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The objective of this study is to identify the cognitive neuroscience components related to problem-solving in individuals with different cultural backgrounds.

 This study followed a qualitative approach, utilizing semi-structured interviews. The sample consisted of 22 participants from Tehran, with diverse cultural backgrounds. Data were collected through individual interviews and analyzed using Nvivo software. The data analysis followed a thematic analysis approach and continued until theoretical saturation was achieved.

The results revealed that cognitive components such as problem-solving strategies, creative thinking, problem analysis, and learning from past experiences directly impacted the quality of problem-solving. Additionally, information processing and decision-making were identified as key cognitive neuroscience components. Cultural differences also played a significant role in the selection of strategies and information processing. Participants from collectivist cultural backgrounds tended to prefer group-based methods, while individuals from individualist backgrounds favored independent strategies.

This study demonstrates that both cognitive neuroscience components and cultural differences simultaneously influence the problem-solving process. Understanding these components can enhance problem-solving methods at both individual and group levels and can be valuable in the design of educational and multicultural counseling programs.

The aim of the present study was to test the mediating role of food craving and emotional processing in the relationship between sensitivity to reward and punishment and food addiction.

This study was descriptive and correlational in design. The statistical population included obese individuals who were referred to nutrition clinics in Tehran in the spring and summer of 2023. A total of 357 participants were selected through the convenience sampling method. Body Mass Index, the Yale Food Addiction Scale (Gerhard, 2009), Sensitivity to Punishment and Reward Questionnaire (Conner, 2018), Food Craving Questionnaire-Trait (Sepda Benito, 2000), and Emotional Processing Scale (Baker, 2007) were used to collect data. Data were analyzed using structural equation modeling through AMOS 24 software.

The model had a good fit with the observed data. The coefficient of the direct path between sensitivity to punishment and food addiction was negative and significant. The indirect effect of sensitivity to punishment on food addiction was negatively mediated by food craving and positively and significantly mediated by emotional processing. The indirect effect of sensitivity to reward on food addiction was positively mediated by food craving and negatively and significantly mediated by emotional processing.

It seems that emotional processing problems, food craving, and sensitivity to punishment and reward play a significant role in the etiology and continuation of pathological eating, and focusing on the interaction of these factors can be beneficial in the prevention and treatment of eating problems in overweight and obese individuals.

The present study aimed to investigate the effectiveness of critical thinking training on attention, cognitive processing and emotion regulation strategies of children with special learning disorders. The research method was a semi-experimental research with a pre-test-post-test design and a control group. The statistical population included all students aged 9 to 12 who referred to the Center for Special Learning Problems in the third district of Tabriz in the second half of 1400. Among them, 40 people were selected by purposive sampling and randomly assigned to two experimental groups and one control group. The tools used in the research were attention and cognitive processing and emotion regulation questionnaires. Research hypotheses were analyzed using multivariate covariance analysis. The results of covariance analysis showed that the significance level in all comparisons was less than 0.05, which showed that the critical thinking training intervention had a significant effect on attention, cognitive processing and emotion regulation (p<0.05). Examining the effect size showed that the biggest difference was observed in the total score of cognitive processing with a coefficient of 0.710. The result of the present study lacked a long-term follow-up study. Therefore, it is suggested to investigate the effectiveness of these interventions in the form of long-term follow-up in future researches and to teach critical thinking training as a new approach alongside educational interventions to the trainers of special learning disorders centers so that these trainers can use these strategies in their interventions.

The purpose of this research was to determine the relationship between mental distress and emotional processing with psychological well-being in young people.

In terms of the purpose of this research, it is an applied type of descriptive-correlation study, and in terms of data collection, it is a field study type. The statistical population included the youth of Tabriz city. The number of samples was determined using available sampling, based on Cochran's formula (in an unlimited population), the largest number is 385 people. The tools used in this research to collect data were questionnaires of psychological distress by Kessler et al. (2002), emotional processing by Bakr et al. (2010) and psychological well-being by Rief (1989).

The results showed that there is a negative and significant relationship between mental distress and psychological well-being in young people, but there is a positive and significant relationship between emotional processing and psychological well-being in young people.

The results show that the fit of the causal model of the relationship between mental distress and emotional processing with psychological well-being in young people is confirmed.

This study investigated the mediating role of emotional processing in the relationship between brain-behavioral systems and panic disorder.

The research employed a descriptive-correlational design. The statistical population comprised all students at Urmia University during the 2023–2024 academic year. A total of 362 participants were selected using multi-stage cluster sampling and completed questionnaires assessing brain-behavioral systems (Carver & White, 1994), emotional processing (Barkley, 2007), and panic symptoms (Liebowitz, 1984). Data analysis was conducted using structural equation modeling in SPSS (version 24) and AMOS (version 24).

The evaluation of the hypothesized model using goodness-of-fit indices indicated an acceptable fit with the measurement model (CFI = 0.93, NFI = 0.96, RMSEA = 0.06). Direct paths between brain-behavioral systems and emotional processing, as well as between brain-behavioral systems and panic disorder, were significant (p < 0.01).

These findings suggest that emotional processing mediates the relationship between brain-behavioral systems and panic disorder. The results underscore the role of emotional processing in panic disorder and highlight the importance of considering brain-behavioral systems in understanding its mechanisms. The proposed cognitive model can enhance our understanding of emotional processing in panic disorder and inform the development of cognitive-behavioral treatments for affected individuals.

Adolescence is an important period of human development that is associated with neurological, hormonal, physiological and social changes. During this period, teenagers cope with many stressful factors. Self-injurious behaviors appear in different ways. He has divided self-injurious behaviors into three categories: 1. severe self-injurious behaviors that are observed in mental patients and because of which a person causes serious damage to his own body tissue, such as cutting off a limb from the body. 2- Stereotyped (involuntary) self-harming behaviors that are observed in mentally retarded people with autism or Tourette syndrome. In such a situation, the person involuntarily and repeatedly hits himself (such as banging his head against the wall). 3- Self-harm behaviors are the most common type and are done under the influence of fashion or other factors, such as scratching and cutting the skin, picking wounds, nail-biting, cosmetic surgery, and skin carving. One of the most common problems among teenagers today is self-injurious behavior, which is found to a large extent in all cultures. The aim of this research was to evaluate the effectiveness of dialectical behavior therapy on the coefficient of difficulty, life expectancy and emotional processing of adolescents with self-harm.
 

The research method was semi-experimental with a pre-test and post-test design with experimental and control groups. The statistical population of the research included all female students of the second secondary level of Bushehr 2019-2020 academic year who had a history of self-injury. And the sample size includes 40 people; 20 people were randomly placed and selected in the experimental group and 20 people in the control group. The experimental group underwent dialectical behavior therapy intervention, and the control group did not receive any intervention. The research tools were the self-injurious behavior questionnaire (Sanson et al., 1998), response to difficulty profile (Stoltz, 1997), Miller Hope Scale (1986) and emotional processing questionnaire (Baker et al., 2010).
 

The results showed that the intervention has increased the difficulty coefficient, life expectancy, and reduced maladaptive emotional processing in adolescents (p<0.05). Also, the research findings indicated that dialectical behavior therapy is an effective method in emotional processing (p<0.001). It shows the results of the univariate analysis of covariance to investigate the effect of the independent variable on each of the dependent variables. The F value obtained for all dependent variables is significant at the P<0.05 level. Therefore, it can be said that dialectical behavior therapy influences emotional processing variables, difficulty coefficient and life expectancy.
 

According to the results of the research, this intervention can be used to improve the difficulty factor, life expectancy and emotional processing of adolescents with self-injury, along with other therapeutic interventions. Also, the focus of dialectical behavior therapy on mindfulness, which is done to observe and describe events non-judgmentally, and awareness and alertness focused on the present moment, leads to the natural development of distress tolerance, and the person learns to deal with emotions without evaluating and trying to change or control them and without arousal. Or experience distress and thereby learn the skill of coping with adverse events, which leads to an increase in the level of difficulty in facing adverse and stimulating life events. Dialectical behavior therapy, by providing a platform for adolescents to participate in educational groups, attempts to bring the individual to a kind of synthesis through the confrontation of thesis and antithesis. Therefore, by participating in dialectical behavior therapy sessions, adolescents learn to observe the natural cycle of their emotions and clearly see their ups and downs as new emotions replace previous ones. On the other hand, the adolescent learns that he is able to tolerate his intense emotions without avoidance or resistance. Finally, in the skill of facing emotions, if the adolescent wants to get rid of the emotion he is experiencing or wants to turn his emotion into action (for example, to engage in self-injurious behavior), he experiences facing his emotion by learning the skill of staying with the emotion. In fact, by learning the concept of emotion, the individual realizes that initial discomfort in facing life's adversities is a natural human characteristic, and this inevitable process should not be considered a sign of incompetence or weakness of oneself or others. Also, the focus of dialectical behavior therapy on mindfulness, which is done in order to observe and describe events non-judgmentally and to be aware and alert in the present moment, leads to the natural development of distress tolerance, and the individual learns to experience emotions without evaluating them, trying to change or control them, and without arousal or distress. In this way, the individual learns the skill of coping with adverse events, which leads to an increase in the difficulty factor in facing adverse and arousing life events.

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 present study was conducted with the aim of the effectiveness of the basic strategy of story-grammar comprehension on phonetic processing, semantic and orthographic processing, metacognition and working memory on Elemetay students with dyslexia. The research method was semi-experimental and the design of two experimental and control groups with a pre-test, post-test and a 45-day follow-up period. The statistical population included all primary school students with dyslexia in Isfahan on 2022-2023year, and 40 dyslexic students were randomly selected from among the referrals to counseling centers working in the children's area of ​​Isfahan city and randomly divided into two groups of 20 people. (20 experimental subjects) and (20 control subjects) were assigned. The research tools include the phonological processing questionnaire of Soleimani and Dastjardi (2010), the semantic-orthographic processing questionnaire of Zandi et al. (2015), the metacognitive scale of Baku et al. (2009), the working memory questionnaire of Pickering and Goderkel (2004), Wechsler scale (2014), reading performance test of Yarmohamedian et al. (2014). The educational program based on the basic strategy of story-grammar comprehension by Ride and Linerman (2009) was implemented on the subject group during 8 sessions of 60 minutes. Data analysis was analyzed using statistical methods and using spss 23 and analysis of variance with repeated measures. The findings showed that the basic strategy of story-grammar understanding improves phonetic processing (P < 0.001; F = 0.556), semantic and orthographic processing (P < 0.001; F = 0.570), metacognition (F = 0.144). P < 0/01) and working memory (P < 0.001; F = 0.464) had a significant effect on students with poor reading ability And its impact remains (p < 0.01); Therefore, it can be concluded that the grammar-story strategy is suitable for helping students with dyslexia.

The present study was conducted with the aim of comparing the performance of cognitive profile functions in children with attention Deficit/hyperactivity disorder and special learning disorder. The statistical population of this descriptive and comparative causal research is all male students (ages 8-12 years old) who were studying in Tabriz city (1399-1400) and by using the purposeful sampling method, 30 students for Each group was selected. The research tools were cognitive flexibility (CFI), sensory processing (SPM), child and adolescent emotional regulation (ERQ-CA) and working memory questionnaires by Daneman and Carpenter. In order to analyze the data, descriptive indices and multivariate analysis of variance (MANOVA) were used. The results showed that there is a significant difference between the performance of the studied groups and their subscales (F=263.946, P<0.001). Although children with hyperactivity showed a weaker performance in the general scales of cognitive flexibility, sensory processing and emotional regulation of re-evaluation, on the other hand, children with learning disorders also showed an obvious weakness in the general variable of working memory and They showed suppressed emotional regulation. These results have provided important implications in the field of effective therapeutic interventions and correct selection of training and rehabilitation programs to improve executive functions.

Post-traumatic stress disorder (PTSD) resulting from direct experience of a severe injury, such as the sudden death of a family member, can significantly impact a person's health by altering cognition, exacerbate grief symptoms and impaired autobiographical memory. Several studies have investigated the effects of cognitive processing therapy (CPT) on reducing PTSD symptoms caused by bereavement and cognitive programming, but none have specifically examined the impact of this therapeutic approach on grief symptoms and autobiographical memory.

The aim of this study was to evaluation of the effectiveness of CPT on the autobiographical memory and grief experience in Covid-19 survivors with PTSD which have suffering from breavement.

The method of the current research was a quasi-experimental pre-test-post-test control group design and the study population included Covid-19 survivors with symptoms of PTSD in Shiraz in 1400, who lost a family member and were diagnosed with PTSD, based on The Mississippi PTSD Scale (Kean, Caddelle, & Taylor, 1988). Thirty people were selected by purposeful sampling and divided into two experimental and control groups. The experimental group underwent cognitive processing therapy in 12 sessions of 90 minutes, and the control group did not receive any intervention. The data collection tools were The Mississippi PTSD Scale (Kean, Caddelle, & Taylor, 1988), Grief Experience Questionnaire (GEQ) (Barrett & Scott, 1989) and Autobiographical Memory Test (AMT) (Williams & Broadbent, 1986). Data analysis was done by one-way analysis of covariance in SPSS-27 software.

The results showed that the experimental group demonstrated significant decreases in GEQ scores and significant improvements in AMT scores for positive, negative, and neutral word classes (P< 0.05).

The findings suggest that CPT, by developing a deep understanding of the traumatic experience, is an effective intervention for reducing grief symptoms and improving autobiographical memory performance in bereaved individuals with PTSD symptoms. Therapists should consider CPT as a viable treatment option for this population.

This study aimed to determine the structural model of cognitive depression based on early maladaptive schemas with the mediation of cognitive processing of personality traits in students. The research method was correlational and based on structural equation modeling. A sample of 300 students from Tehran universities was selected using a multistage cluster sampling method. Participants completed the Beck Depression Inventory (BDI, 1961), Young’s Early Maladaptive Schemas Questionnaire (1998), Cognitive Processing Questionnaire, and the NEO Five-Factor Inventory (NEO-FFI). Data were analyzed using descriptive statistics and structural equation modeling in SPSS version 25 and AMOS version 22. The results showed that the proposed model did not exhibit an adequate fit. Direct effect analysis indicated that early maladaptive schemas had a significant positive impact on cognitive depression and personality traits. However, the examination of indirect effects revealed that early maladaptive schemas did not mediate cognitive depression through the cognitive processing of personality traits. Overall, the findings suggested that early maladaptive schema components can directly influence students' cognitive depression, but this effect is not significant through the mediation of cognitive processing of personality traits.

This study aimed to compare the effectiveness of schema therapy and therapy based on acceptance and commitment to increasing the emotional processing and self-efficacy of people with rheumatoid arthritis. The present research method was semi-experimental with a pre-test-post-test design and a control group with a three-month follow-up period. The statistical population of this research was all people with rheumatoid arthritis in 2022-2023 from Loqman Hospital in Tehran. 60 people, as a sample, were randomly selected in 3 groups of 20 people (two experimental and one control group) using the purposeful sampling method. The emotional processing scale (EPS, Baker et al, 2007) and the general self-efficacy scale (GSE, Scherer et al., 1982) were used to collect data, as well as the 12-session protocol of schema therapy and the 11-session protocol of acceptance and commitment therapy were used for the intervention. The data were analyzed using variance analysis with repeated measures and Tukey's post hoc test. The findings showed that the schema therapy and acceptance and commitment groups significantly increased emotional processing and self-efficacy compared to the control group (p<001), and the schema therapy group performed significantly better in two dependent variables than the acceptance and commitment group (p<001). Therefore, using schema therapy and acceptance and commitment therapy can help to increase the emotional processing and self-efficacy of people with rheumatoid arthritis.

The purpose of this study was to examine the comparison of the effectiveness of hypoventilation therapy and emotion regulation training on Anxiety Sensitivity and Emotion processingin women with panic disorder (PD) in Ardabil. This semi-experimental study was carried out using pre-test and post-test with control group from all patients suffering panic disorder (PD) who referred to SeyedHatami Ardabil Health Comprehensive Centers in summer and Fall 2019, 45 patients were selected through purposive sampling method and were randomly placed into 3 equal experimental and control groups. The Experimental groups exposed to hypoventilation therapy and emotion regulation training while control group received none. Anxiety Sensitivity and Emotion processing Questionnaires were used as the study instrument. Data were analyzed by using Multivariate analysis of covariance (MANCOVA) test and bonferoni post hoc. The results showed that there were significant differences anxiety sensitivity and emotion processing scores of the experimental and the control groups. Results of the follow-up test indicated that no effective wad observed in the mean scores of anxiety sensitivity and emotion processing (P=0/001). According to the finding of the present study, hypoventilation therapy and emotion regulation training can be used as an effective method to reduction Anxiety Sensitivity and Emotion processing of women with panic disorder.

The study aimed to explore teaching cognitive emotion regulation strategies' effectiveness on cognitive processing and distress tolerance in female students with general anxiety. The research method used was a pre-test-post-test experiment with a control group. The research sample comprised all second-year secondary school students with general anxiety in Ardabil city during the academic year of 2023-2024. Employing purposive sampling, thirty students with general anxiety were randomly split into the experimental (15 individuals) and control (15 individuals) groups. The experimental group received eight 90-minute sessions of the cognitive emotion regulation strategies training program (Gross and Thompson, 2007), and the control group, which was on the waiting list, did not receive any training. In the data collection, Cruz's (1999) cognitive processing questionnaire and Simmons and Gaher's (2005) emotional distress tolerance scale were used. Data were analyzed using multivariate analysis of covariance. The results showed that after controlling the pre-test effects, there was a significant difference between the post-test average of the two groups in cognitive processing and distress tolerance. Training in cognitive emotion regulation strategies proves effective in enhancing cognitive processing and distress tolerance among students with general anxiety. Based on the research findings, utilizing cognitive emotion regulation training can help alleviate issues in individuals with generalized anxiety.

The aim of this study was to investigate the effect of sensory processingintervention on the social-emotional skills and social competence of students with specific learning disorder.This study was a randomized controlled trial in which 30 students with specific learning disorder from Tehran in the academic year 2024-2025 were randomly assigned to two groups: experimental (15 students) and control (15 students). The experimental group received a sensory processingintervention over eight 90-minute sessions, while the control group received no intervention. Data collection tools included the Social-Emotional Skills Scale by Gresham and Elliott (2010) and the Perceived Social Competence Scale by Anderson et al. (1999), both of which have been validated in numerous studies, including those conducted in Iran. Data analysis was performed using repeated measures ANOVA and Bonferroni post-hoc tests in SPSS-27.The results indicated that the sensory processingintervention significantly improved the social-emotional skills and social competence of students in the experimental group compared to the control group. The mean scores of social-emotional skills and social competence increased significantly after the intervention in the experimental group and remained stable in the five-month follow-up, while no significant changes were observedin the control group.Sensory processingintervention can be considered an effective method for improving social-emotional skills and social competence in students with specific learning disorder and can be integrated into rehabilitation and educational programs for these students.