mindfulness training

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 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.

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.

Academic burnout and resilience are important components of students' academic performance. One of the methods that seems to be effective in improving academic components is mindfulness training. Limited studies have investigated the efficacy of mindfulness training on burnout and academic resilience of female students.

The present study was conducted with the aim of investigating the efficacy of mindfulness training on academic burnout and academic resilience among female students.

The current research was conducted with a semi-experimental method of pre-test-post-test type. The statistical population of the research included all female students of the first period of secondary schools in the 5th district of Tehran in the academic year of 2016-2017. The random sampling method was a multi-stage cluster. In this way, 2 schools were randomly selected from among all the schools in this area, and then 250 students were randomly selected from among the students who were tested by Meslesh's academic burnout (Schaufeli, et al., 2002) and academic resilience (Samuels, 2004) tests. Then, 30 students were randomly selected among the participants who scored higher in academic burnout and lower in academic resilience. Then 15 students were randomly assigned to the experimental group and 15 to the control group. The mindfulness training package was implemented on the experimental group and after its completion, the subjects of both groups were re-tested to measure the effectiveness of the mindfulness training on the experimental group. In order to analyze the data, in addition to descriptive statistics, covariance analysis was also used.

The results indicated that mindfulness-based training was significantly effective in reducing academic burnout and increasing academic resilience of female students (P>0/05).

According to the findings, it is concluded that mindfulness-based education can help to increase the academic resilience of female students while reducing academic burnout. Therefore, paying attention to mindfulness training can play an important role in improving the positive aspects of education in students, including reducing burnout and increasing academic resilience.

 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.

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.