فهرست مطالب سعید پورعبدل

The purpose of the present study was to investigate the validity, reliability and factor structure of the short version of the Mind Wandering Questionnaire among students. The statistical population of this research included all the students of the faculty of literature and humanities of Urmia University in the academic year of 2022-2023 (a total of 2075 students), of which 380 were selected by available sampling. Depression, anxiety and stress scale (DASS-21) and Freiburg Mindfulness Questionnaire (FMI-SF) were used to calculate convergent and divergent validity. Construct validity was investigated through confirmatory factor analysis. Reliability was done using Cronbach's alpha method and retesting. Also, the data were analyzed with spss version 25 and Lisrel version 8.8 software. The results of confirmatory factor analysis, like the original form, confirmed a factor of mind wandering. Also, Cronbach's alpha coefficient for the whole scale was equal to 0.89. In addition, the retest coefficient with an interval of four weeks for the entire questionnaire was 0.81. Also, the correlation coefficient showed favorable convergent and divergent validity of the questionnaire (P<0.001). According to the obtained results, it can be said that the mind wandering questionnaire is a reliable and valid tool for measuring mind wandering among students.

Rumination is defined as a set of repeated thoughts Related to negative moods or events and is effective as a maladaptive cognitive emotion regulation strategy in various disorders such as depression. Considering that the Mistake Rumination Scale (MRS) has not been validated for Iranian population, this study aims to investigate the psychometric properties of the Persian version of MRS in the Iranian population.

The study population includes all people aged 18-60 years in Iran. The study samples were 270 people who were selected by a convenience sampling method after an online invitation from November to December 2022. To evaluate the convergent and divergent validity, the 16-item difficulties in emotion regulation scale, the 21-item Depression, Anxiety, and Stress scale, and the multidimensional perfectionism cognitions inventory were used. The factor structure of the questionnaire was examined through confirmatory factor analysis. Reliability was determined using Cronbach’s alpha coefficient and the test-retest method. The data was analyzed in SPSS software, version 25 and LISREL software, version 8.8.

The results of the confirmatory factor analysis confirmed Four factors: Psychological, psychological, economic and social. Cronbach’s alpha coefficient was equal to 0.93 and the four-week test-retest reliability was equal to 0.89. The correlation coefficients indicated favorable convergent and divergent validity of the Persian MRS (P<0.001).

The Persian MRS is a reliable and valid tool for measuring mistake rumination in the Iranian population.

This study aims to measure the psychometric properties of the Persian version of the Heidelberg form for emotion regulation strategies (HFERST).

In this study conducted from November to December 2022, participants were 333 people aged 18-60 years in Iran who were selected by a convenience sampling method. To evaluate the convergent and divergent validity of the Persian HFERST, the acceptance and action questionnaire-second edition, the difficulty in emotion regulation scale, and the depression, anxiety and stress scale were used. Reliability was assessed using Cronbach’s alpha and test-retest method. The data analysis was done in SPSSsoftware, version 25 and LISREL version 8.8.

The results of confirmatory factor analysis confirmed the 8-factor solution of the questionnaire. The Cronbach’s alpha coefficient for the subscales of rumination, reappraisal, acceptance, problem solving, suppression of emotional expression, suppression of emotional experiences, avoidance and social support were 0.88, 0.87, 0.90, 0.91, 0.84, 0.89, 0.92, and 0.90, respectively. In addition, the four-week test-retest reliability for the mentioned subscales were 0.83, 0.80, 0.85, 0.89, 0.80, 0.82, 0.86, and 0.91, respectively.

The Persian HFERST is a reliable and valid scale for measuring emotion regulation strategies in Iranian samples.

It is predicted that the negative effects of the novel coronavirus disease 2019 (COVID-19) pandemic will continue. These negative effects are not limited to psychological problems. Serious physiological and economic problems have also been observed. It is important to develop and standardize appropriate tools to assess its different effects. This study aims to investigate the psychometric properties of the Persian version of the COVID-19 Phobia Scale (C19P-S) in Iranian samples.

In this study,  participants were people aged 18-60 years in Iran from March to May 2022, who were selected by a convenience sampling method. In order to evaluate the convergent and discriminant validity, the second version of the acceptance and action questionnaire, the brief version of the difficulty in emotion regulation scale, and the fear of COVID‐19 scale were used. The factor structure of the questionnaire was examined by confirmatory factor analysis. Reliability was examined using Cronbach’s alpha coefficient and the test-retest method. The data were analyzed in SPSS version 25 and LISREL version 8.8.

The results of confirmatory factor analysis confirmed the four-factor structure the Persian C19P-S. Cronbach’s alpha coefficient for the whole scale was 0.90; for the subscales of psychological, psychological, economic and social factors, it was 0.87, 0.88, 0.89, and 0.91, respectively. In addition, the test-retest reliability with a four-week interval for the whole scale was 0.86; for the subscales of psychological, psychological, economic and social factors, it was 0.83, 0.79, 0.82, and 0.88, respectively. The correlation coefficients indicated the favorable convergent and discriminant validity of the Persian C19P-S  (P<0.001).

The Persian C19P-S is a reliable and valid scale for measuring coronaphobia in Iranian samples.

Anger is one of the emotions that is widely and disproportionately used by people and has various negative consequences such as; Physical and mental illness, disruption of interpersonal relationships and legal crimes; Therefore, measuring and evaluating the level of anger and managing this emotion seems necessary. Therefore, this study was conducted to investigate the psychometric properties of the clinical anger scale. The statistical population of the present study included all Iranians aged 18 to 60 years in the period from August to October 1400. The statistical sample of the study included 322 people who were selected by available sampling method through online call. In order to evaluate the convergent and divergent validity, the second version of the Acceptance and Practice Questionnaire (AAQ - II) and the difficulty in emotion regulation scale (DERS) were used. The factor structure of the questionnaire was examined through confirmatory factor analysis. The results showed that the reliability of the clinical anger scale based on Cronbach's alpha was between 0.90 and based on the the test-retest was 0.83. Studies on the convergent and divergent validity of the clinical anger scale also confirmed the acceptable validity of the scale in the study sample. Based on the findings, it can be said that the clinical anger scale is a reliable and valid tool for measuring anger in the Iranian population.

The purpose of this study was to investigate the effectiveness of cognitive behavioral couple therapy on on Improving social well-being in couples with marital conflict. This study was a quasi-experimental study with pre-test and post-test with control group. The statistical population of this study included 160 couples with marital conflict referring to 4 counseling and psychology clinic in Tehran in 2018. The sample in this study was 32 couples with marital conflict referring to 4 counseling and psychology clinic in 2018 who were selected by cluster sampling and were divided into two experimental and control groups (16 couples for each group). Dyadic Adjustment Scale (Spanier, 1976) and social well-being (Keyes, 1998) questionnaire were used for data collection. Multivariate analysis of covariance (MANCOVA) was used for data analysis using SPSS-22 software. The results showed that cognitive-behavioral couple therapy had a significant effect on social integration, social coherence, social contribution, Social actualization and social acceptance (P <0.001). Based on these results, it can be said that cognitive-behavioral couple therapy, focusing on negative cognitions and their modification, leads to emotional and behavioral changes, which also affects their social well-being.

Psychological flexibility is the main goal of acceptance and commitment treatment. However, an efficient tool is needed to measure it.Thus, The aim of this study was to investigate the psychometric properties of the Persian version of the Comprehensive assessment of Acceptance and Commitment Therapy processes (CompACT) Scale.

The statistical population of the present study included all people aged 18 to 60 years in the period from August to October 1400. The statistical sample of the study included 256 people who were selected by available sampling method through online call. In order to evaluate the convergent and divergent validity, the second version of the Acceptance and Practice Questionnaire (AAQ - II), the  difficulty in emotion regulation scale (DERS-16) and the Depression, Anxiety and Stress Scale were used. The factor structure of the questionnaire was examined through confirmatory factor analysis. Reliability was performed using Cronbach's alpha method and retesting and analyzing the data with version 25 of SPSS software and version 8.8 of LISREL.

The results of confirmatory factor analysis, as in the original form, confirmed three factors: Openness to Experience, Behavioral Awareness and Valued Action. Also, Cronbach's alpha coefficient for the whole scale is 0.89 and for the subscales of Openness to Experience, Behavioral Awareness and Valued Action were equal to 0.91, 0.88, 0.85, respectively. In addition, the four-week retest coefficient for the whole questionnaire was 0.80 and for the subscales of Openness to Experience, Behavioral Awareness and Valued Action were equal to 0.89, 0.78, 0.79, respectively. Also, correlation coefficients indicated favorable convergent and discriminant  validity of the questionnaire (P<0/001).

According to the obtained results, it can be said that the Comprehensive assessment of Acceptance and Commitment Therapy processes (CompACT) Scale is a reliable and valid scale for measuring psychological flexibility.

The purpose of this study was to evaluate The effectiveness of acceptance and commitment therapy (ACT) on improving academic self-regulation and psychological flexibility in students with specific learning disorder. This research was an experimental study with the pre and post-test with a control group design. The statistical population of the present study was all male students with specific learning disorder in two learning disability centers in Tehran. Among them, 40 students were selected as the sample of the study by available sampling method and randomly classified into two groups. The experimental group received eight 90-minute session of ACT program. The control group was placed on a waiting list. For data collection we used academic self-regulation and psychological flexibility scale. The results of maltivariate analysis of covariance showed the ACT improved on academic self-regulation and psychological flexibility students with specific learning disorder. Based on the obtained results, it can be said that the acceptance and commitment therapy by creating acceptance and openness to negative experiences and emotions and cognitive defusion can improve academic self-regulation and psychological flexibility of this students.

The purpose of this study was to investigate the mediating role of psychological inflexibility in the relationship between intensity of angerand its expression in competitive athletes.The present study was a correlational design based on structural relationships (PLS structural equation modeling). The present study was a correlational design study based on structural relationships (PLS structural equation modeling). The statistical population of this study consisted of all competitive athletes (all athletes who participated in any level of competitive sport, either individual or collective) in Ardebil in 2019. From a total of participants, 312 were selected through cluster sampling and included in the study. To collect data, the Clinical Anger Scale, Internal and external anger subscales of Multidimensional Anger Inventory and Comprehensive assessment of Acceptance and Commitment Therapy (CompACT) Scale were used. The results showed that psychological inflexibility mediated between intensity of angerand externalizing expression or aggressive (behavioral avoidance) and between intensity of angerand rumination / suppression of anger (cognitive avoidance). Based on the findings, it can be said psychological inflexibility is an important factor to consider in the relationship between anger and aggression. In fact, athletes who have low flexibility responses is very likely that the anger experienced will be expressed.

The purpose of this study was to investigate the role of psychological inflexibility and emotion dysregulation in predicting intensity of anger in competitive athletes.

This was a descriptive and correlational research. The statistical population of this study consisted of all competitive athletes (all athletes who participated in any level of competitive sport, either individual or collective) in city of Ardebil in 2019. From a total of participants, 312 were selected through cluster sampling to be included in the study. To collect data, the Clinical Anger Scale (Snell et al , 1995), Comprehensive assessment of Acceptance and Commitment Therapy (Comp ACT) Scale (Francis et al, 2016) and Emotion Dysregulation Scale (Gratz, & Roemer, 2004) were used. Data analysis was done through Pearson correlation and Multiple Linear regression formula.

The results of multiple regression analysis also showed that 38% of variance of intensity of anger is explained by components of psychological inflexibility and emotion dysregulation variables. There was also a significant positive relationship between psychological inflexibility and emotion dysregulation with intensity of anger (P<0/05).

Based on the findings, it can probably be said that athletes who are not capable of emotion regulation and are not capable of flexible behaviors in competitive situations, experience more anger.

The purpose of this research was to study the effect of emotion regulation training in decreasing educational burnout and academic procrastination among students with Specific Learning Disorder (SLD).

This research was Study quasi-experimental with the pre-test, post-test and a control group. The statistical population of the present study included all fifth grade elementary school students with special learning disorder who were studying in Ardabil in 2015. The research sample consisted of 40 students with specific learning disabilities, selected by multistage cluster sampling and assigned to two experimental and control groups (20 subjects per group). To collect data, Kay Math mathematic, Raven Intelligence Test, Reading Test of Shafiei et al, Falahchay Writing Expression, educational burnout and academic procrastination scales and Diagnostic Interview based on DSM-5 were used. TestData were analyzed by multivariate of Covariance analysis (MANCOVA) model in the SPSS software version 22.

The results showed that emotion regulation training was effective in decrease in educational burnout and academic procrastination in students with specific learning disorder (P< 0.001). In other words, the results showed that emotional regulation training reduces educational burnout and academic procrastination in students with specific learning disorder  

According to these results, it can be said that emotions play a significant role in students' academic progress or regress. Therefore, emotion regulation training with decreasing negative emotions and replacing positive emotions provide a basis for reducing the burnout and academic procrastination educational of these students.

The purpose of this study was to evaluate the effect of compassion-focused therapy on improving social well-being students with specific learning disorder. This research was an experimental study with the pre and post-test design with a control group. The statistical population of the study included all of male students with specific learning disorder (SLD) in learning disability center of Tehran city in school year of 2018-2019. Research sample included 40 male students with specific learning disorder (SLD) who were selected through available sampling and assigned into two groups: an experimental group (n=20) and a control group (n=20). To collect data, the social well-being scale was used. The results of Multivariate Analysis of Covariance (MANCOVA) showed that compassion-focused therapy improved the social well-being of students with specific learning disorder. Based on the results, it can be claimed that compassion-focused therapy teaches people how to deal with difficult challenges, be kind to themselves and take care of themselves and support themselves by kindness, courage and wisdom. Through educating the compassionate's mind, compassion-focused therapy helps people change their cognitive and emotional patterns associated with anxiety, anger, and self-criticism.

The aim of this research was to study the role of emotion failures and social well-being in predicting violence against women.

This research was descriptive and correlational. The population under study was all women applicants for divorce in Ardabil city in 2016 from among whom 106 were selected by available sampling method. Tools of data collection were the scale of violence against women, and questionnaires of alexithymia and social well-being. Data analysis was done through Pearson correlation and Multiple Linear regression.

The results indicated that there was a significant positive correlation between alexithymia and violence against women (P<0/05). Moreover, there was a significant negative relationship between social well-being and violence against women (P<0/05). The results of regression analysis showed that 64 percent of the variance of violence against women was significantly explained by emotion failures and social well-being variables.

According to the findings it can be concluded that the recognition of emotions at the individual level as well as the identification and description of emotions and awareness of emotions can be effective in improving couples' relationships and reducing family violence. Besides, contributing ourselves in the family and society and accepting the community and its members with its weaknesses and strengths and having effective relations with close people and supporting people leads to a reduction in violence against women.

bullying is one of the problems in teens that can be seen in schools. therefore, the purpose of this study was to evaluate the effectiveness of social skills training on improving social well-being of bullying students. the type of this research is was an experimental study with the pre-test, post-test one with control group design. research population included all male 1th grade secondary school students with bullying (case study: 1th grade male secondary school students with bullying in Tehran city in 2017). research sample included 40 Bullying Students who were selected through accicdental sampling and classified into two groups: experimental group (n=20 subjects) and control group (n=20 subjects). for data collection we used social well-being scale, bully/victim questionnaire. the results of maltivariate analysis of variance (MANCOVA) showed the social skills training positive effect on improving on the social well-being in bullying students. based on the findings of this study can be considered because of that social skills training can develop to adaptive behaviors and empathy. thus, this can result in positive effect on improving on well-being in this students.

The purpose of this research was to study the effect of acceptance/commitment training on improving social competence among students with Specific Learning Disorder (SLD). This was an experimental study with the pre-test, post-test and a control group. Research population included all 5th grade male students suffering from specific learning disorder (case study: 5th grade students in Ardabil in 2015). Research sample included 40 male students suffering from specific learning disorder (SLD) who were selected through multi-step cluster sampling and classified into two groups: Experimental group (n= 20) and control group (n= 20). The following tools were used for data collection: Kay Math mathematic Test, Raven Intelligence Test, Reading Test of Shafiei et al, Falahchay Writing Expression, social competence Questionnaire and Diagnostic Interview based on DSM-5. Data were analyzed by multivariate of Covariance analysis (MANCOVA) model in the SPSS software version 22. The results revealed that acceptance/commitment training was effective on improving social competence in students suffering from specific learning disorder (P< 0.001). According to the results of this study, We can say the acceptance of emotions and communication problems rather than avoid them to help students to learn ways to deal with negative emotions and prevent the consequences of this deficiency disorders, such as social competence.

The purpose of this study was to determine the effectiveness of Acceptance/Commitment Training to decrease social anxiety in students with Specific Learning Disorder. This research is an experimental study with the pre and post-test with a control group design. Statistical population of the study included all of fifth grade school male students with specific learning disorder (SLD) in Ardabil city in school year of 2014-2015. The study sample included 40 male student with specific learning disorder (SLD) selected by multi-stage cluster random sampling and randomly divided into control and experimental groups (n=20 for each group). The data were collected using Structured Clinical Interview based on DSM-V, Kay-Math Mathematic Test, Revan IQ test, The Diagnostic Test of Reading Disorders of Shafei et al, Fallah Chaei' expressing Writing Test and Social Anxiety Scale and diagnosis interview based on DSM-5. The results of multivariate of covariance (MANCOVA) showed that Acceptance/ Commitment Training has positive effect on decreasing the social anxiety in students with specific learning disorder (SLD). Based on the findings of this study, it can be claimed that since training based on Acceptance/ Commitment affects development and acceptance of emotions, it can have positive effects on decreasing social anxiety in these students. Thus, paying attention to the effectiveness of acceptance/ commitment and other psychological treatments on variables related to social anxiety in students with specific learning disorder is of particular importance.

The purpose of this research was to study the effect of acceptance and commitment therapy in decreasing cognitive avoidance among students with Specific Learning Disorder.
This was an experimental study with pre-test, post-test, and a control group. The research population included 40 5th-grade male students suffering from Specific Learning Disorder in Ardabil in 2015. The research sample was selected using multi-step cluster sampling and random assignment classified into two groups: experimental group (n=20) and control group (n=20). The following tools were used for data collection: Kay Math Mathematic Test, Raven Intelligence Test, Reading Test of Shafiei et al., Falahchay Writing Expression, Cognitive Avoidance Questionnaire, and Diagnostic Interview Based on DSM-5. The data were analyzed by multivariate of covariance analysis (MANCOVA) model.
The results revealed that the acceptance and therapy was effective in decreasing cognitive avoidance in students suffering from Specific Learning Disorder (P The results of this research showed that since acceptance and commitment therapy can have a significant impact on the acceptance of emotions and confrontation with them, this treatment can play an eminent role in decreasing cognitive avoidance in such students.

The purpose of this research was to study the effect of Acceptance and Commitment therapy in decreasing academic procrastination among students with specific learning disorder (SLD).
This was an experimental study with the pre-test, post-test and a control group. Research population included all 5th grade male students suffering from specific learning disorder (case study: 5th grade students in Ardabil in 2015). Research sample included 40 male students suffering from specific learning disorder (SLD) who were selected through multi-step cluster sampling and classified into two groups: Experimental group (n= 20) and control group (n= 20). The following tools were used for data collection: Kay Math mathematic Test, Raven Intelligence Test, Reading Test of Shafiei et al, Falahchay Writing Expression, academic procrastination scale and Diagnostic Interview based on DSM-5. Data were analyzed by multivariate of Covariance analysis (MANCOVA) model in the SPSS software version 22.
The results revealed that acceptance and commitment therapy was effective in decreasing academic procrastination in students suffering from specific learning disorder (P Given the result of present study, it can be concluded that identifying mental and emotional problems caused by learning disorders and its consequences as well as accepting them rather than avoiding them by students can be prevented this students’ academic procrastination. Thus, the use of the third wave of cognitive-behavioral therapies such as Acceptance and Commitment Therapy can be effective in reducing many psychological disorders including learning disorders and negative outcomes such as academic procrastination.

Attention deficit/hyperactivity disorder is one of the disorders that gains attention of psychologists, psychiatrists and researchers. Among the factors that could be involved in the persistence of this disorder is to improper adjust the motivation and high-risk behaviors. Therefore, the aim of the current study was to compare the motivational self-regulation and high-risk behaviors in students suffering from attention deficit/hyperactivity disorder and normal students.
This is a descriptive-analytic study. The statistical population of this research includes all male students in the Third grade of high schools (ADHD and normal students) in Ardabil city in the 2014-2015 academic year. The research subjects consisted of 80 students (n=40 for each group). Students in these schools were selected by multistage cluster sampling. To collect data, motivational self-regulation scale, high-risk behavior questionnaire, conner's scale and diagnostic interview based on DSM-5 were used.
The results of multivariate analysis of variance (MANOVA) showed that the mean of motivational self-regulation scores (all components) in students with attention deficit/hyperactivity disorder (ADHD) was significantly lower than normal students (P The results of these findings in indicative of the importance of motivational self-regulation strategies and regulation of these incentives is for academic achievement and reduction of aggressive behavior, inattention, distractibility, and ultimately prevention and reduction of high-risk behavior in students with ADHD.

The aim of the present study was to predict students’ academic performance based on attachment styles and different levels of adjustment.
This is a correlational study. Samples included 383 students (167 girls and 216 boys) who were chosen using multi-stage cluster sampling from high school students of district 2 in Tehran; they completed Collins and Read’s Revised Adult Attachment Scale (RAAS) and Singha and Sing’s Adjustment Inventory for high School Students (AISS). Student's grade-point averages were used to measure their academic performance. Data were analyzed using Pearson’s correlation and analysis of regression.
The results revealed a significant negative correlation between avoidant and anxiety attachment styles with academic performance (p Considering the results of the current study, the importance of attachment styles and different levels of adjustment should be considered as important factory in academic achievement of students.

Cognitive failures، motor failures and low quality of life impact the patient with depression and bipolar disorders. The purpose of this study was the comparition of cognitive failures، motor failures and quality of life in patients with depression and bipolar disorders. It is a Casual-Comparative study. The population of the study، all patients admitted to a hospital psychiatric of Imam Hussain in Tehran who received a diagnosis of depression and bipolar disorders. Among them، 60 patients (30 patients with depression disorder and 30 patients with bipolar disorder) were selected by convenience sampling. Assessment tools include، Cognitive Failures Questionnaire and a visual motor Bender- Gestalt test and Quality of Life Questionnaire was. Data were analyzed by multivariate analysis of variance (MANOVA). Retults: the results of MANOVA showed that the mean scores for cognitive failures in patients with depression disorder is significantly higher of patient with bipolar disorder. But in the mean scores of motor failures among patients with depression disorder and bipolar disorder was not significantly different. Also، mean scores for quality of life in patients with bipolar disorder is significantly higher of patient with depression disorder. These findings suggest that with better understanding of cognitivefailures، motor failures and quality of life as three important variables، we can take a step toward recognizing etiology of depression and bipolar disorders. Also These findings have important implications in the field of prevention، psychopathology، and treatment of these patients.

Aging is a critical period of human life in which the elderly are exposed to potential threats such as an increase in chronic diseases, social isolation and lack of social support and physical and mental inability, in many cases threaten personal independence. Thus,the aim of this study was todetermine the relationship betweenlife expectancyandpsychological well-beingwith quality of lifein elderly in Arak. This researchwasdescriptive correlational. The study sampleincluded allelderly people inthe city ofArak(N= 59214), the sample size included130elderly people inArak, whichwere selectedbyconvenience sampling. To the Data collection for the study was used by quality of lifequestionnaire(sf-36),Psychological well-beingand life expectancy scale.To analyzethedata,Stepwise MultipleRegressionwas used. The results showed that psychological well-being and quality of life in the elderly people there is a significant positive relationship (P<0.01).Also there is a significant positive relationship between life expectancy and quality of life in the elderly people.In additionwas a significantly relationship to the psychological well-being in the all components, except for autonomy, with quality of life in addition, regression analysisshowed that based onpsychological well-beingand life expectancycan bepredicted5.33ofthequality of life ofthe elderly. Therefore, by improving thecharacteristics oflifeandphysical and mental healthandprovidingindependence, healthycommunicationandstrongfamily connectionsandimprovedpsychological well-being, especially the elderly, can beenhancedtheir quality of life.

The purpose of the study was to comparison of cognitive failures، alexithymia and avoid cognitive in students with and without specific learning disorder. This is a comparative case-control study. The statistical population of this research includes all male students in the fifth grade of elementary schools in Ardabil city in the 2014 academic year. The research subjects consisted of 80 students who were selected by multistage cluster sampling (n = 40 for each group). To collect data cognitive failures، alexithymia and Avoid Cognitive scales were used. The results of multivariate analysis of variance (MANOVA) showed that there was a significant difference between the students with and without specific learning disorder in term of cognitive failures، alexithymia and avoid cognitive (p<0/001). In other words: cognitive failures، alexithymia and avoid cognitive of students with specific learning disorder were more than normal students. These results indicated that cognitive and emotional variables can create a gap between individual`s thoughts and emotions and also avoid an accepting it، can face academic achievement of students with specific learning disorder with significant barriers; Thus، according to the relevant factors by the authorities in order to prevent this disorder in this students is very important.

The purpose of this study was to investigate the Effectiveness of Acceptance/Commitment Training on improving social well-being in students with Specific Learning Disorder.

The type of this research is was an experimental study with the pre- and post-test one with control group design. Statistical population of the study included all boys’ students who were in Fifth grade with specific learning disorder (SLD) in Ardabil city in school year of 2014-2015. 40 male students with specific learning disorder (SLD) were selected through multi-stage cluster sampling and were randomly assigned into control and experimental groups (n = 20 for each group). The data were collected using Structured Clinical Interview based on DSM-V, Kay-Math Mathematic Test, Revan IQ test, The Diagnostic Test of Reading Disorders of Shafei et al, Fallah Chaei express written test and Social well-being scale.

Results of multivariate of covariance (MANCOVA) showed that Acceptance/Commitment Training has positive effect on improving all components of social well-being such as Social integration, Social acceptance, Social contribution, Social Coherence, Social actualization, in students with specific learning disorder (SLD).

It can be concluded that Acceptance/Commitment Training is useful in improving social well-being of these students.

The purpose of the present study is determine the Effectiveness of Groups schema therapy on modulating of Primary maladaptive schemas in abused students. This was an experimental study with the pre- and post- test design.The statistical population of the study comprised all middle school children in Noorabad(Delfan) in the (2012-2013) school year.The study sample After identifying by child abuse questionnaires of Mohammad Khani et al and Clinical interviews choosed by multi-stage cluster random sampling of 40 male students from middle schools of Noorabad (Delfan) city and Randomly divided into control and experimental groups (n = 20 for each group). The data were collected using Structured Clinical Interview, Inventory of child abuse, Primary Maladaptive Schema Questionnaire for Young (YSQ-SF). Multivariate analysis of variance (MANOVA) revealed that schema therapy is significant effective in deacreasing Primary maladaptive schemas in abused students(p< 0/001). This results also have important implications in education and promotion of mental health students. Therefore, suggested that This treatment plan Considered Both in schools and clinics As an empathic treatments and complement to other treatments in order to Reducing negative emotions and prevent the formation of Maladaptive schemas in students