فهرست مطالب سید موسی طباطبائی

The purpose of this study was to determine the effectiveness of a stress reduction program based on mindfulness on depression, anxiety and sexual satisfaction in women with primary infertility.

This study was semi-experimental. The statistical population of all women with primary infertility who were in the infertility and IVF department of Ayatollah Taleghani Hospital in Tehran in the months of October to January 2014. 30 women with primary infertility were selected using available sampling method. Then they were randomly assigned to the experimental group (under the mindfulness-based stress reduction program) (n=15) and the control group (n=15). Snell and Fisher-Walters (1993) Standardized Sexual Issues Questionnaire (MSQ) data collection tools were collected in three baseline stages, after intervention and three-month follow-up. Data analysis was done using the method of analysis of variance with repeated measurements of multiple variables.

The findings showed that in the group under the mindfulness-based stress reduction program, the average score of sexual anxiety and sexual depression as well as sexual satisfaction in the experimental group significantly decreased and increased compared to the control group (p ≥ 0/001).

The results of this research showed that the stress reduction program based on mindfulness can be effective in improving sexual anxiety and depression as well as sexual satisfaction in women with primary infertility.

The aim of the present study was to investigate the components of assertiveness in elementary school social studies textbooks. The statistical population comprised all the social studies textbooks of the elementary school, in which all the sentences, pictures and worksheets were analyzed. We used a researcher-made checklist based on content analysis to collect the data. The Shannon Entropy and TOPSIS methods were used to analyze the data.The results showed that the highest coefficient of importance was related to the sub-component of "ability to say no" and the lowest coefficient of importance was related to the sub-component of "criticism and evaluation". According to the score obtained through TOPSIS the 6th grade textbook ranked 1st and the 4th grade textbook ranked last. Therefore, there is no balance in the content of elementary social studies textbooks.

The current research was done to develop a model of attention deficit based on the components of emotions and thought with the mediation of the analytical intelligence of teenagers. This research used a descriptive method of correlation type using structural equation modeling methods. The statistical sample included 375 students of the first secondary school with signs of attention deficit in Tehran in the academic year of 2001-2002, who were selected in a available way. Three questionnaires include adult ADHD self-report scale (ASRS), Kazemi Haghighi Emotion Thought Questionnaire and Kettle Intelligence Questionnaire Result 3-Form A (KIT:A), were completed by the samples. In addition to descriptive statistics, the structural equation method was used for data analysis using Amos-26 software. The findings showed that thought excitement and analytical intelligence were significantly related to attention deficit symptoms. According to the findings, it can be concluded that some characteristics, such as the excitement of thought and analytical intelligence, can predict the signs of attention deficit (p<0.01). From the research findings, it can be concluded that in the diagnosis and treatment process of attention deficit, the variables of emotion, thought, and analytical intelligence is very important. Thus, the increase in attention deficit is associated with a decrease in the score of thought excitement and analytical intelligence.

Adolescence is considered an important period of life that is accompanied by considerable biological and psychological changes that may lead to anxiety disorders in some cases. Generalized anxiety disorder (GAD) as one of the most prevalent psychological disorders among adolescents is mainly characterized by heightened levels of anxiety that interferes with performance during life. Clinicians warn that untreated GAD can be harmful and may shift to a more severe disorder such as major depression disorder. Therefore, identifying underlying factors and concomitants of the disease seems pivotal. This study aimed to investigate the prediction of generalized anxiety disorder based on 3 attachment styles as well as examine the mediated role of maladaptive schemas.

The statistical population of the study included students of different levels of high school, ages 13-18 years living in Tehran province, in the autumn and winter of the academic year of 2019 – 2020, from which 297 students were selected by a simple random sampling method. The Pennsylvania Worry Questionnaire (PSWQ), Revised Adult Attachment Scale (RAAS), and Young’s Schema Questionnaire-short form (YSQ-SF) were used for data collection. A statistical analysis of Structural Equation Modeling (SEM) was performed using the SPSS-16 software.

A negative and significant (P<0/01) direct effect was observed for secure attachment and avoidant attachment styles, while no significant direct effects were found for ambivalent attachment style relationship to generalized anxiety disorder. Also, the early maladaptive schemas could significantly mediate the secure attachment style and avoidant attachment style relationship to generalized anxiety disorder, while no mediating role was detected for the ambivalent attachment style. A Bootstrapping analysis also confirmed this finding. All 5 categories of maladaptive attachment schemas significantly were correlated to GAD symptoms.

Based on the findings of the present study, it could be concluded that increased measures of secure and avoidant attachment styles in adolescents are associated with decreased levels of GAD symptoms. Increase indices in each of the 5 categories of maladaptive schemas (The 18 early maladaptive schemas are classified into 5 main areas: Disconnection/Rejection, Impaired Autonomy, and Performance, Other-Directedness, Hypervigilance/ Inhibition, Impaired Limits) are associated with increased GAD severity, so the relationship is significant. Also, early maladaptive schemas could mediate the relationship between secure and avoidant attachment styles with generalized anxiety disorder in adolescents. According to the results of this study, careful consideration of attachment styles and early maladaptive schemas to prevent generalized anxiety disorder in adolescents is recommended.

This research aimed to investigate the effectiveness of attribution retraining intervention on dysfunctional attitudes and coping skills in individuals undergoing methadone maintenance treatment.

The current research was semi-experimental with a pretest-posttest design with a control group. The statistical population included all substance-dependent patients undergoing methadone treatment referring to addiction treatment centers in the city of Semnan in 2018. Among them, 34 people were selected by the convenience sampling method and were randomly assigned to two experimental (n = 17) and control (n = 17) groups. Participants of both groups completed the dysfunctional attitude scale and the coping skills questionnaire in the pretest and posttest. Attribution retraining intervention was implemented in seven 120-minute sessions with the frequency of one session per week on the experimental group. Data were analyzed by multivariate analysis of covariance.

The findings revealed that there was a significant difference between the two groups, and attribution retraining intervention improved dysfunctional attitudes and emotion-oriented coping in the experimental group.

According to the obtained results, experts in the field of addiction can emphasize the improvement of dysfunctional attitudes and emotion-oriented coping using attribution retraining intervention.

The concept of empathy has a special place in social psychology, neuroscience, clinical psychology and health professions (1). Contemporary theorists consider empathy as a multidimensional concept that consists of emotional, cognitive and behavioral aspects (3). Having creativity and the ability to solve problems seems to be able to facilitate the process of empathy (9). The ability to solve problems in the real world is a vital part of people's lives. A problem is a situation that people intend to reach from the initial situation to the target situation without having a specific solution (12). It seems that understanding the situation of others and sharing feelings with them can also be a form of a problem, and problem solving capacity can be effective in the process of empathy (16). Studies have shown that problem-solving skills are related to cognitive empathy (17). On the other hand, research results show that people who have a higher working memory updating ability spend a much shorter time solving problems than people who have a weaker working memory updating ability. One way in which working memory aids problem solving is by helping the problem solver resist distraction and limit his search in the problem space (21). On the contrary, there is evidence that shows that excessive concentration and having a higher working memory capacity can harm problem-solving performance (22). The relationship between empathy and working memory is one of the discussed topics in cognitive and social sciences. Working memory is hypothesized to predict empathy (23-24). However, the number of studies that depict the relationship between working memory and empathy is small, and despite the fact that working memory seems to be an important function in information processing, it plays a major role in many other cognitive functions, including problem solving, so It is possible that it has a mediating role in the relationship between problem solving and empathy, so far no research has been done on this issue, and the various effects that working memory can have on problem solving also adds to the complexity of this issue. Therefore, in the present study, the aim was to investigate the mediating role of working memory in the relationship between problem solving and empathy.

In terms of the method of data collection, this research is considered a descriptive (non-experimental) research, and in terms of methodology, it is included in the category of correlational research, and it is of the structural equations type. The statistical population of the current study was all students studying in Zahedan city in the academic year of 1400-1401. Among all students, a sample of 500 people was selected by cluster sampling method. In order to collect data, problem solving questionnaire (PSI), empathy questionnaire and working memory questionnaire (WMQ) were used.

The results showed that there is a negative relationship between problem solving and empathy variable, but the direction of the relationship between problem solving and working memory variable is positive. Examining the correlation coefficients shows that the intensity of correlation between problem solving and empathy is equal to -0.143 and the intensity of correlation between problem solving and working memory is equal to 0.465 (p<0.01). The fit indices were in the desired range. The direct path of problem solving to working memory (0.411) is positive and significant. And the direct path of working memory to cognitive emotional empathy (0.011) is not significant. The direct path of problem solving to cognitive emotional empathy (-0.372) is negative and significant. Also, the mediating effect of problem solving on cognitive emotional empathy through working memory is not significant. In the mediation model, the squared multiple correlation for working memory variable is (0.169) and for cognitive emotional empathy (0.135).

The findings showed that problem solving is related to working memory. This finding is consistent with previous research (20-21). In connection with the explanation of this finding, it can be said that in solving the problem, expert solvers tend to use weak methods in combined forms (31). here it is necessary to use working memory. Working memory includes a central executive that controls and coordinates the performance of two subsystems (phonological cycle and visuospatial storage). The central executive drives the entire system and allocates resources to subsystems. It is also related to cognitive tasks such as mental calculation and problem solving. Visual spatial design or the inner eye stores and processes information in a visual or spatial form. Based on this, problem solving is related to working memory. However, this hypothesis that problem solving has an indirect relationship with empathy through working memory was not confirmed in the present study. In explaining this finding, it can be said that, as previous studies have shown, high working memory can have different effects on problem solving. Working memory does not always positively predict the adaptive dimensions of problem solving, and sometimes working memory can be considered an obstacle to achieve insight. Due to the complexity of cognitive processes, increasing the power of problem solving sometimes leads to ignoring emotions, and leads to a decrease Therefore, problem solving and empathy cannot be related through working memory.

irratability and inability to self-inhibit anger are among the diagnostic criteria of disruptive mood dysregulation disorder. The purpose of this study was to investigate the effectiveness of cognitive behavioral therapy based on mindfulness on irritability and self-inhibition of female students with disruptive mood dysregulation disorder. was semi-experimental, pretest-posttest with a control group. The statistical population of this study was all students with disruptive mood dysregulation disorders in the age range of 14-17 years in schools of Baharestan city. Among them, 35 people were selected by available sampling method based on the inclusion criteria and randomly assigned to the experimental and control groups. The research instruments for measuring irritability included the Striggerzo et al(2012). Emotional Reactivity Scale Weinberger-Schwartz Questionnaire(1990) for measuring self-restraint. The subjects in the experimental group underwent 10 sessions of 60 minutes under the intervention of mindfulness integrated cognitive behaviore Therapy whit Kelly protocol (2007), and the control group did not receive any intervention. Multivariate analysis of covariance was used to analyze the data. The results of data analysis showed that the experimental group in comparison with the control group in the rate of irritability, decreased and in self-inhibition and their components had a significant increase (P <0.05). According to the findings of the study, mindfulness-based cognitive-behavioral therapy was effective in students with disruptive mood dysregulation disorder by reducing irritability and increasing self-restraint.

Depression has always been one of the most common psychological disorders. The aim of this study was to investigate the effect of working memory training on improving depression symptoms and triple-attentional networks.

The current study includes 34 Semnan University students selected by the convenience sampling method and randomly placed in two groups. The pre-test consisting of BDI-II and computerized triple attention network test was performed on all subjects. Then, the experimental group underwent working memory training with N-Back for 5 sessions. The mentioned tests were performed as a post-test in similar conditions to the pre-test.

The analysis of covariance showed that visual working memory training with N-Back significantly diminishes depressive symptoms and the function of the triple attention network in students. The effect sizes for the variables of depressive symptoms and attention were 0.382 and 0.704, respectively.

Due to the importance of optimal processing of beliefs in improving depressive symptoms according to cognitive theory and the decisive role of cognitive function of attention in this field, visual working memory training can be said to improve the noted symptoms through changes in the triple attention network. The practical implication of the present study is the usefulness of computer cognitive interventions to improve mental disorders. Thus, it is suggested to use visual working memory in computer tasks along with other interventions to improve depression.

Nurses with personality traits of perfectionism and death anxiety are at psychological risk. This research aimed to determine the effectiveness of acceptance and commitment therapy based on compassion on death anxiety and perfectionism of nurses with obsessive-compulsive personality traits working in the Corona ward.

The present study was quasi-experimental with a pre-test, post-test, and one-month follow-up plan, and a control group. The statistical population included the nurses of social security hospitals in Tehran and Alborz in the Corona Department in 2021-2022. The number of 28 nurses working in the Corona Department, who obtained an average score in the personality questionnaire of The Diagnostic and Statistical Manual of Mental Disorders (5th ed.), were selected using convenience sampling and randomly divided into experimental (14 people) and control (13 people) groups. The measurement tools included Templer’s Death Anxiety and Besharat’s Perfectionism Scales, which were answered by the research participants. The experimental group received 10 sessions of 120 minutes of the treatment program. The data was analyzed using two-way repeated measures analysis of variance (ANOVA).

Virtual therapy program reduces death anxiety (Partial Eta=0.696, p<0.001, F=57.354), self-oriented perfectionism (Partial Eta=0.325, p=0.002, F=11.76), other-oriented perfectionism (Partial Eta=0.179, p=0.0284, F=5.46), and society-oriented perfectionism (Partial Eta=0.173, p=0.031, F=5.232) of nurses with obsessive personality traits.

The results of the study indicated the effect of acceptance and commitment therapy based on compassion on the improvement of personality traits in the experimental group, so this intervention can be used as a complementary treatment for obsessive personality.

Current study was conducted with the aim of investigating the relationship between attentional bias and cognitive inhibition among smoker and non-smoker male teenage students.

The research design was causal-comparative and the Statistical population of this study was 62 teenage students that randomly selected from 10 high schools of Gorgan and Kordkoy. Attentional bias has been measured by spatial cueing software and cognitive inhibition through Complex Stroop software. Also, short form of Wechsler Adult Intelligence Scale test has been executed and used as a control variable.

Data analysis using ANCOVA and MANCOVA showed that smokers’ group performance in stroop and behavioral tests were weaker the non-smokers group (p<0.01), smokers achieved higher scores in spatial cueing task (p<0.01).

The results showed cognitive inhibition ability was lower in smokers group. The findings of the present study can have implications for prevention and treatment of adolescent smoking.

Empathy is an inseparable part of social-emotional people. It plays a positive role in society, throughout people's lives, and recognizing that it forms the basis of empathy is essential. This research was conducted in order to investigate the mediating role of attention control in the relationship between problem solving and empathy. The research method of this study was descriptive-correlation. The participants of this research included 500 students of Zahedan city who were selected by cluster sampling method. In order to collect data, Hepner and Petersen's problem solving questionnaire, attention control scale, Jolliffe and Farrington's empathy questionnaire were used. Descriptive and inferential statistical methods such as Pearson correlation and structural equation modeling were used to analyzethe data using spss and Amos software. The findings showed that the direct path of problem solving to attention control (-0.458) is negative and significant. The direct path of controlling attention to cognitive emotional empathy (-0.141) is negative and significant. The direct path of problem solving to cognitive emotional empathy (-0.440) is negative and significant. Also, the mediating effect of problem solving on cognitive emotional empathy through attention control is equal to 0.072, which is positive and significant. Therefore, the research results show that it is important to pay attention to the mediating role of attention control in the relationship between problem solving and empathy, and it is necessary to pay attention to the limitations that may be caused by increasing attention control for problem solving and empathy. Theoretically, investigating the effects of increasing thesecognitive functions on empathy requires more investigation and research.

The presence of mental disorders among teenagers has always affected the mental health of society..The purpose of this research is to compare the effectiveness of cognitive behavioral therapy based on mindfulness and forgiveness therapy on increasing anger self-inhibition in teenage girls with destructive mood dysregulation disorder. Semi-experimental research method was pre-test-post-test type with control group. The statistical population of this research was all students with symptoms of mood disorder in the first and second year of high school, aged 14-17 years in Baharestan city in 2021. Among these, 54 people were randomly selected based on the available sampling method, 17 people were in the remission therapy group, 19 people were in the cognitive-behavioral group based on mindfulness, and 18 people were in the control group. The research tool included Strigerzo et al.'s emotional reactivity scale, Quinn, Dozes and Eugene Wayne's cognitive errors questionnaire and Abedi's state metacognition questionnaire. Subjects in two experimental groups were subjected to cognitive behavioral therapy intervention based on mindfulness, and the control group did not receive any intervention. Multivariate analysis of covariance and Benferoni test were used for data analysis. The results of the data analysis showed that both test groups had a significant role (P<0.05) in increasing the variable of self-inhibition and its components. And the effect of both groups was reported almost equally. According to the findings of the research, cognitive behavioral therapy based on mindfulness and forgiveness therapy can be used to increase the self-control of anger in adolescents with destructive mood dysregulation.

The current research was conducted with the aim of investigating the relationship between the objective structure of the classroom with creativity and the mediating role of basic needs. For this purpose, a descriptive-correlational research design was used. The statistical population of this research is all the male and female students of the second year of Semnan secondary school in the academic year 1401-1400, of which 220 were randomly selected. The research data were collected by Abedi's creativity questionnaires, the perceived structure of the classroom (Mighli et al.) and the basic psychological needs of LaGuardia et al. And then statistical analysis was done using structural equation modeling with SPSS and AMOS software. The results showed that the effect of mastery and functional goal orientation on basic needs is positive and significant. Also, there is a significant relationship between basic needs and creativity; But the effect of avoidance goal orientation on basic needs is not significant. Another finding of the present research indicates that the effect of three exogenous variables of mastery, performance and avoidance goal orientation on creativity is not significant. In this way, no meaningful relationship has been directly seen between goal orientation and creativity; But when the fulfillment of basic needs in the individual is strengthened by increasing the level of independence, competence and communication, creativity can be promoted in the objective structure of the classroom.

, the aim of the present study was to present the modeling of structural equations of happiness based on attachment styles and communication skills with the mediation of self-compassion in the elderly.

The research method was analytical and structural equation modeling. The statistical population included all the elderly living in nursing homes located in the cities of Gilan province in 2018-2019 and the sampling method was available. According to the number of research variables, the statistical sample of this research was 210 people. In order to collect data, Oxford's happiness scales (2002), Queen Damm's interpersonal communication skills (2004), Neff et al.'s self-compassion (2003), and Hazen and Shiver's (1987) adult attachment style were used. SPSS version 24 and Amos version 24 and Pearson correlation coefficient and structural equation modeling were used to analyze the data.

The results showed that communication skills were significantly related to self-compassion (P=0.002, Beta=1.3) and self-compassion to happiness (P=0.41, Beta=2.8). But attachment style was not related to self-compassion (P=0.21, Beta=1.2). Also, the indirect effect of attachment style on happiness was equal to 2.7 (P=0.013) and communication skills on happiness was equal to 0.052 (P=0.025). The goodness of fit indices of the fitted conceptual model were obtained as

Therefore, it seems that strengthening the communication skills of the elderly will increase their level of happiness. Also, attachment styles affect the happiness of the elderly.

Loneliness is a common feeling experienced by bereaved people, especially during the coronavirus pandemic. Social distancing measures and gathering restrictions made it difficult for people to communicate with others and receive the needed support. This condition resulted in feelings of isolation, sadness, and anxiety. Therefore, the research aimed to compare the effectiveness of coping therapy and hypnotherapy on the feelings of loneliness and reducing bereavement symptoms in people bereaved by COVID–19.

The current research was quasi–experimental and conducted with a pretest–posttest design with two experimental and one control group. The statistical population of this research included people bereaved by COVID–19, who was introduced from Bahman, Atiyeh, and Parsian hospitals in Tehran City, Iran. The sample size was determined through G*power software so that the study has the necessary power to detect a difference of at least 1 unit in the level of loneliness and grief symptoms between the experimental groups and the control group. Assuming the probability of the type I error is 5%, the likelihood of the type II error is 20%, and the standard deviation is 0.9, the number of samples is estimated at 15 people for each group. Qualified volunteers from among the statistical population were included in the study and randomly assigned to two experimental groups and one control group (each group included 15 people). After selecting the people of the sample group and before starting the treatment program, the loneliness questionnaires (Russell, 1996) and the Hogan Mourning Effects Questionnaire (Hogan, 2001) were distributed between both groups. After that, the therapy intervention program on the first experimental group (in the form of 14 sessions of 90 minutes and each session once a week) and hypnotherapy (in the form of 8 sessions of 90 minutes and each session once a week) on the second experiment was performed and the control group was not subjected to any treatment program. In the end, the posttest was done again on all three groups. Also, after the end of the research, the treatment programs implemented in this research were implemented in the control group to maintain the ethical standards in the study. The inclusion criteria include people who lost a loved one due to COVID–19, had at least a diploma level of education, did not participate in other psychological interventions at the same time, and lacked physical and mental debilitating diseases as determined by the researcher using clinical interviews. The exclusion criteria included an absence of more than three therapy sessions, non–observance of group therapy rules, and suffering from a physical or mental illness that did not exist before the treatment and were identified during the implementation.

The findings of the research showed that the effect of coping therapy and hypnotherapy on reducing the feeling of loneliness of bereavement symptoms in people bereaved due to COVID–19 was significant (p<0.001). Hypnotherapy has been more effective in the subscales of despair, panic, personal growth, blame, and anger. However, coping therapy has been more influential on small scales: separation, withdrawal and confusion. Also, hypnotherapy has been more effective in the variable of loneliness. This effectiveness was also stable in the follow–up phase.

It can be said that interventions of coping therapy and hypnotherapy in the long term can be effective in reducing the feeling of loneliness and reducing the symptoms of grief.

Attention–deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by excessive inattention, carelessness, hyperactivity, and impulsivity. These otherwise inappropriate behaviors for one’s age are pervasive and destructive. This disorder has various causes with complicated etiology. Given the mutual effects of cognitive skills on different aspects of intelligence, some aspects can be affected by the emotional components of thought, denoting a relationship with ADHD symptoms. Investigating the positive aspects of adolescents with ADHD, such as dynamism and intelligence, and emphasizing these positive aspects can help reduce many psychological, social, and academic problems of adolescents. The current research was conducted to compile a model of attention deficit among teenage students studying in the first level of secondary school based on dynamics and mental impatience with the mediation of experimental intelligence.

The method of the current research was correlational based on path analysis. The statistical population included all adolescents with ADHD studying at the first high school level in Tehran City, Iran, in the 2021–2022 academic year. In this research, using the cluster sampling method, some high schools were initially selected from 22 districts of Tehran. Then, some high schools were selected from the western region. Next, the Adult ADHD Self–Report Scale (ASRS) (World Health Organization, 2005) was given to the students for screening and identifying the students with ADHD. Afterward, 200 students with ADHD willing to cooperate with the researcher were selected as a sample. The inclusion criteria were as follows: informed consent to participate in the research, studying in the first level of high school, and having ADHD based on the Adult ADHD Self–Report Scale (ASRS). The data collection tools were the Adult ADHD Self–Report Scale (ASRS) (World Health Organization, 2005), the Excitement of Thought Questionnaire (Kazemi–Haqiqi, 2009), and the Test of Cubes (Kohs, 1920). This research was analyzed using the Pearson correlation coefficient and path analysis to investigate the relationships between variables with AMOS 24 and SPSS 26 software.

The direct effect of mental impatience on attention deficit was positive and significant (p=0.006, β=0.15), but on experimental intelligence, it was negative and significant (p<0.001, β=–0.37). The direct effect of dynamism on experimental intelligence was positive and significant (p<0.001, β=0.24), and the direct effect of experimental intelligence on attention deficit was negative and significant (p=0.001, β=–0.49). The indirect effect of dynamism on attention deficit through experimental intelligence was negative and significant (p=0.004, β=–0.11), and the indirect effect of mental impatience on attention deficit through experimental intelligence was positive and significant (p=0.001, β=0.18). The goodness of fit indices showed a good fit of the proposed model (χ2/df=0.073, RMSEA=0.001, IFI=0.999, NFI=0.998, CFI=0.999, GFI=0.998).

According to the findings, dynamism and mental impatience through experimental intelligence predict attention deficit in adolescents. Therefore, the current research results can increase the awareness of teachers, administrators, parents, students, and education officials about ADHD and the importance of experimental intelligence in increasing or decreasing the symptoms of this disorder.

The aim of this study was to examine the Effect of Acceptance and Commitment Intervention on Perceived Social Support, Cognitive Flexibility, and Emotional exchange in mothers of children with Autism Spectrum Disorder (ASD). This study was semi-experimental with pretest-posttest design and a control group. The statistical population includes 70 mothers and a random sample of 34 mothers with autistic children aged 5 to 8 years in the Autism Rehabilitation Center of Ayat city of Shahriar selected from the total population, randomly assigned in the control group (n=17) and the experiment group (n=17). Data were collected using Multidimensional Scale of Perceived Social Support (MSPSS), Denis Cognitive Flexibility Questionnaire (CFQ), and McMaster family assessment device  (Affective exchange) (CFI). The experiment group received acceptance and aommitment therapy for 9 sessions of 90 minutes twice a week. Data were analyzed by Multivariable Analysis of Covariance (MANCOVA) using SPSS23 software. The results showed significant differences between the components of affective exchange, perception of behavior justification, perception of control-ability, perception of substitutes for human behaviors, total cognitive flexibility, family support, friends’ support, other’s support, and total perceived social support  in the experimental group were higher (P≤0.05). The findings of the current research showed that acceptance and commitment therapy can be used to boost mental health level and cognitive/social components of mothers with autism spectrum disorder.

The purpose of this study was to examine the efficacy of mindfulness practice along with music on working memory and cognitive flexibility of children with learning disorders. This applied research was an experimental study that was done in the form of pre-test and post-test with a control group. In this study, 30 primary school students with learning disorders in the Khorshid psychological center of Shahrood in the academic year of 1399-1400 were selected by simple random sampling and were randomly assigned to two experimental groups (15 subjects) and control group (15subjects). The subjects in the experimental group involved in mindfulness intervention sessions along with quiet music in 8 sessions for 2 hours and the control group did not receive any interventions. The study instruments consisted of the Working Memory Questionnaire of Hafbak and the Cognitive Flexibility Questionnaire. To analyze the obtained data, multivariate and univariate covariance analysis was used. The results demonstrated that mindfulness practice along with music have an effect on working memory and cognitive flexibility of children with learning disorders (P <0.001). Based on the findings, it can be concluded that one of the effective practices on working memory and cognitive flexibility of children with learning disorders is the use of mindfulness along with music.

The aim of this study was to evaluate the effectiveness of forgiveness therapy on Irritability and Cognitive errors of female students' with disruptive mood dysregulation disorder (DMDD).

The research method was semi-experimental with pre-test post-test and a control group. The statistical population of this study was all students with symptoms of disruptive mood dysregulation disorder in the age range of 14-17 years in schools of Baharestan city in year of 1400. 35 subjects were selected by available sampling method based on the inclusion criteria and randomly assigned to the experimental and control groups. The research instruments included Strringars Emotional Response Scale. Quinn, Dozis, Eugenwick Cognitive errors Questionnaire. The subjects of the experimental group received 15 sessions 60 minutes of forgiveness therapy while the control group did not receive any intervention. Data were analyzed by(MANCOVA) multivariate covariance analysis.

The results of data analysis showed that the experimental group compared with the control group in adolescent irritability and their irritability in terms of parents and cognitive errors and its components including mind reading, all or nothing thinking, emotional conclusion, labeling. , Mental purification, over-generalization, personalization and expressions should have a significant decrease (P <0.05).

According to the findings of the study, forgiveness therapy was effective in reducing students with disruptive mood dysregulation disorder by reducing irritability and cognitive errors.

The aim of this study was to present a structural model of perfectionism and sleep quality with a mediating role of anxiety.

Due to its nature, the method of the present study is descriptive-correlation and structural equation modeling. A total of 318 students were selected from the statistical population of students of Mashhad University of Medical Sciences in the academic year 2016-2017. The Pittsburgh (1989) Sleep Quality Scale, the Gospel Perfectionism (2007) and the Beck, Epstein, Brown and Austin (1988) Anxiety Scales were used to collect data. Amos software version 24 and Pearson correlation method and structural equation model (SEM) were used to analyze the data.

The results showed that the direct path of perfectionism to sleep quality (0.15) is positive and significant. The direct path of perfectionism to anxiety (0.27) is positive and significant. And according to Figure 1, also, the path of anxiety to sleep quality (0.540) is positive and significant.

Therefore, it seems that perfectionism can affect the quality of sleep of perfectionists by increasing their anxiety.

This study was carried out to predict academic engagement based on academic support and family emotional climate with the mediating role of academic emotions. This cross-sectional research had a descriptive-correlational design. The statistical population of the study comprised all female junior high school students in Semnan in 2019-20 school year from among whom 236 individuals were selected through multi-stage cluster sampling method. Research instruments included School Engagement Questionnaire (Fredricks et al., 2004), Academic Emotions Questionnaire (Pekrun et al., 2005), Heilbrun’s Parent-Child Interaction Rating Scale (1964), and Academic Support Scale (Sands & Plunkett, 2005). The data were analyzed using Pearson correlation coefficient and Structural equation modeling. Results showed that among subscales of academic emotions, enjoyment, anxiety, and fatigue in the classroom could mediate the relationships of family emotional climate and academic support to academic engagement. Results of path analysis demonstrated that academic support had no significant effect on enjoyment, anxiety, and fatigue in the classroom. The rest of the model paths were significant. Therefore, by strengthening positive academic emotions, making classrooms more interesting, reducing negative academic emotions such as students' anxiety and fatigue in the classroom, increasing academic support, and promoting a positive and constructive family emotional climate, it is possible that students' academic engagement will also increase.

In Iran, studies and statistical indicators indicate an elderly rapid growth; accordingly, as expected in 2031, an aging explosion will occur in our country. Furthermore, 25% to 30% of the population will be over the age of 50 years by then. Thus, it is essential to pay attention to the health of the aging population. Moreover, a critical approach to reducing the complications associated with aging is to increase activity among the aging population. Active aging should be considered a multidimensional and multilevel concept that can simultaneously be applied to individual levels and for policymaking. Additionally, an important aspect of health in the elderly is the psychological dimension. Besides, this aspect requires special attention and prevention of disorders, such as depression and anxiety in them. Therefore, this study aimed to provide a structural model of communication and well–being skills of the elderly with the mediating role of self–compassion.

The research method was descriptive–analytical using structural equation modeling. The statistical population of this study included all the elderly living in nursing homes located in the cities of Gilan Province, Iran in 2019–2020. Fifteen people are needed to select the sample size in modeling research for each obvious variable. There are also 12 obvious variables based on the variables in the research conceptual model. Therefore, 180 people were needed in this study. However, because all the questionnaires might not be completed by the participants, 250 questionnaires were distributed, of which 210 questionnaires were fully completed and analyzed. Data were collected using Oxford Happiness Questionnaire (Hills & Argyle, 2002), Self–Compassion Scale (Neff, 2003) and Interpersonal Communication Skills Questionnaire (Queendom, 2004). The inclusion criteria were as follows: being elderly, having a minimum level of diploma education, lacking a specific physical illness or psychological disorder, not under special psychological treatment or medication. The exclusion criterion was a lack of cooperation in completing the questionnaires. In this research, descriptive statistics indicators (prevalence, percentage, mean and standard deviation) were used. The Pearson correlation coefficient and structural equation modeling were also used. The data were analyzed in SPSS version 24 and AMOS version 24 using the structural equation modeling method. The significance level of all statistical tests was considered 0.05.

Examining the coefficients of the direct path between different paths showed significant direct relationships between communication skills and self–compassion (p<0.001, Beta=1.1), between communication skills and happiness (p<0.001, Beta=0.62) and between self–compassion and happiness (p<0.001, Beta=0.37). Also, the indirect effect of communication skill on happiness with the mediating role of self–compassion was equal to 4.8 (p=0.013). The goodness of fit indices of the fitted conceptual model were obtained as (CMIN/df=3.05, GFI=0.96, NFI=0.97, RMSEA=0.086).

According to the findings, strengthening communication skills in the elderly by increasing their compassion will increase their happiness.

The aim of this study was to investigate the effectiveness of computer cognitive rehabilitation on working memory and problem solving of high school students.

For this purpose, 30 high school students in Tehran were selected. These people were randomly assigned to two experimental and control groups of 15 people in each group. The number and duration of each session of computer cognitive rehabilitation intervention in the experimental group was 16 sessions and each session was 45 minutes, respectively. The control group did not receive any intervention. Research tools included the N-Back working memory test and the Wisconsin card classification test. The data were analyzed by multivariate analysis of variance (MANOVA) and SPSS 26 software.

The results showed that there was a significant difference between the experimental and control groups in some components of working memory and problem solving.

According to the findings of this study, it can be concluded that computer cognitive rehabilitation intervention is effective on working memory and problem solving of high school students.

The main goal of this study is to evaluate the effectiveness of computer-based cognitive rehabilitation in order to improve executive functions and reduce severity of clinical symptoms in individuals suffering from major depression.

The present study is one of the semi-experimental designs in which pre-test and post-test designs along with control group is used. The statistical population includes individuals with major depressive disorder who are from both genders and are 19 to 40 years old. Participants suffering from major depressive disorder who were selected by purposeful and convenience sampling method and randomly assigned to one of two groups of experiment (n=15) and control (n=15). In order to diagnose depressive disorder, a structured clinical interview according to the criteria of the text of the fifth edition of the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) and the Beck Depression Inventory (BDI-II) were used. Cognitive interventions, attention and memory exercises, were performed in 12 sessions of 45 minutes three times a week on participants with major depressive disorder.

The results of analysis of covariance showed that the computer-based rehabilitation program has improved executive functions and reduced the severity of depressive symptoms (P<0.05).

Our findings indicate that computer cognitive rehabilitation can be used as a suitable method to improve executive functions and reduce the severity of depressive symptoms in people suffering from major depressive disorder.