مجله پژوهش های کاربردی روانشناختی
سال سیزدهم شماره 3 (پاییز 1401)

The aim of this study was to compare the level of response inhibition in elementary students with developmental dyslexia in the areas of perception, linguistics, and normal reading. It was basic research that used the causal-comparative design for data collection. This study included three statistical populations of third and fourth grade male elementary school students with perceptual, linguistic, and normal reading dyslexia in Mashhad during the 2019-2020 academic year, with 15 subjects selected from each statistical population. The samples for the first and second populations were selected purposively and the samples for the third population were selected by cluster sampling. The samples were matched for intelligence. The research instruments were Raven’s Progressive Matrices (RPM), Persian Reading Ability Assessment Test (APRA), Stroop Color and Word Test (SCWT) and Go-No go test (GNG). The data were analyzed using multivariate analysis of variance in SPSS 22. The results showed that the level of response inhibition was significantly different among the three groups. The performance level of the two dyslexic groups was significantly lower than that of the normal group in both cognitive and behavioral inhibition. In contrast, there was no difference between the two groups of dyslexics on any of the research variables. According to the findings, although there is no difference in cognitive inhibition and behavioral inhibition between the two groups of dyslexics, the low level of inhibition in these two groups compared to normal children indicates the need to assess response inhibition in order to develop rehabilitation interventions.

The aim of this study was to investigate the lived experiences of women attempting suicide regarding risk factors and protective factors. The study method was qualitative and the phenomenological approach. Sampling was purposeful and after semi-structured interviews with 15 women who attempted suicide, saturation was achieved. Seven-step Colaizzi method was used for analysis. The reliability of the findings was confirmed based on Lincoln and Guba criteria. Identified four themes and eight subthemes for risk factors: Tensions in family relationships (subthemes: Argument and conflict, emotional indifference, Lack of marital loyalty), Failed relationships (self-blame, loss), Mental suffering (Living in sorrow and despair, Sense of being a burden, Perception of inefficiency) and theme of poverty and unemployment. Four themes were also extracted regarding protective factors: emotional attachment to a family member, sense of responsibility towards children, religious beliefs, and perceived social support. The results of this study indicate the importance of family and emotional relationships as well as untreated depression as the main factors identified as effective. Outcomes and key implications of this study were mainly related to improving the treatment experiences of women surviving suicide and other high-risk populations through the development of preventive interventions commensurate with the findings.

The aim of the study was to investigate the effectiveness of the progressive counting method on PTSD symptoms (including avoidance, intrusion, and hyperarousal) that occur in CABG patients according to research literature. It was an applied research conducted in a quasi-experimental design (pretest-posttest with a control group and follow-up). The statistical population was the patients referred to the rehabilitation clinic of Tehran Heart Center in 2021-four to six weeks after coronary artery bypass graft surgery. Twenty-four patients (10 women and 14 men) were randomly selected from those who scored 24 or higher on the Impact of Event Scale-Revised (IES-R). The Impact of Event Scale-Revised (IES-R) was used for measurement. Mixed two-way analysis of variance in SPSS-26 was used to examine the effectiveness of the intervention. The progressive counting method statistically significantly reduced the magnitude of avoidance symptoms in the intervention group. This method made no significant difference in the amount of intrusion and hyperarousal (α=0.05). The progressive counting method is effective in reducing avoidance symptoms in CABG patients and this intervention is recommended. The level of hyperarousal and intrusion in the follow-up phase is largely determined by these levels in the pretest phase. As a result, screening of patients in this regard is recommended.

The present review was conducted to investigate the psychological and social consequences of post-coronavirus 2019. This research was applied in terms of purpose and systematic review in terms of data collection. In the present study, specialized keyword search was used to search for Coronavirus 2019, COVID -19, depression, anxiety, stress, social stigma, domestic violence, anxiety, post traumatic stress, post corona, psychological and social distress in the database English databases such as Google Scholar, PubMed, Scopus, ScienceDirect and Jahad Daneshgahi Scientific Database (SID), Iranian Journal of Databases (Magiran) and Iranian Medical Sciences Database. After searching for keywords, the statistical population of this study included 894 Persian and English articles published during the period from 2020 (February) to 2021 (July). After removing the articles that were not related to the objectives of the study, 40 articles were finally included in the study according to the prism model, which were fully reviewed. Studies have shown that psychological, social, economic, educational, and cultural problems during the outbreak of COVID-19 in the world. COVID-19 was able to include a variety of age and occupational groups, including adults, the elderly, nurses, physicians, students, and people with chronic illnesses. Given the high prevalence of psychological and social problems such as depression, anxiety, fear, social stigma, burnout, suicidal ideation, domestic violence, and posttraumatic stress during the COVID-19 pandemic, many of the articles studied were written in the post-Corona era. We are witnessing a high volume of psychological and social harms in the world, for this purpose, it is necessary for governments to pre-screen psychologically vulnerable groups

The present study was conducted to investigate the effectiveness of the Knowledge, Attitude, and Practice (KAP) support program with a positive approach to attention-deficit/hyperactivity disorder (ADHD) on parent-child interaction, parental stress, and self-efficacy. The current study is a quasi-experiment with a pre-test-post-test design and a follow-up with a control group, which is practical in terms of the purpose of the study. The study population included mothers of children aged 6-10 years with attention deficit/hyperactivity disorder in Kashan city in 2020, of which 30 subjects were randomly selected and divided into two groups of 15 subjects for test and control. The Awareness, Attitude and Practice (KAP) program, developed with a positive approach to ADHD and with a systematic review of research related to the psychological skills of these people, was taught to the mothers of the experimental group individually (3 sessions) and in groups (7 sessions); but the control group was not given training. The instruments used were the parental form of the Behavioral Rating Scale (CBRS) and the diagnostic interview based on the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM5, the Parent-Child Relationship Scale (P-CRS), Children's Self-Efficacy Questionnaire SEQ-C), (Parenting Stress Scale PSS) and to analyze the data, the method of repeated measures analysis of variance was used, using SPSS 26. The results of the research show that the implementation of the program has a significant impact on the reduction of mothers’ parenting stress and the improvement of parent-child interaction and child self-efficacy.

The aim of this study was to determine the effectiveness of psychological rehabilitation on divorce propensity and marital intimacy in couples who divorce. It was a practical and semi-experimental study with a pretest, a posttest, and a follow-up with a control group. Out of 300 couples divorcing in Isfahan in the autumn of 2019, 40 couples were randomly selected and then randomly assigned to an experimental group and a control group. The Divorce Tendency Scale (DTS) and Intimacy Scale (IS) were used to collect data. The experimental group was trained through a validated curriculum package during the ten sessions. Data were analyzed by repeated measures analysis of variance using SPSS 24 software. The results of the repeated measures analysis of variance showed that the propensity to divorce (p<0.01) and marital intimacy (p <0.01) of the couples in the experimental group were significantly lower and higher, respectively, than those in the control group in the posttest and follow-up phases. The results of the study confirm the effect of psychological rehabilitation training on reducing the propensity to divorce and improving marital intimacy. It is suggested that psychological rehabilitation training should be used in counseling centers for couples who are divorcing.

The purpose of the present study was to examine the mediating role of defense mechanisms in the relationship between childhood trauma and psychological capital in college students with psychosomatic symptoms in 2021. This study was conducted using a basic purpose, descriptive cross-sectional correlational method. The instruments used in the study were the Defense Styles Questionnaire (DSQ), Childhood Injuries and Trauma (CTQ), Psychological Capital (PCQ), and Mohr Psychosocial Symptoms Questionnaire (MPSNCQ), which were created online and sent to participants via virtual messenger networks. Pearson correlation coefficient and structural equation modeling using SPSS-22 and Smart PLS-3 software were used for data analysis. The correlation coefficients revealed that there was a negative relationship between childhood trauma and psychological capital (r= -0.556) and developed defense mechanism (r= -0.602) and a positive relationship with underdeveloped defense mechanisms (r = 0.561) and impaired defense (r= 0/757) (P<0.01). There is a positive relationship between developed defense mechanisms and psychological capital (r= 0.775) and a negative relationship between underdeveloped defense mechanisms (r= -0.772) and disturbed defense (r= -0.604) with psychological capital (P<0.01). Path analysis showed that the indirect effect of childhood trauma on psychological capital mediated by an underdeveloped defense mechanism of -0.263, a developed defense mechanism of -0.298 was significant (p<0.05). Consequently, it is important that mental health professionals and parents develop well-developed defense mechanisms against childhood trauma to preserve their children's psychological capital in adulthood.

The purpose of this study was to assess and identify the cognitive and emotional experiences of adolescents’ use of Instagram using a phenomenological method. The sample consisted of twelve adolescents (seven females and five males) in Tehran. Recruitment was conducted from December to January 2022 using random selection. First, the Internet Addiction Test (Young, 1998) was administered. Those who scored from “moderate” to “severe on” this test were recruited for the study (Semi-structured interviews were conducted, and data were analyzed using Colaizzi’s method. Three main themes emerged from the analyzes: 1) reasons for using Instagram (including subthemes such as entertainment and leisure, exploration, and anxiety), 2) interesting content for adolescents (including subthemes such as education, recreation, and entertainment), and 3) cognitive and emotional experiences (including subthemes such as pleasant experiences and unpleasant experiences). The results suggest that adolescents’ mental health is greatly affected by Instagram social media use. The findings warrant the formulation of educational programs to prepare and protect this population from the negative effects of Instagram use.

The purpose of this study was to determine the effectiveness of social cognitive skills on the motivational structure of students with a tendency toward risky behavior. The research method was applied in terms of purpose and the design of the present research was quasi-experimental with pretest-posttest and follow-up with a control group. The statistical population consisted of female second-year secondary school students in the 7th district of Tehran in the academic year 2017-2018, of which 24 female students were selected based on the cut-off of Iranian Adolescents Risk-Taking Scale (IARTS) and randomly assigned to the control and experimental groups. Both groups answered the Personal Concerns Inventory (PCI) before the test, after the test, and at follow-up. After 12 sessions of social cognitive skills training, the present data were analyzed using analysis of variance with mixed design and SPSS-24 software. In the present study, the interaction effect of time*group for the components of inclination (P=0.001, F=11.03), control (P=0.006, F=5.70), information (P=0.008, F=5.41), effort (P=0.002, F=7.55), satisfaction (P =0.001, F=11.03), and engagement (P=0.002, F=6.91) was significant at the 0.05 level. Cognitive-social skills training improved the motivational structure of students with risky behaviors. Therefore, it is suggested that students and teachers should be taught cognitive-social skills to improve students’ adaptive motivational structure.

The aim of the present study was to compare the effectiveness of emotion-focused therapy and positive psychotherapy on marital satisfaction and feelings of loneliness in married women without parental consent. The present practical study used a single-case experimental design with multiple asynchronous baselines. The statistical population included women who were married without parental consent. The sample consisted of 6 individuals selected from among women married without parental consent in Khorramabad. Emotion-focused therapy and positive psychotherapy protocol were conducted during three baseline phases and 10 sessions of 90-minute intervention and follow-up in three phases in 2021, and subjects answered the Marital Satisfaction and Feelings of Loneliness scales in two groups of three. Data were analyzed using the visual drawing, reliable change index (RCI), and percent recovery formula. The results of the study indicated that the average rate of improvement in the marital satisfaction variable of emotion-oriented treatment at post-treatment for three individuals was 61.41% and at follow-up 60.91%, positive treatment, in the post-treatment for three people was 53.21 percent and for the follow-up 51.46%, in the variable of the feeling of loneliness, emotion-oriented treatment in the post-treatment for three people was 58.36% and for the follow-up 58.9%, positive treatment, in the post-treatment for three people was 59.56% and for the follow-up it was 59.76%. The results of the study show that both the emotion-focused and positive treatments had an effect on marital satisfaction, with the emotion-focused treatments having a stronger effect. In addition, both treatments had an effect on feelings of loneliness and there was no significant difference.

The aim of this study was to investigate the effectiveness of life skills training on academic self-efficacy of gifted girls. The research method was applied objectively and was methodologically part of a quasi-experimental design with pre-test-post-test and follow-up with the control group. The statistical population of the study was the female students of gifted schools in Tehran (second year of high school) in the academic year 2019-2020. (ASEBQ) filled. Among them, 32 low-scoring female students were selected as the sample group and randomly divided into two groups of 16 experimental and control groups. The experimental group received 12 sessions of 70 minutes of training on stress management and coping with anxiety and depression. A posttest was conducted after all training sessions, and follow-up sessions were conducted after one and a half months for both the experimental and control groups. A mixed analysis of variance was performed to test efficacy. Data analysis was performed using SPSS-25 software, and results indicate that life skills training significantly affected all components of academic self-efficacy, i.e., ability to complete homework in class (0.003), ability to complete homework outside of class (0.001), interaction with others in the school environment (0.048), and general management (0.022). Life skills training were effective in improving gifted students’ academic self-efficacy.

The purpose of this study was to evaluate the effectiveness of the unified protocol for transdiagnostic treatment on the social skills of students with anxiety disorders and the self-efficacy of their mothers. This study was a quasi-experimental study with a pretest-posttest design and a control group with one-month and three-month follow-up, which was practical in purpose. The statistical population included all female students aged 8 to 10 years in the academic year 2020-2021 in Tehran and their mothers. Using the available sampling method, 30 anxious schoolgirls were identified and randomly divided into two groups (15 in the control group and 15 in the experimental group). The instrument used in this study was Gresham and Elliott’s Social Skills Questionnaire (SSRS), Spence Children’s Anxiety Questionnaire (SCAS), Teacher Report Form (TRF), and Dumka Patents Self-Efficacy Questionnaire (PSAM), which were completed by the students and mothers before and after the intervention, and after the follow-ups. Then, the experimental group participated in the intervention for 15 sessions of 60 minutes each. Finally, data were analyzed using SPSS software (version 24) and ANOVA with repeated measures. The results showed that the unified protocol for transdiagnostic treatment had a significant effect on improving social skills, reducing children's behavior problems, and increasing mothers’ self-efficacy. It appears that the unified protocol for transdiagnostic treatment can be used as a means to improve students’ social skills and their mothers’ self-efficacy.

The present study was conducted to determine the effectiveness of emotional self-regulation training on social competence and emotional expressiveness in male students with signs of bullying. It was an experimental study with pretest, posttest, control group, and two-month follow-up period. The statistical population of the study included male students with signs of bullying in the first secondary school of Yasouj during the academic year 2018-2019. The research sample included 40 students with signs of bullying, who were selected through multistage random sampling and randomly divided into an experimental group and a control group (each group consisted of 20 students). The research instruments included questionnaires on Illinois Bullying Scale (IBS), Social Competence (SCQ), and Emotional Expressiveness (EEQ). The pretest was administered to both groups before the intervention began. Then, the experimental group received emotional self-regulation training for nine weeks, while the control group received no intervention. After the intervention, 4 students in the experimental group and 3 students in the control group fell. At the end of the intervention, a posttest was administered in both groups, and two months after the posttest, the follow-up test was also administered. The data of the study were analyzed by repeated measures ANOVA using SPSS23 software. The results showed that the emotional self-regulation training had a significant effect on social skills and emotional expressiveness in male students with signs of bullying. Thus, this intervention was able to increase the social competence and emotional expression of male students with signs of bullying. The findings of the present study suggest that emotional self-regulation training can be used as an efficient method to improve social competence and emotional expression in male students with signs of bullying by using techniques such as anger control skills, emotional awareness training, increasing positive emotions, and recognizing emotions.

The purpose of the present study was to compare semantic memory in monolingual and bilingual children with specific learning disabilities. The research design was fundamental and causal-comparative. A number of 60 children including 30 monolingual (Persian, 15 boys and 15 girls) children from Tehran and 30 bilingual children (Kurdish-Persian, 15 boys and 15 girls) from Javanrood city in 2019-2020 were recruited from special learning disabilities rehabilitation centers using accessible sampling. Data were collected using 4-versions of the Wechsler Intelligence Test (WISC-IV) and the Semantic Memory Test (SMT). Descriptive and inferential statistical methods such as mean, standard deviation, independent t-test, and Friedman test were performed using SPSS-21. The results showed that the semantic memory performance of the monolingual children was better than that of the bilingual children (t=5.40, P<0/05). Moreover, a significant relationship was found between the frequency of letters in Persian and performance in the letter fluency test (2=86.50, P<0.01). The results of the study show that despite the children without specific learning disabilities, monolingual children have better semantic memory function than bilingual children with SLD

The purpose of this study was to develop a structural model of the relationship between personality and academic competence mediated by academic self-efficacy. The research method was descriptive-correlational and the purpose of the research was applied. It is practical in terms of purpose. The statistical population of this study included all female high school students in the academic year 2020-2021 in Tehran, of which 610 students were selected by multistage random sampling. The instruments used in the present study included the NEO Five-Factor Inventory by Costa & McCrae (NEO-FFI), Academic Competence Evaluation Scale (ACES), and Perceived Academic Self-Efficacy Scale (PASE). The data were analyzed by structural equation modeling using version 24 of AMOS software. The results showed that the structural model had acceptable agreement with the collected data. In this study, the indirect path coefficients between conscientiousness and extraversion and academic competence were positive and significant at the 0.01 level, and the indirect path coefficient between neuroticism and academic competence was negative and significant at the 0.01 level. Academic self-efficacy seems to be one of the expressions of personality traits that influence students’ perception of competence. Based on the results of this study, school counselors, therapists, and child and adolescent therapists are recommended to measure and assess students’ level of academic self-efficacy in order to identify and consider its manifestations on students’ academic competence.

The purpose of this study was to examine the life experiences of female teachers with high job satisfaction in relation to their successful resolution of work-family conflict. A qualitative approach with basic research purposes was used in this study. The study population consisted of employed female teachers with high job satisfaction in public and private schools in Tehran, Mahabad and Piranshahr (in 2020-2021), of which 10 individuals were selected through purposive sampling and snowballing methods. Sampling continued until data saturation. The Job Satisfaction Questionnaire (JSQ) was used to investigate the job satisfaction of female teachers. The instrument used to examine the successful resolution of work-family conflict was a semi-structured interview. Interview data were analyzed using Colizzi’s seven-step method. The results showed that “strong and dynamic professional identity,” “adaptability and adjustability,” “clear demarcation,” “negotiation skills,” “embeddedness and the ability to satisfy the husband,” “support and responsibility of the spouse,” “seeking and accepting support within/outside the family,” and “tranquility at work” were effective in helping professional women to be satisfied with their work and successfully resolve work-family conflict. The results indicate that perceptions of a strong and dynamic identity and psychological resilience are two important experiences of job-satisfied women in successfully resolving work-family conflict. In order to increase the job satisfaction of professional women, in-service trainings can be conducted to strengthen and promote their psychological resilience.

The aim of the present study was to examine the relationship between parenting styles and social anxiety signs in Tehran College students, with the mediating role of interpersonal sensitivity and the moderating role of suppression. As for the fundamental goal and data collection, the present study was a correlational and cross-sectional study. The participants of this study were the students of university of Tehran who were studying in the academic year 2021. The participants were 226 college students (137 females and 89 males) selected through an available sample. Due to the outbreak of Covid-19, questionnaires were distributed on online platforms. In this study, we used the questionnaires of Liebowitz social anxiety scale (LSAS), Buri parenting styles scale (PAQ), Boyce and Parker interpersonal sensitivity scale (IPSM), and Gross emotional regulation scale (ERQ). Pearson’s correlation coefficient and mediator-moderator effect analytical statistical model were used and all statistical procedures were performed using SPSS 21 and R.4.1.1. The results showed that there is a significant relationship between parenting styles and signs of social anxiety (P >0/01, r=0/21). This study also showed that parenting style influences social anxiety through interpersonal sensitivity (P>0/05). Therefore, interpersonal sensitivity plays a mediating role, but the suppression role as a moderator in the relationship of parenting styles and social anxiety symptoms was not confirmed (β =0/022, P < 0/05). In view of the results of this study, the implementation of appropriate parenting workshops to teach parenting styles to parents is highly recommended to prevent anxiety problems such as social anxiety

The aim of the present study was to predict COVID-19 traumatic stress and posttraumatic growth in nurses of coronavirus patient care unit based on perceived social support considering the mediating role of self-compassion and cognitive emotion regulation. The present study is a descriptive correlation with the structural equation model and in terms of purpose is applied. The statistical population includes all nurses who worked in hospitals in Isfahan in 2021, of which 230 (143 female and 87 male) were selected through an available sample. Research instruments included the multidimensional perceived social support (MSPSS), self-compassion (SCS), cognitive emotion regulation questionnaire (CERQ), posttraumatic growth inventory (PGI), and COVID-19 traumatic stress scale (CTSS). Descriptive statistics and structural equation modeling as well as SPSS-23 and Amos-23 were used to analyze the data. Results showed that perceived social support directly and indirectly through matched cognitive emotion regulation strategies and self-compassion had a positive effect on posttraumatic growth (β = 0.228, P < 0.01) and a negative effect on COVID-19 traumatic stress (β = -0.316, P < 0.01), whereas the relationship between non-matched cognitive emotion regulation strategies and posttraumatic growth was not significant (P < 0.05). The research findings not only have practical and theoretical implications, but also can be used as a useful model to provide nurses with adequate services to pave the way for growth and development after trauma and prevent covid-19 traumatic stress.

The purpose of this study was to compare mindfulness-based relapse prevention (MBRP) group therapy and treatment as usual (TAU) in terms of their effectiveness on positive and negative perfectionism in men with opioid use disorder (OUD). The method of this study, due to its purpose, is an applied research and its method, in terms of the way of data collection, is an experiment with a pre-test-post-test. The population included men with opioid use disorder who were referred to Iranian National Center for Addiction Studies in Tehran in 2018. 36 patients were selected as the sample and randomly assigned to two groups: one group received a combination of MBRP group therapy and TAU and the other was treated with TAU only. Participants completed the Positive and Negative Perfectionism Scale (PANPS) at pretest, posttest, and follow-up. Data were statistically analyzed using a mixed-design ANOVA model. SPSS software (version 22) was used for data analysis. The results showed that none of the intergroup, intragroup, and interactive sources of variation in positive perfectionism were statistically significant. For negative perfectionism, the differences between the study phase groups were significant. The Bonferroni method was applied to examine the difference scores in the test phases and showed that the mean score decreased significantly in the posttest and follow-up phases compared with the pretest. According to these results, MBRP was effective in reducing negative perfectionism, but we cannot find any differences in the effectiveness of the therapies. These results indicate that MBRP can be considered an effective therapeutic approach for reducing negative perfectionism in individuals with OUD.

The purpose of this study was to examine the effectiveness of self-compassion therapy on rumination, self-criticism, and negative automatic thoughts of university students experiencing heartbreak. The research method was applied in relation to the objective and the design of the present study was quasi-experimental with a pre-test, post-test, and a control group design. The statistical population included all students of Islamic Azad University of Hamadan in the academic year 2019-2020, of which 30 subjects were selected through purposive sampling and randomly divided into two groups, an experimental group and a control group (7 females and 8 males in each group). Participants were tested before and after the study using the Ruminative Response Scale (RRS), the Levels of Self Criticism Scale (SSAS), and the Automatic Thoughts Questionnaire (ATTQ). Data were analyzed using analysis of covariance and SPSS-24 software. The results of the present study showed that compassion-based therapy was effective on the components of rumination (P=0.001), the components of self-criticism (P=0.001), and the negative automatic thoughts (P=0.001) of students with experiences of love failure. Self-compassion training helps these individuals to accept themselves in any situation, which reduces self-criticism and the experience of rumination and automatic thoughts in these individuals in critical situations. Based on the results of the present study, it is suggested that workshops titled “Self-Compassion” be held for students with heartbreak.

The purpose of this study was to investigate the motivational self-system in English language learning and the mediating role of self-regulation and second language anxiety in schools. The research method was applied according to the purpose and data collection was done by correlation. The current research population was second year female high school students in Yazd. A sample size of 300 was selected by multistage cluster sampling method and students answered Second Language Motivational Self-System Questionnaire (SLMSQ), Bufard Self-Regulation Questionnaire (BSRQ). Foreign Language Anxiety Survey (FLCAS). The obtained data were analyzed by correlation and path analysis using SPSS24 and Lisrel 8.7 software. The results of path analysis with appropriate adjustment showed a direct relationship between ideal l2 self in learning English and an indirect relationship between experience in learning a second language through self-regulation. Moreover, the direct relationship between anxiety in English was negative and significant, and the indirect relationship between ideal l2 self due to anxiety in English learning became positive and significant. In this study, the direct relationship between l2 self and second language experience in English learning and the indirect relationship between l2 self and second language anxiety in English learning were not significant. Therefore, it is recommended that parents do not force adolescents to learn English and try to internalize their motivation to learn English.

The purpose of this study was to compare the effectiveness of commitment and acceptance therapy (experience-based therapy package) with cognitive behavioral therapy in reducing anxiety and depression and increasing quality of life in female patients with irritable bowel syndrome. The research method was applied in terms of purpose and semi-experimental in terms of data collection, and was conducted in the form of a pre-test-post-test and a two-month follow-up with the control group. The statistical population includes all patients with irritable bowel syndrome who presented to the clinics of gastroenterologists in Isfahan in 2018-19. The statistical sample consisted of 39 female patients with IBS who were randomly selected and then randomly assigned to the experimental and control groups. The Beck Anxiety Inventory (BAI), Beck Depression Inventory (BDI), and Patients with Irritable Bowel Syndrome-Quality of Life (QOL-IBS) were used. Data analysis was performed using SPSS-21 software and analysis of variance with repeated measures. The results showed that both treatments had a significant effect on reducing anxiety, depression, and improving patients’ quality of life, and that this effect was stable until follow-up. Further (p < 0.01), but there was no significant difference between the treatment groups, so the use of either of these treatments is recommended as adjunctive therapy depending on the patient's condition and acceptability.