 sessions of 60 minutes once week and the control group did not receive any treatment. For statistical data analysis, variance analysis with repeated measures was used. Findings showed that Mindfulness training has a significant effect on planning and flexibility of students with Learning Disability and this effect remains unchanged in the two-month follow-up phase. Finally, we may conclude that Mindfulness training, as an effective and functional intervention, could be used to improve planning and flexibility of students with Learning Disability.

Autism is a complex developmental disorder that challenges not only the individual but also the family and the community.

The present study aimed to compare the effectiveness of interventions based on mindfulness training of mothers and Lego therapy on signs of autism in children.

This quasi-experimental research had a multiple-group pretest-posttest design and a control and follow-up group. In addition, it was an applied study in terms of objective. The statistical population included 85 children with autism, who referred to two autism rehabilitation centers in Tehran, Iran in 2019. In total, 30 subjects were selected by convenience sampling and were randomly divided into three groups of (1 and 2) test and control (10 subjects per group). The participants in the test groups attended 12 45-minute sessions while the control group received no treatment. Data were collected using the Gilliam Autism Rating Scale (1994), and data analysis was performed in SPSS version 22.

In this study, the results of repeated measures ANOVA showed the effectiveness of mindfulness training of mothers and Lego therapy on the decrease of signs of autism and its dimensions (social interactions, social interactions, communication, and stereotyped behaviors) (P< 0/001). However, Lego therapy had a greater impact, compared to mindfulness training.

According to the results of the present study, Lego therapy decreased the signs of autism in children more than the interventions based on mindfulness training of mothers.

The present study was conducted to investigate the effectiveness of adolescent-based mindfulness training on the Resilience and emotional regulation of the girls with affective failure.

the present study was quasi-experimental with pretest, posttest, and control group and a two-month follow-up design. The statistical population included all secondary high school female adolescents with affective failure in the town of Azna (province of Lorestan). 30 female adolescents experiencing affective failure were selected through purposive sampling method and randomly replaced into experimental and control groups (15 girls in the experimental and 15 girls in the control group). The experimental group received adolescent-based mindfulness training (Bordik, 2014) in ten ninety-minute sessions during two-and-a-half-months. The applied questionnaires were Love Trauma Inventory (Ross, 1999), Resilience questionnaire (Conner and Davidson, 2003) and emotional regulation questionnaire (Gross, John, 2003). The data taken from the study were analyzed through repeated measurement ANOVA using SPSS23 statistical software.

The results showed that the adolescent-based mindfulness training has significant effect on the Resilience and emotional regulation of the girls with affective failure (p<0.001).

the findings of the present study showed that the adolescent-based mindfulness training can be used as an efficient method to increase Resilience and emotional regulation of the girls with affective failure through the application of techniques such as thoughts, emotions and mindful behavior.