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The importance of moral education in schools is undeniable. Various models have been proposed for moral education in schools, one of which is the Baro Model of Moral Education based on Baro's theory. Some studies have shown that teachers generally support this model. However, some teachers have also expressed concerns about how to implement this model in the classroom. Despite the potential benefits of this model, there have been few studies on teachers' views of it.

The aim of this research was to analyze teachers' views on the Baro Model of Moral Education and to adapt it to the psychosocial needs of the Iranian education system.

The research method was qualitative and phenomenological. The statistical population included all teachers working in the city of Garmsar in the academic year 1402-1401 (2023-2024). 20 of them were selected purposefully and interviewed based on the entry criteria. Data were collected through semi-structured interviews and analyzed using Maxqda2022 software.

The findings showed that the five primary principles of Baro's theory, namely happiness with 7 sub-themes, truth with 5 sub-themes, freedom with 2 sub-themes, respect with 1 sub-theme, and fairness with 3 sub-themes, were approved and accepted by the participants. However, for each of the five principles, additional secondary principles were proposed by the participants in accordance with the educational context and conditions prevailing in the Iranian education system.

In general, the results of this study can be inferred that all the primary and secondary principles in the Baro Model of Moral Education are approved by the participating teachers. Therefore, it is proposed that the stakeholders of the education system prepare the ground for the implementation of the Baro Model of Moral Education and the proposed modifications suggested by the participants. In this way, specialized seminars can be held to explain the principles of this moral model.

The aim of this study was investigate the role of grandparents in the repairing or damaging of attachment security of avoidant insecure attached children. The present study was in terms of purpose applied and in terms of implementation method was qualitative. The research population was educators and children of center of intellectual development of children and adolescents of Tehran city, which from them 8 educators and 100 children were selected as a sample according to the principle of theoretical saturation and with the purposeful sampling method. The educators were subjected to a semi-structured interview and the children answered to the questionnaire of attachment styles classification and researcher-made questionnaire of mental representations of attachment relationships in middle childhood. The data of this study were analyzed by thematic analysis and frequency and frequency percentage methods. The results of thematic analysis showed that for attachment security of avoidant insecure attached children were identified 6 dimensions and 10 components; So that the dimensions were included of form of expression of feelings (with two components of normalization of the event and indifference or doubt), form of physical emotions (with one component of separating the feeling from the event), coherence in expression (with two components of shortness of expression and avoiding accountability), interaction with person (with one component of recklessness along with sensory detachment), form of expression of event (with one component of generalization and brevity) and facing whit the conflict (with three components of avoiding the event or escaping from the situation, open ending/making up and focusing on the consequences of the decision instead of understanding the problem). The results of frequency and frequency percentage indicated the examination of the mentioned 10 components based on 7 narratives including guests, keys, stores, strangers, paintings, bullies and picnics, which showed that grandparents played a small role in repairing or damaging of attachment security of avoidant insecure attached children. Therefore, by providing appropriate and practical training workshops can be improved the role of grandparents in the repairing of attachment security of avoidant insecure attached children.

Anxiety is one of the common problems of childhood which, if not treated, may be associated with problems such as depression, substance abuse, suicide, academic problems, low participation in school activities, bullying, and reduced enjoyment of academic and social aspects. The aim of this study was to investigate the psychometric properties of the second edition of the Multidimensional Anxiety Scale for Children-Parent Form (MASC2-P).

This was an applied research in terms of purpose, and a psychometric study in terms of methodology. The statistical population included all parents of students aged 10 to 18 years in districts 2, 4, 7, and 12 of Tehran, Iran, that 425 people (183 men and 242 women) were selected as the sample by available sampling method and responded to the MASC2-P. To investigate the validity of the construct, confirmatory factor analysis (CFA) was performed using LISREL software, and to investigate the reliability, Cronbach's alpha coefficient and omega coefficient were used using SPSS software.

The results of CFA showed that this scale using 50 items measured 8 factors of injury avoidance, stress and restlessness, panic, obsessive-compulsive disorder, functional fears, ridicule and rejection, generalized anxiety, and separation anxiety. Fit indices of chi-square to degree of freedom (χ2/df) ratio, root mean square error of approximation (RMSEA), parsimonious normed fit index (PNFI), comparative fit index (CFI), normed fit index (NFI), non-normed fit index (NNFI), incremental fit index (IFI), and relative fit index (RFI) were obtained 2.93, 0.07, 0.86, 0.95, 0.92, 0.94, 0.95, and 0.92, respectively. Cronbach’s alpha and omega coefficients for all factors were greater than 0.83.

MASC2-P is a suitable tool to identify and screen the anxiety of children and adolescents.

The aim of this study was the structural effect of attachment styles on perceived competency mediated by self-esteem in fourth, fifth and sixth grade elementary students. This study was a descriptive-analytical correlational study. The statistical population included all students of the second year of elementary school (fourth, fifth and sixth) in the city of Quds in 2019-2020. The sample consisted of 400 fourth, fifth and sixth grade elementary students 200 girls and 200 boys) who were selected by simple random sampling and completed The Harter Children's Self-Perception Profile, Coopersmith's Self-Esteem Questionnaire, and The Kinship Center Attachment Questionnaire. Pearson correlation and structural equation modeling were used using SPSS version 24 and LiserL 8 software. The results showed that attachment styles predict competency perception, directly and through self-esteem. The results of this study showed that planners and counselors to pay attention to the important and fundamental role of self-esteem and attachment styles to increase competence perception in students and to promote them by holding workshops.

The purpose of this article was to compare emotional balance and interpersonal sensitivity among normal students and students with disabilities in Garmsar city. The method of this research is causal-comparative. The sample of this research consisted of 90 students (45 students with disabilities and 45 normal students using matching method) who were selected by simple random sampling. Boyce and Popker's interpersonal sensitivity questionnaires and Bradburn's emotional balance questionnaires were used to collect data. The obtained data were analyzed using descriptive indices and multivariate analysis of variance (MANOVA). The results of this study showed that there is a significant difference between students with disabilities and normal students in interpersonal sensitivity and emotional balance. The findings of this study indicate the problems of students with disabilities in the field of interpersonal-communication skills and deficiencies in growth. It is emotional. Since academic performance and interpersonal and emotional skills of students may mutually affect each other, therefore, knowing the social and emotional characteristics of students with disabilities is one of the basic steps in the process of diagnosing and rehabilitating these students.

The present study was conducted to investigate the effectiveness of neuropsychological rehabilitation of executive functions on students' memory.

This research is semi-experimental using a computerized Wechsler working memory intelligence test prepared and compiled from the Farakhnai subscale of the Wechsler intelligence scale, which was used to measure working memory. The statistical sample consisted of 20 high school students who were randomly selected from high school boys in Varamin in the academic year of 1400-1999 in public high schools in mathematics, experimental and human subjects. The subjects were in two control groups (10 subjects) and the experiment (10 subjects) were randomly replaced.

Neuropsychological rehabilitation of executive functions is effective in improving students' auditory memory/forward repetition, auditory memory/reverse repetition, visual memory/forward repetition, visual memory/reverse repetition, auditory memory, visual memory, and auditory memory span. Visual memory of students is not effective. Also, there was a statistically significant increase in the average score of all dimensions of working memory from the time before the intervention to the follow-up period, and only in the visual dimension / reverse repetition of the average before the intervention (p≤0.001).  There was no significance between the two means (p≥0.001).

In general, the results show the effectiveness of neuropsychological rehabilitation of executive functions on students' memory

Oppositional defiant disorder (ODD) can have negative consequences in personal, social, family, and academic dimensions. Thus, it is crucial to find appropriate solutions to improve symptoms and reduce the consequences of this disorder. This study aimed to examine the effect of short-term intensive psychotherapy on clinical symptoms and academic performance in adolescents with ODD using a quasi-experimental pretest-posttest design with a control group. The statistical population included all ODD adolescents in high schools within district 4 of Tehran, from which 30 individuals were purposefully selected and randomly assigned to the experimental and control groups. Short-term intensive psychotherapy was administered to the experimental group, while the control group received no intervention. Data were collected using the Oppositional Defiant Disorder Rating Scale (ODDRS) and the Student Academic Performance Questionnaire (SAPQ), and one way analysis of covariance was used to analyze the data in SPSS-19. The results showed that short-term intensive psychotherapy was effective in improving clinical symptoms and academic performance in adolescents with ODD (p<0.05). Therefore, it can be concluded that short-term intensive psychotherapy can improve clinical symptoms and academic performance in male adolescents with ODD. To empower and improve the mental health of individuals with ODD, it is recommended to conduct an educational program based on this treatment in counseling and psychotherapy centers.

Contract therapy is a significant aspect of treatment that establishes a connection of empathy between the therapist and client. It is known to be a major indicator of the effectiveness of psychotherapy and therapeutic outcomes. The purpose of this study was to evaluate the psychometric properties of the Persian version of the California Therapeutic Alliance Questionnaire (CALPAS) among individuals who were referred to the Tehran Counseling Center.

This is a descriptive-analytical research study. The statistical population of the study included all individuals who visited the Tehran Counseling Center between 2017-2018. A sample size of two hundred participants was selected using convenience sampling based on the inclusion criteria. Participants completed a demographic checklist and a CALPAS questionnaire. Data was analyzed using exploratory and confirmatory factor analysis, Cronbach's alpha coefficient, and divergent validity.

The results indicated strong validity P<0.001 and favorable fit of the CALPAS four-dimensional questionnaire.

Due to the questionnaire's favorable psychometric properties, it is a suitable tool for individualized contractual therapy.

The present study was conducted with the aim of Network data analysis application in drawing the communication network to measure evolution in middle childhood.

Therefore, in terms of purpose, it was practical, and in terms of data collection method, it was descriptive-survey. The statistical population of the present study is all students of Tehran city in the elementary level (6 to 12 years old) in the academic year of 2018-2019.

In this research, 585 people were selected as a sample group in the form of multi-stage clusters. The research tool was measuring the transformation in middle childhood. The methods of exploratory and confirmatory factor analysis, criterion validity, convergent-divergent validity were used to check the validity of the scale, and reliability was checked with two methods of internal consistency (Cronbach's alpha) and stability of results (retest) with a two-week interval. Exploratory factor analysis using principal component analysis and varimax rotation led to the extraction of 5 factors (empathy, flexibility, intimacy and friendship, physical health and leisure time).

The results of confirmatory factor analysis confirmed the results of exploratory factor analysis. The reliability analysis of the test showed that the Cronbach's alpha coefficient of the subscales is higher than 0.7. Also, in all subscales, the Pearson correlation coefficient between the two implementations was higher than 0.85. The correlation between the subscales of measuring the development in the middle childhood period confirmed the convergent evidence of the questionnaire. Based on the results of the research, research evidence supports the simultaneous examination and consideration of all five subscales of the Persian version of the Middle Childhood Development Assessment.

The purpose of this study was to investigate the effectiveness of the program based on mindfulness and mindfulness (mother and child) in behavioral and emotional problems of primary school children.

This semi-experimental research was pre-test-post-test and follow-up with a control group. The sampling method was voluntary. The volunteers of the experimental group were given a pre-test before the implementation of mentalizing interventions, and after the intervention, a post-test and the control group did not receive any intervention, but they also took a pre-test and a post-test. The sample group of first and second year primary school students had behavioral problems. The experimental group was trained in mindfulness sessions in eight sessions (Burdick, 2014). The research tool included the Achenbach-Child Behavior Inventory (Achenbach and Rescorella, 2007). In this research, analysis of variance with repeated measurements and Bonferroni's post hoc test were used to check the difference in means and data analysis was done with the help of SPSS 24 software.

The results showed that mentalization-based treatment on children's behavioral problems in the areas of anxiety/depression (F=78.35, P<0.001), withdrawal/depression (F=16.95, P<0.001) P < 0), physical complaints (F=19.65, P<0.001), thinking problems (F = 60.34, P<0.001), law-breaking behavior (F=12.86, P<0.001) and aggressive behavior (F=79.61, P<0.001) were effective.

It can be concluded that the program based on mindfulness and mindfulness (mother and child) can be used to reduce the behavioral and emotional problems of primary school children.

The present study was conducted in order to investigate the effectiveness of neuropsychological rehabilitation of executive functions on the improvement of students' self-discipline.

The design of the current research was a semi-experimental design with a pre-test, post-test and follow-up design, along with a control group. The statistical population of the research included all high school male students studying in Varamin city in 2019-1400. For this purpose, the number of 20 students in mathematics, experimental and humanitarian fields were replaced by random sampling in two experimental (10 people) and control (10 people) groups. and responded to the self-regulation questionnaire of Bouffard et al. (1995). The test used was multivariate analysis of covariance. Research data were analyzed using SPSS version 26 software.

The results showed that the average score of self-discipline was part of the time before the intervention (mean before the intervention was 20.50 with a standard deviation of 63.5) until the follow-up period (with a mean of 50.55 and a standard deviation of 94.5). It is statistically significant (P≤0.05).

In general, it can be said that the effectiveness of neuropsychological rehabilitation of executive functions can be effective in improving students' self-discipline

The present study was conducted in order to investigate the effectiveness of neuropsychological rehabilitation of executive functions on the improvement of students' self-discipline.

The design of the current research was a semi-experimental design with a pre-test, post-test and follow-up design, along with a control group. The statistical population of the research included all high school male students studying in Varamin city in 2019-1400. For this purpose, the number of 20 students in mathematics, experimental and humanitarian fields were replaced by random sampling in two experimental (10 people) and control (10 people) groups. and responded to the self-regulation questionnaire of Bouffard et al. (1995). The test used was multivariate analysis of covariance. Research data were analyzed using SPSS version 26 software.

The results showed that the average score of self-discipline was part of the time before the intervention (mean before the intervention was 20.50 with a standard deviation of 63.5) until the follow-up period (with a mean of 50.55 and a standard deviation of 94.5). It is statistically significant (P≤0.05).

In general, it can be said that the effectiveness of neuropsychological rehabilitation of executive functions can be effective in improving students' self-discipline

The aim of this study was to determine the effectiveness of the emotion model based on Dovanloo psychodynamics on self-regulation and academic achievement.

This study was a quasi-experimental study of pre-test-post-test with a control and follow-up group. In the second semester of 1397-98, which had a grade point average (two consecutive semesters) less than 12, 40 people were selected as the research sample. They were then randomly divided into two groups of 20 as experimental and control. The measuring instruments in the study were the Ryan & Connell (1989) self-regulatory questionnaire, the grade point average, and the researcher-made protocol of emotion education based on Dovanlu psychodynamics. Research data were analyzed using repeated measures variance.

The results showed that the emotion model based on Dovanloo psychoanalysis was based on known regulation (F = 44.69, P = 0.001), introspective regulation (F = 5.55, P = 0.025), intrinsic motivation. (F = 41.55, P = 0.001) and external adjustment (F = 45.64, P = 0.001) as well as grade point average of academic achievement (F = 32.01, P = 0.001) are effective and This effect was stable at the follow-up stage. (p <0.01).

 

By educating and increasing people's awareness of emotions and anxiety and defense mechanisms, self-regulation and academic achievement can be strengthened.

The purpose of this article was to explain the relationship between attachment styles and epistemological beliefs with students' empathy, which according to the nature of the research, the research method is descriptive-correlational. The study population includes male and female undergraduate, graduate and doctoral students of the Islamic Azad University of Garmsar in the academic year of 1998-99 with a number of 6000 students, of which 400 students (222 females and 178 males) as Available were selected. The statistical sample completed the Schumer (1990) Epistemological Beliefs Questionnaire, Hezan and Schiver (1987) and Toronto (2009) Empathy Attachment Questionnaires simultaneously. SPSS and Lisrel software were used to analyze the data. Findings showed that attachment has a direct positive relationship with empathy and is able to predict it. Knowledge stability, learning speed and knowledge simplicity are related to the path of avoidant attachment style and are negatively and indirectly related to empathy. Learning speed was mediated by anxiety attachment style and negatively correlated with empathy. The inherent ability and simplicity of knowledge through a secure attachment style were able to predict empathy. Of the only contextual variables, marital status was a good predictor of empathy. Other variables were not able to predict empathy or did not show a strong and significant relationship. According to the results of this research, it can be said; A person's experience of the quality of attachment can predict the growth of epistemological beliefs as well as the extent of his empathetic behavior.

Anxiety is one of the most common disorders in various stages of life from childhood to adulthood. If the anxiety disorder is severe and persistent, it can severely impair in a person's performace. This dysfunction in childhood and adolescence manifests in various forms, such as not doing homework, isolation in relationships with peers, and lack of proper social functioning. Anxiety can be characterized psychologically and behaviorally in the form of aggression, stubbornness, lack of emotional regulation, anger, irritability, hyperactivity, and attention deficit disorder. Physically, anxiety also has symptoms, such as headaches, nausea, digestive problems, high heart rate, high blood pressure, respiratory problems, and muscle tension. While some childhood fears and anxieties are part of a child's normal development, a number of anxiety problems persist over time and pass into adolescence or even adulthood. Therefore, if these anxiety disorders are not treated in childhood and adolescence, they can lead to chronic anxiety disorders in adulthood. This study aimed to investigate the psychometric properties (validity and reliability) of the second Edition of the Multidimensional Scale of Child Anxiety (Student Form) (MASC–2) in Iranian students.

This was a methodological study. MASC–2 was translated into Persian and edited by several linguists in terms of Persian grammar structure. The translated version of the tool was answered by 30 members of the target community. The study statistical population comprised all 9 to 18 years old students in Tehran City, Iran. The sample size of 515 people was selected by the available sampling method, of which 270 were girls and 245 were boys. The sample answered the second version of the Multidimensional Child Anxiety Scale (March, 2013). Ten experts were used to evaluate content validity ration (CVR) and content validity index (CVI). Confirmatory factor analysis was used to evaluate the validity of the scale structure and Cronbach's alpha value was used to evaluate the reliability coefficient. Confirmatory factor analysis was performed using LISREL software version 8.8. and Cronbach's alpha coefficient was calculated using SPSS software version 24.

According to 10 experts, the CVR was more than 0.80 for all items. Regarding the CVI, a total of 0.872 was obtained for 50 items. The results of confirmatory factor analysis showed that 50 items on the scale of 8 factors of harm avoidance, tense/restlessness, panic, obsession, performance fears, humiliation/rejection, social anxiety, and separation anxiety measure well. Fit indices were X2/df=2.97, RMSEA=0.062, CFI=0.93, GFI=0.92. The Cronbach's alpha coefficient factors of harm avoidance=0.796, tense/restlessness=0.836, panic=0.811, obsessive–compulsive disorder=0.837, performance fears=0.794, humiliation/rejection=0.776, social anxiety=0.701, and separation anxiety=0.761.

According to the findings of this study,the Multidimensional Child Anxiety Scale (Student Form) (MASC–2) in Iranian students has good validity and reliability and can be used as a suitable tool in clinical and research situations and to diagnose anxiety in people aged 9 to 18 years.

Children's behavioral problems have one of the highest importance in any society, so that its improvement has a fundamental role in the future of any society. Treatment based on mentalization is a psychoanalytic intervention that can play an important role in improving this problem. The aim of the present study was to investigate the effectiveness of treatment based on mentalization in children's behavioral problems.

This semi-experimental research was a pre-test-post-test type with a control group. The sampling method was voluntary. The volunteers of the experimental group were given a pre-test before the implementation of mentalizing interventions, and after the intervention, the post-test and the control group did not receive any intervention, but they also took the pre-test and post-test. The sample group of first and second grade students had behavioral problems. The research tools included the Parental Reflective Functioning Questionnaire (PRFQ) and the Achenbach-Child Behavior Inventory (CBCL). In this research, analysis of variance and Bonferroni's post hoc test were used to check the difference in means and data analysis was done with the help of SPSS 24 software.

The results showed that treatment based on mentalization on children's behavioral problems in the areas of anxiety/depression (P<0.001), withdrawal/depression (P<0.001), physical complaints (P<0.001), thinking problems (P< 0.001), law breaking behavior (P<0.001) and aggressive behavior (P<0.001) were effective.

It can be concluded that treatment based on mentalization is effective in reducing children's behavioral problems as a treatment method and can be used to reduce children's problems.

The aim of this study was to compare the neuroscience of the brain in three groups of people with different levels of creativity. The research method was causal-comparative.

The research population included all patients referred to the MRI department of Milad Hospital in 1993. Examples of people with a bachelor's or doctoral degree, both sexes and between the ages of 25 and 55, who were randomly selected as targeted. Research tools also include the MPPT Creativity Questionnaire, MRI, and the Tower of London Index. Data analysis was analyzed using covariance analysis to compare the size and color of each neurological component.

The results showed that there is a difference between brain neuroscience in three groups of people with different levels of creativity. There is a difference between brain volume, right frontal volume, left prefrontal volume, right prefrontal volume, Broadmann volume 46 and hippocampus volume in three levels of creativity, and difference between left frontal volume and Broadman volume 10 in three groups of people with different levels of creativity. There is no difference (p <0.05) and there is a difference between the total score and total time in the Tower of London in three groups of people with different levels of creativity (p> 0.05) and between the number of errors in the Tower of London in three groups of people. There is no difference with different levels of creativity (p <0.05).

It can be concluded that neuroscience of the brain is related to creativity. There are certain side effects called protectors that may accompany a certain adaptation, and for example, the abundant capacity of the human brain has created many adaptive benefits. Advanced problemsolving skills, excellent instrumentation, and effective memory are all linked to creativity. The side effects of the cerebrum can include abilities such as music production, written language, and complex social rules that reflect human creativity.

 According to recent decade studies, emotional interventions in the treatment of math learning disorders are a more sustainable method of treatment and in the long run, it can reduce the fear of math and improve learning; The aim of this study was to compare the effectiveness of emotional intervention based on cognitive regulation of emotion, and Davanloo intensive short-term dynamic psychotherapy on academic emotions and math learning ability of students with math learning disabilities.

 The method of this research was quasi-experimental using a pre-test-post-test design with a control and follow-up group. The statistical population of this study was all fourth and fifth-grade students of Tehran primary schools with math disorders, 46 of them were selected by purposive sampling method and were randomly divided into three groups. The two experimental groups received Gross and Dovanloo treatment protocols separately in twelve 60-minute sessions, and the control group received no treatment. Changes were measured using K-Matt Questionnaire and Pekran Academic Achievement Questionnaire and the data were analyzed using the variance of mixed scores and Bonferroni post hoc test.

 The research results showed emotional interference affected the reduction of math learning disorders (η2₌0.612, P<0.01) and achievement emotional of students (η2₌0.705, P<0.001), and that effect was sustained after two months. There was no significant difference between the two intervention methods under the scales of hope, shame, anxiety, hopelessness, and fatigue and under the scales of pleasure (p = 0.047, ij = 0.262) and pride (p = 0.009, ij = 0.352) in the classroom and anger towards learning (p = 0.006, 0.374) ij); the difference was significant.

 Based on the results, it can be said, long-term emotional intervention, by increasing positive emotions and reducing negative emotions, prepares the person from within to deal with math learning problems and improves math learning.

This study was to investigate The Effectiveness of Educational Model of Emotion Regulation on reducing children Behavior disorders.

This was a quasi-experimental study with a control group and a four-month follow-up period. The statistical population consisted of all children between the ages of 8 and 12 years old referred to the Rehabilitation and Psychology Centers in Tehran by 2019. From this statistical population, 60 persons were selected by convenience sampling and were randomly divided into two groups of experimental and control. The experimental group received 14 sessions of forty-five minutes of individual intervention twice a week.For both groups before, after, and at the four-month follow-up For both groups, the IQ test and Child Behavior Checklist was performed before the intervention And after the intervention and during the four- month follow-up period, only CBCL was completed. Data were analyzed using repeated measures analysis of variance.

The results indicated that the effects of interventions on anxity/deppression (F=295/476؛ effect size=0/83), withdrawn /deppression (F=346/639؛ effect size=0/85), somatic complaints (F=266/312 effect size=0/82), social problems (F=239/718؛ effect size=0/80), thought problems (F=191/224؛ effect size=0/80), attention problems (F=381/511؛ effect size=0/82), rule-breaking behavior (F=228/304؛ effect size=0/79), aggressive behaviors (F=4/889؛ effect size=0/78), Internalizing behavior disorder (F=241/386؛ effect size=0/80), externalizing behavior disorder (F=237/440؛ effect size=0/80) and sustainability of this effect it was in the follow-up period.

According to the results of this study, it is suggested that use Educational Model of Emotion Regulation to Reduce children's behavioral disorders

The aim of this study was to investigate the relationship between self-empathy factors and self-compassion.

This study was a correlational study. The statistical population of this study included all students of Islamic Azad University of Tehran and Garmsar in the academic year of 1998-99.

Regression analysis between self-empathy and selfcompassion factors showed that the regression model is not significant in general and despite the similarities of selfempathy and self-compassion structures, there is no statistically significant relationship between them.

But the factor of attention to the body has a negative and significant relationship with self-compassion and the factor of introspection has a positive and significant relationship with self-compassion and other factors do not have a significant relationship with self-compassion.

this study aimed to investigate the role of attachment anxiety and avoidance in theory of mind and autobiographical memory. The study population consisted of all married individuals living in districts 1, 2, and 5 in Tehran. 212 people (119 female and 93 male) were selected by convenience sampling method and completed Experience in Close Relationships Scale-Revised (Fraley, Waller, Brennan, 2000), Autobiographical Memory Test (Williams & Broadbent, 1986), and Reading Mind in the Eyes Test (Baron-Cohen, Wheelwright, Hill, Raste, & Plumb, 2001). Data were analyzed via Pearson correlation coefficient and multiple regression. Findings indicated a negative relationship of anxiety attachment with theory of mind and autobiographical memory. Results from regression analysis showed that attachment avoidance but not anxiety negatively predicted theory of mind and autobiographical memory. Decreased ability to recognize one's own and other's mental states and recollection of self-related memories in avoidant people, can be attributed to their deactivating strategies, over self-reliance, and suppression of attachment-related clues in these individuals.

The aim of this study was to construct a self-empathy scale based on the psychodynamic approach of Davanloo and Malan.

This was a descriptive correlational study with the aim of developmental psychometrics. The statistical population of this study included all students of Islamic Azad University of Tehran and Garmsar in the academic year of 1998-99.

The reliability coefficient of this scale was 0.89 by Cronbach's alpha method. The results of exploratory and confirmatory factor analysis of his self-empathy scale showed that with 16 items, 5 factors measure body attention, perception of feelings, introspection, anxiety, and defense mechanisms. This scale, with its coefficient of reliability and validity of structure and content, is suitable for screening people at their level of self-empathy. This research was done as the first attempt to construct a scale of self-empathy that achieved 16 items and 5 internal factors of this concept. Psychometric indices of this scale can be considered for the first attempt. This scale is currently suitable for screening and this path requires more extensive research to be able to achieve psychometric indices suitable for clinical trials.

This study was conducted to investigate the effectiveness of short-term intensive psychoanalytic treatment on the symptoms of oppositional defiant disorder in 16-year-old adolescents.

The research design of this quasi-experimental study was pretest-posttest with control group. From the statistical population of students with confrontational disobedience disorder in Tehran's 4th district, Tehran, 30 high school boys with disability disorder were selected by available sampling method. The Humorsen et al. (2006) scale was used to measure oppositional defiant disorder disorder. Psychotherapeutic intervention was presented in eight sessions for the experimental group. Data were analyzed by one-way analysis of covariance.

The results of data analysis showed that short-term intensive psychotherapy treatment improves the symptoms of oppositional defiant disorder 16-year-olds (p≤0 / 001).

Due to the effective effect of short-term intensive psychotherapy treatment on the improvement of symptoms of students' oppositional defiant disorder, it is recommended to use this method.

The aim of this study was to investigate the psychometric properties (validity and reliability) of the student version of the Academic Motivation Scale.

This study was a psychometric correlation study. The sample consisted of 400 students of the Islamic Azad University, South Tehran Branch, who were selected by available sampling method and completed the student version of the Vallerand, Pelletier, Blais, and Briere (1992) Academic Motivation Scale. Data were analyzed using expolary factor analysis, confirmatory factor analysis, Cronbach's alpha and retest.

The results of exploratory factor analysis showed 23 items 7 intrinsic motivation factors (with the amount of variance explained 12.85), achievement (with the amount of variance explained 11.89), identified (with the amount of variance explained 10.44), amotivation (with an explained variance of 10.40), extroversion (with an explained variance of 10.19), stimulation (with an explained variance of 7.9), and knowledge (with an explained variance of 6.57). The results of confirmatory factor analysis confirmed the findings of exploratory factor analysis. Fit indices were obtained in both models of confirmatory factor analysis at the appropriate level of 0.001. The overall reliability coefficient of the scale was obtained by Cronbach's alpha (0.88) and retest method (0.86) for the desired level.

The results of the study showed that the student version of the Academic Motivation Scale has good validity and reliability and can be used to measure academic motivation in students.