فهرست مطالب سیدداوود حسینی نسب

Based on the results of various researches, one of the most important problematic factors that increase conflicts and even divorce is distorted perceptions,beliefs and thoughts of couples.Therefore,the purpose of this study was to investigate the effectiveness of rational-emotive-behavioral couple therapy on improving the communication beliefs of couples seeking divorce.

This Methodology was a quasi-experimental study with a control group and pre-test,post-test and three months follow-up design.The statistical population of this study included all couples seeking divorce who referred to the Aramesh Andisheh Counseling Center in Tabriz in the first 7months of 1400.The sample consisted of 30pairs of volunteers who were randomly divided into control and experimental groups.In the experimental group,10training sessions were performed for 90minutes.Participants in this research responded to the Communication Beliefs Scale in all three situations.Mixed Model ANOVA was used to analyze the data.

Rational-emotive-ehavioral Couple Therapy has a significant effect in the post-test phase on the improvement of dysfunctional communication beliefs"Mind reading"(P<0.035),"Partners cann't change"(P<0.043)and "Disagreement is destructive"(P<0.001) and this effect has remained stable in the three months follow-up,The results also showed that in both post-test and follow-up stages in the experimental group,the scores of subscales of"Mind reading,Partners cannot change,Disagreement is destructive" in women were lower than those of men(P<0.001),which shows that Rational-Emotional-Behavioral Couple Therapy has been significantly more effective in improving dysfunctional communication beliefs and maintaining the effect of intervention on them.

this approach can be used as an effective intervention method to reduce and improve dysfunctional communication beliefs in couples' exchange relationships.

The purpose of this study was to compare the effectiveness of emotion regulation training and mindfulness training on rumination of female students with low academic performance in Junior high school in Tabriz. The research design was semi-experimental with pre-test and post-test, two experimental groups and one control group. The statistical population included all the female junior high school students in Tabriz, region one with low academic performance. Among them 75 students were selected as the research sample by randomized cluster method and randomly assigned in three groups (two experimental and one control group). The instruments of data collection included: Nolen-Hoeksema and Marrrow's mental rumination scale (1990). Emotion regulation package was performed in one experimental group and mindfulness package was performed in the other experimental group. Control group received no intervention. The research hypotheses were analyzed by one way ANCOVA. The findings indicated that the effectiveness of both of emotion regulation training and mindfulness training methods on decreasing mental rumination was confirmed, but no significant difference was observed between the effectiveness of both of these methods in both experimental groups. Regarding the results of this research, the use of emotion regulation and mindfulness methods can be effective in reducing mental rumination among students with low academic performance.

In addition to physical problems, people with COVID-19 are involved with many psychological problems. This study aimed to compare the efficacy of mindfulness-based cognitive therapy (MBCT) and short-term solution-focused therapy (SSFT) on hope in female patients with COVID-19.
This study was a quasi-experimental study with a pretest-posttest design and follow up with a control group. The statistical population consisted of women infected with COVID-19 in Tabriz City in 2022 (about 2350 people). In total, 45 patients were selected by purposive sampling method and randomly divided into three groups. Members of both experimental groups received their treatment, respectively, in 8 and 6 sessions of 1.5 hours; however, the control group did not receive any treatments. The measurement tool was Snyder's Hope Scale. Data were analyzed using two-way repeated measures analysis of variance & Bonferroni post hoc test.
In the pre-test, the mean and standard deviation of the hope variable in the MBCT group was 12.73±2.54, in the SSFT group 12.60±2.38, and in the control group 13.87±1.68 (p>0.05). Both treatments compared to the control group, increased hope in patient after the test (p<0.001). In the follow-up phase, the effect of these two treatments on hope was lasting (p<0.001). The effect of these two treatments on hope at post-test and follow-up was not significantly different (p>0.05).
It seems that MBCT and SSFT can increase the hope of patients with COVID-19, so they can probably be a useful treatment strategy to improve the mental state of cardiac patients with COVID-19

Hypertension are an important risk factor for many diseases. Literature indicates different cognitive activities and executive functions, such as weaker working memory in hypertension patients compared to healthy. Therefore, the present study was conducted to determin the effectiveness of mindfulness-based therapy on working memory indicators of patients with hypertension.

The present study was a double-blind randomized clinical trial, based on a pre- and post-test design and a two-month follow-up with a control group. The research population included all people with hypertension in Rasht city (north of Iran) who visited Heshmat Heart Hospital in 2021. From this population, 34 volunteers were selected by purposive sampling and randomly assigned to intervention and control groups. The tool used in this study was Kirchner's 1 and 2 BACK test (computerized version) and a mindfulness therapy was performed during 8 sessions of 120 minutes once a week for the intervention group.

Before the intervention in the pre-test, the mean working memory indices of the intervention group and the control group were not significantly different. At the end of the intervention in the post-test, the mean working memory indices of the intervention group (1-back, correct answers = 75.17, reaction time = 462.61; and 2-back, correct answers = 67, reaction time = 495.81) and the control group (1-back, correct answers=69/35, reaction time=617/75; and 2-back, correct answers=59/71, reaction time=663/56) were significantly different (P<0.0001). In other words, the therapy based on mindfulness was effective in improving working memory indices of patients with hypertension. Also, the outcome did not change in the follow-up phase in both groups, which indicates the stability of the therapy in the intervention group.

Mindfulness therapy is effective on working memory indicators of patients with hypertension. Therefore, it is suggested that the mentioned intervention be used in medical centers to improve the cognitive activities of patients with hypertension, although it seems necessary to conduct more studies in this field.

The present study was conducted with the aim of comparing the effectiveness of Training based on Cognitive-Behavioral Play Therapy and Training based on Narrative Therapy on Social adjustment and Assertiveness of Female Students with an Educable Intellectual Disability from Tabriz city families. This study followed a quasi-experimental research design with a pre-test, post-test, and a control group. The statistical population included all students with an educable intellectual disability enrolled in Tabriz elementary school in 1399-1400 academic year, of whom 45 students randomly, by using inclusion criteria, were assigned to two experimental( play therapy and narrative therapy) and one control group ( 15 per group) using convenience sampling. The Sinha and Singh's Adjustment Inventory for school students and the Gmbryl and Ritchie's Assertiveness Questionnaire (1975) were used to collect data. One experimental group received play therapy ( eight sessions of cognitive-behavioral play therapy) , the second experimental group received narrative therapy (eight sessions of cognitive-behavioral narrative therapy) and the control group has not received any intervention. The covariance analysis demonstrated a significant difference in social adjustment and assertiveness between cognitive-behavioral play therapy, narrative therapy and control groups ( P value: 0/001). The cognitive-behavioral play therapy was superior to narrative therapy in terms of increasing social adjustment. Moreover, the narrative therapy was more effective in increasing assertiveness than cognitive-behavioral play therapy .Thus, narrative therapy and cognitive-behavioral play therapy can be used in conjunction to alleviate psychological problems in students with educable intellectual disabilities.

In addition to physical problems, attention should also be paid to the psychological problems of corona patients. This study aimed to compare the efficacy of mindfulness-based cognitive therapy (MBCT) and short-term solution-focused therapy (SSFT) on resilience of people who survived from corona.

The method of this study was semi-experimental with pre-test, post-test and follow up with the control group. The statistical population was made up of women who survived from corona virus in Tabriz City in 2022. In total, 45 patients were selected by purposive sampling method, who were randomly divided into three groups (Each group 15 people). Members of both experimental groups received their treatment, respectively, in 8 and 6 sessions of 1.5 hours; however, the control group did not receive any treatment. The measurement tool was Connor and Davidson's resilience questionnaire. Analysis of findings was done through repeated measures analysis of variance & Bonferroni post hoc test.

In the pre-test, the mean and standard deviation of the resilience variable in the MBCT group, SSFT group and the control were 42.80±4.69, 42.13±4.45, and 43.60±4.62 respectively (p>0.05). Both treatments compared to the control group, increased resilience in patient after the test (p<0.001).  In the follow-up phase, the effect of these two treatments resilience was lasting (p<0.001). The effect of these two treatments on resilience at posttest and follow-up was not different (p>0.05).

It seems that MBCT and SSFT can increase the resilience of people who have survived from corona virus; so they can probably be a useful therapeutic strategy to improve the mental state of these people.

Divorce and destructive conflicts between couples are major endangering issues that cause mental disorders and harms in the family and endanger communities’ psychological health. So, many social institutions try to take preventive measures in this regard. Conflict is an inevitable phenomenon of marital relationships, the result of which could be couples’ aroused negative feelings. Couples may think differently about each other, and the difference would result in stress or tension among them. The decision for living together as a couple creates diverse expectations and various hopes, some of which will probably remain unfulfilled. Failing to manage different challenges or expectation of married life may lead to destructive behaviors. Destructive behaviors make worse the situation, make couples dissatisfied, and even in some cases may result in such behaviors as insulting, shouting, and criticizing the other one. If one of the couples face the negative behaviors, probably shows similar or worse behaviors. Several therapeutic methods have been proposed for helping couples to solve their conflicts, among of which is acceptance and commitment couples therapy. Acceptance and commitment couples therapy is a psychological method that aims helping those who experience a long-lasting problem or pain. Some studies have shown that acceptance and commitment couples therapy can positively impact on such marital variables as the quality of life, compatibility between couples, intimacy, marital satisfaction, interpersonal conflicts, and psychological distresses. Many scholars have paid attention to marital conflicts, since more examining feelings, behaviors, and cognition can help find more solutions for marital challenges. This research, then, tried to investigate the impact of acceptance and devotion couples therapy on marital conflict among those who have applied for divorce. The study tries to answer the following questions:Does acceptance and commitment couples therapy decrease the marital conflicts among the couples applying for divorce?Do the impacts of acceptance and commitment couples therapy on decreasing the marital conflicts last to the follow-up phase?

This semi-experimental research used a pre-test, post-test, and a follow-up design. The statistical population consisted of all couples applying for divorce and referring to Andisheh Counseling Center of Tabriz, Iran, from May to December 2021. According Cohen’s table, 30 couples were selected as members of the sample. The couples were divided randomly into experimental and control groups (15 couples in each group). The experimental groups were trained using acceptance and commitment couples therapy over 10 sessions of 90 minutes, twice a week (and a follow-up session), and the control group did not receive any treatmen and were told that they were on the waiting list. Barati and Sanaei’s (2000) revised Marital Conflicts Questionnaire that includes 54 items was used to measure the type and extent of conflicts in marital relationships. The questionnaire has content validity. Its reliability coefficient of the questionnaire in was calculated using Cronbach's alpha to be 0.91. The collected data were analyzed at descriptive and inferential levels. Mean and standard deviation were used for the descriptive part and mixed model ANOVA was used for the inferential part of data analysis.

The average age of the participants was 34.34 and their marriage duration was 3 to 24 years. Most participants had been married for 3 to 6 years. Of 30 couples, 26.56% had no children, 26.55% had one child, 33.44% had two children, 9% had three children, and 3.35% had four children. Regarding degrees, of the 30 male participants, 3.4% had PhD, 20% had a MA/MSc degree, 26.5% had a BA/Bsc degree, 13.6% had an associate degree, and 36.7% had diploma. Of the 30 female participants, 16.6% had a MA/MSc degree, 46.6% had a Ba/Bsc degree, 3.4% had an associate degree, and 33.4% had a diploma. Descriptive statistics showed that the average score for the subscales and the overall marital conflict have decreased in the experimental group in post-test and follow-up tests, but no changes can be seen in the control group. Moreover, the significance of the difference between the groups regarding the scores was evaluated through mixed ANOVA, the normal distribution of the data was tested through Mauchly’s Test of Sphericity, and the interaction effect was measured through Wilk’s lambda test. Since both were insignificant, the data are normally distributed and the homogeneity of variances is valid. The analysis of the variance of intergroup and intragroup effects regarding marital conflicts in different situations showed the reduction of conflicts between couples in the experimental group (F=108.110, p=0.0001) and the stability of the results in the follow-up phase (F=39.40, p=0.001). Therefore, regarding Question 1 of the study, it can be said that acceptance and commitment couples therapy had reduced the marital conflict between couples in the experimental group over time. Regarding Question 2 of the study, the stability of the effectiveness of the intervention over time was approved.

The results showed that acceptance and commitment couples therapy reduces marital conflicts. The difference between marital conflicts in the experimental and control groups after the intervention is significant; that is, the average score of marital conflicts was lower at the post-test of the experimental group. According to Cohen, the effect size of 40% is medium. The effect size of this study was 49%, meaning that the effect is valid after three months. Accordingly, implementing each of the six stages of acceptance and commitment couples therapy (experiential avoidance, acceptance, cognitive dissonance, being present, self-monitoring, and values) improves the damage caused to different dimensions of the couples’ behavior, cognition, emotion, and relationship. This therapy increases couples’ intimacy, reduces their marital conflicts, improves the quality of their communication, and enhances their marital satisfaction.

The present study intended to compare the effectiveness of cognitive-behavioral play therapy and narrative therapy on the social adjustment of students with Educable intellectual disability (EID). 

  This was a quasi-experimental research design with pretest, posttest, and a control group. The statistical population included all EID students studying in the elementary schools of Tabriz City in 2020-2021; out of whom 45 male students were selected using convenience sampling and randomly assigned to two experimental groups and one control group (15 each). Data were collected using Sinha & Singh’s Adjustment Inventory for school students. For this purpose, first, a pre-test was administered to all groups. Then the first experimental group received play therapy for eight sessions of 45 minutes, and the second experimental group received narrative therapy for eight sessions of 45 minutes. After that, the post-test was administered to all groups.

  The covariance analysis results showed a significant difference between cognitive-behavioral play therapy and narrative therapy comparing to the control group in adjustmen. Also cognitive-behavioral play therapy had stronger effects than narrative therapy in increasing adjustment.

  Narrative therapy and cognitive-behavioral play therapy can be utilized as complementary interventions for training adjustment and ameliorating the psychological problems of students with EID.

Many family members, especially mothers, suffer from the negative effects of having a child with special needs, especially a child with a learning disability. The aim of this study was to predict the sense of cohesion of women with children with learning disabilities based on social support and self-efficacy. The research method was descriptive-correlational. The statistical population of the present study included all mothers with children with learning disabilities who referred to medical centers in Tabriz in 1400, of which 300 people were selected by purposive sampling as a sample and questionnaires of sense of cohesion, social support. And completed self-efficacy. The obtained data were analyzed by correlation coefficient and multiple regression statistical methods using SPSS-17 software. The results showed that self-efficacy (p = 0.001, β = 0.177) and social support (p = 0.001, β = 0.289) simultaneously accounted for 15% of the changes in the "sense of cohesion" of mothers with children with disabilities. Explain learning. Using the results, it can be suggested that by holding workshops and educational classes to explain the role of social support and strengthen self-efficacy to strengthen the sense of cohesion of mothers with children with learning disabilities.

The Effectiveness of Families-and-Schools-Together Program on Family Cohesion, Expressiveness and Conflict of First Graders’ Parents in TabrizThe purpose of this research was to investigate the effects of Families-and-Schools-Together program (FAST) on family cohesion, expressiveness and conflict of first graders’ parents in Tbriz. This study was based on a quasi-experimental research design. On the basis of purposive sampling, 40 families were selected and randomly assigned in two groups (20 in the experimental group and 20 in the control group). While the experimental group participated in the Families-and-Schools-Together program (FAST), the control group did not receive any treatment. the analysis of covariance showed a statistically significant increase in the experimental group’s family cohesion and expressiveness and a decrease in the family conflict scores (p < 0.05). It is concluded that participating in Families-and-Schools-Together program (FAST) can increase family cohesion and expressiveness and decrease family conflict.Keywords: Family cohesion, Expressiveness, Conflict, Families and Schools Together program.

The present study was conducted with the aim of comparing the effectiveness of play therapy based on the Gestalt approach and parent behavioral management training on processing speed and working memory of children with signs of attention deficit hyperactivity disorder. This research was applied research in terms of purpose, quantitative research in terms of the nature of the data, and semi-experimental research with a pre-test-post-test design and a control group in terms of implementation. The statistical population consisted of all children aged 7 to 12 years who referred to counseling and psychology centers and clinics of Razi Hospital in Tabriz in the second half of 2022 and the first quarter of 2023 due to symptoms of attention deficit/hyperactivity disorder. To select the research sample, 16 people were selected for each group in the form of purposeful sampling and randomly assigned to two experimental groups and one control group (48 people). The tools used in the research were two Wechsler4 processing speed and working memory scales. Based on the results of multivariate covariance analysis, the effect size values showed that the biggest difference was in the total score of processing speed with a coefficient of 0.478. was observed. The comparison of the interventions showed that the effectiveness of the Gestalt-based play therapy intervention on processing speed and working memory was significantly higher than the parent behavior management training intervention (p<0.05).

The present study aimed to compare the efficacy of cognitive-behavioral play therapy and narrative therapy on assertiveness of students with an educable intellectual disability. This study followed a quasi-experimental research design with a pre-test, post-test, and a control group. The statistical population included all students with an educable intellectual disability enrolled in Tabriz elementary schools, of whom 45 male students were randomly assigned to two experimental and one control groups (15 per group) using convenience sampling. The Gmbryl and Ritchie’s Assertiveness Questionnaire (1975) were used to collect data. After the pre-test, one of the experimental groups received a play therapy program while the other group received narrative therapy. Afterward, all the groups sat for a post-test. Moreover, although the control group did not receive any therapy, they were required to participate in pre-and post-tests and complete the questionnaires. The covariance analysis revealed a significant difference in assertiveness between cognitive-behavioral play therapy, narrative therapy and the control groups (p<0.001).Narrative therapy was more effective than play therapy at increasing assertiveness, with an effect size of 69%. Thus, narrative therapy and cognitive-behavioral play therapy can be used in conjunction to alleviate psychological problems in students with educable intellectual disabilities.

Different studies have examined the relationship between dark and light personality dimensions and life satisfaction. Using the structural equation method, this correlational descriptive study aimed to determine the relationship between dark and light dimensions of personality with life satisfaction as mediated by value orientations. To this end, 400 people who referred to health centers in Tabriz, Iran were selected through convenience sampling method. To collect data, Life Satisfaction Questionnaire, Dark Triad Personality Questionnaire, Light Triad Personality Questionnaire, and the Value System Questionnaire were used. Then the data were analyzed using the structural equation method. While the dark dimensions had a negative effect on life satisfaction, the light dimensions had a positive effect. There was a negative relationship between dark dimensions and life satisfaction as mediated by value orientations. Meanwhile, there was a positive relationship between light dimensions and life satisfaction as mediated by value orientations. Therefore, the dark and light dimensions of personality and the way of value orientation are related to the level of life satisfaction. Accordingly, researchers can examine the effectiveness of these variables on life satisfaction through developing psychotherapy interventions influencing the variables of dark and light dimensions of personality and value orientation.

The present article was done with the aim to investigate the effectiveness of the logo therapy on the psychological well-being, communication skills and maternal parenting stress of mothers of Children with Intellectual Disability.

The research method was quasi-experimental method with a pretest and posttest design plus control group. The statistical society of the study consisted of all the mothers of Children with Intellectual Disability in exceptional schools of Urmia city during 2021-2022; among them 30 students were selected in available sampling method as the sample case and categorized in experimental group (20 mothers) and control group (20 mothers). Data collection tools included Riff (1989) psychological well-being questionnaire, Matson (1983) scale to evaluate mothers` communication skills and Abidin (1983) maternal parenting stress. Prior to the study, pre-test of psychological well-being, communication skills and maternal parenting stress was implemented in both groups. The experimental group received Farahini’s (2019) logo therapy through the training package in 10 sessions, but the control group did not receive any training therapy. After the training course in the post-test stage, both of the groups answered to the same questionnaire of pre-test stage.

The research data was analyzed with one way and Multivariate Covariance Analysis. The results revealed that the logo therapy had a positive effect on the increase of psychological well-being and its four subscales, communication skills and maternal parenting stress and its` subscales (P=<0.05).

According to the effectiveness of the Logo therapy in the present research, it was suggested to the principles of exceptional schools to establish relations among school officials and mothers with intellectually disabled children, through training and counseling sessions to improve these mothers` psychological well-being and communication skills and also, to reduce their parenting stress.

The present study was conducted with the aim of comparing the effectiveness of cognitive-behavioral game therapy and story therapy on physical, relational and verbal aggression of mentally retarded students. This research was a semi-experimental study with a pre-test, post-test and control group design. The statistical population of this research includes all students with intellectual disabilities who were studying in Golestan Exceptional Primary School in Tabriz. The available sampling method was used to select the sample. Therefore, the statistical sample consisted of 45 elementary school boys who were randomly selected (15 students per group) with random replacement in experimental and control groups. In order to collect data, the aggression scale of Shahim primary school children (1387) was used. One of the experimental groups received the game therapy educational program (8 sessions of 45-minute cognitive-behavioral game therapy), the next group did not receive the educational program of story therapy (8 sessions of 45 minutes of story therapy) and the control group did not receive the educational program. The results of covariance analysis showed that there is a significant difference between cognitive-behavioral game therapy and story therapy with the control group in aggression components (0.001). Also, story therapy was more effective than cognitive-behavioral game therapy in reducing aggression with an effectiveness factor of 76%. Based on this, it can be concluded that story therapy and cognitive-behavioral game therapy can be used as complementary interventions to reduce and improve the psychological problems of mentally challenged students.

This study was conducted with the aim of emotional divorce and emotional schemas in couples with emotional divorce experience: the mediating role of emotional intelligence. The research method is cross-sectional correlation. The statistical population of this study consisted of all married women referring to counseling clinics in region 1 of Tehran with the field of couple therapy counseling in 1400, from which 220 people were selected by available sampling method. In this study, the tools of emotional divorce (Guttman, 1999), emotional schemas (Leahy, 2002) and emotional intelligence (Bar-On, 1980) were used, all of which had acceptable validity and reliability. SPSS-V22 and Amos-V22 software were used to analyze the data. Structural equation modeling was also used to answer the research hypotheses. Findings showed that the model has a good fit. The results showed that emotional schemas did not have a direct effect on emotional divorce in couples with emotional divorce experience referred to Tehran Psychological Center. The results also showed that emotional schemas do not have an indirect effect on emotional divorce mediated by emotional intelligence in couples with emotional divorce experience referred to Tehran Psychological Center.

The purpose of this study was to determine the effectiveness of strategic training thinking on motivational beliefs and perceptions of the classroom environment of elementary students.The research method was semi-experimental and its design was pre-test and post-test with control group. The population of the study consisted of all 5th grade elementary school students in Marand city. The sample group was selected using cluster random sampling. The subjects of this study were 64 people who were randomly assigned to the experimental group (32 persons) and control (32 persons). The intended educational content was a package of strategic training thinking and colleagues.The experimental group received 16 sessions of 50 minutes of strategic thinking instruction, and the control group did not receive any training on thinking and did not go through the normal course of the class. To measure students 'motivational beliefs, Pintrich and De Groot self-regulation self-regulation self-regulation questionnaires were used and the Perceptual Scale of the Jennetry, Gable and Riza classes was used to measure students' perceptions of the classroom environment. Motivational beliefs and perceptions of students' classroom environment were evaluated in two stages: pre-test and post-test. Research hypotheses were analyzed by covariance analysis The findings of the research showed that there is a significant difference between the mean scores of motivational beliefs and perceptions of students' classroom environment in the experimental and control groups. In general, it can be stated that thinking teaching to students can strengthen motivational beliefs and perceptions of their classroom environment

The overall purpose of this study was to the effectiveness of motivational self-regulatory skills training on academic buoyancy, resilience, and academic engagement in junior high school students with low academic performance in the fifth district of Tabriz. The research method of the present study is quasi-experimental of pre-test and post-test with control group. The statistical population of this study includes all high school students in the first period of education in District 5 of Tabriz. Out of all schools in District 5 (47 schools), 19 schools had low academic performance, of which three schools (eighth grade) had the lowest average academic achievement and 25 students from each school (eighth grade) were randomly divided into two groups. Experiment and a control group were included. Measurement tools include academic buoyancy test, resilience test, and academic engagement test. The training package of motivational self-regulation skills was performed on the experimental group. Findings indicate that motivational self-regulatory skills training has an effect on academic buoyancy and academic engagement of junior high school students.

Visual-spatial ability is a complex process involving several interconnected parts that develop with the development of working memory. These processes are performed by students with learning disabilities differently from normal students. The purpose of this study was to compare the visual-spatial perception of working memory between normal students and students with special learning disabilities.

The purpose of this study was to compare visual-spatial perception of working memory between normal students and students with special learning disabilities.

The research method was causal-comparative. The statistical population of the present study was all female and male elementary school students aged 10-12 years with math learning difficulties and dyslexia, and normal students in Khoy. The sample of this study consisted of 90 elementary school students, of whom 30 cases had math disabilities, 30 cases were dyslexic, and 30 cases were normal students. Students with learning disabilities were selected through available sampling in the Learning Disorders Center. Normal students were selected by random cluster sampling from Khoy schools. To diagnose and evaluate mathematical learning disability, the K-Mat test was used and the syndrome checklist was used to diagnose dyslexia. Corsi Blocks Task software was also used to measure the visual-spatial perception of working memory. The One-way ANOVA was used for data analysis. 

The results showed that the difference between normal students, dyslexic students, and those with visual-spatial abilities was significant (F=10.11, p<0.001). However, there was no significant difference between students with math disorder and dyslexia in the visual-spatial ability of working memory (P> 0.34).

Students with math learning difficulties and dyslexia had poor performance in the visual-spatial perception of working memory compared to normal students.

This study aimed to investigate the relationship between dark and light personality traits and emotional differentiation with life satisfaction. The research method was a descriptive correlation. The statistical population was those who were referred to health centers in Tabriz in 2021 and 400 people were selected by convenience sampling. The Life Satisfaction Questionnaire (Diner et al, 1985), Johnson & Webster Dark Traits of Personality Questionnaire (2010), light triads of personality Questionnaire of Kaufman et al. (2019), DSI-SF self-differentiation questionnaire (Skowron and Friedlander, 1998), were used to collect data. Data were analyzed using the Pearson correlation test and multiple regression using SPSS software version 26. The results of the Pearson correlation test analysis showed; There is a direct and negative relationship between dark personality traits and life satisfaction. There is a direct and positive relationship between light personality traits and emotional differentiation and life satisfaction. the results of regression model analysis showed that 0.68 life satisfaction changes are explained by predictor variables and light triads of personality have more power among the research components in predicting life satisfaction. Therefore, the results of this study can have practical applications for the use of counselors and psychologists to have a significant impact on increasing life satisfaction by performing psychological interventions.

The purpose of this study was to determine the effectiveness of Strategic Teaching of Thinking on academic buoyancy of elementary students. The research method was semi-experimental and its design was pre-test and post-test with control group. The population of the study consisted of all 5th grade elementary school students in Marand city. The sample group was selected using cluster random sampling. The subjects of this study were 64 people who were randomly assigned to the experimental group (32 persons) and control (32 persons). The intended educational content was a package of Strategic Teaching of Thinking and colleagues. The experimental group received 16 sessions of 50 minutes of strategic thinking instruction, and the control group did not receive any training on thinking and did not go through the normal course of the class. Students' academic buoyancy was assessed with a questionnaire of Hossein Chari and Dehghanizadeh's. Academic buoyancy were evaluated in two stages: Pre-test and post-test. Research hypotheses were analyzed by covariance analysis the findings of the research showed that there is a significant difference between the mean scores of academic buoyancy in the experimental and control groups. In general, it can be stated that thinking teaching to students can strengthen academic buoyancy. These results suggest Strategic Teaching of Thinking as an effective teaching-learning method in educating self-taught students, which is the most important goal of education.

Hypertension is one of the most common chronic diseases in the world. It is considered one of the most important public health issues in the world and causes millions of deaths due to stroke and cardiovascular and kidney diseases. Research shows that people with hypertension suffer psychological, emotional, and social challenges. Stress, depression, and anxiety are among the most common psychological problems in this group of patients. Cognitive rehabilitation therapy and mindfulness–based therapy are among the treatments that studies have shown can affect anxiety. Therefore, the present study was conducted to compare the effects of cognitive rehabilitation therapy and mindfulness–based therapy on the anxiety of patients with hypertension.

This double–blind clinical trial and quasi–experimental study has a pretest–posttest and follow–up design with a control group. The statistical population consisted of all the people with hypertension living in Rasht City, Iran, who were referred to the specialized heart hospital in the city in 2021. From this community, 51 qualified volunteers entered the study by the convenience sampling method and were randomly assigned to groups of cognitive rehabilitation therapy, mindfulness–based therapy, and control group (17 people in each group). The inclusion criteria were as follows: informed consent and willingness to participate in the research, having high blood pressure (according to the medical record), anxiety more than average (anxiety score 16–40 according to the Beck Anxiety Inventory), ability to read and write, age range from 30 to 60 years, not abusing drugs and alcohol, not suffering from severe personality and clinical disorders, lacking a history of head trauma and recent brain injuries, not receiving electric shock or special treatment in the last six months, and not participating in psychotherapy courses at the same time or in the last two months. The exclusion criteria were as follows: absence of more than two sessions, unwillingness to continue psychotherapy, a possible complication of the subject and the occurrence of an accident and the absence or event affecting the research variables. Beck Anxiety Inventory (Beck et al., 1988) was employed in this research. Cognitive rehabilitation therapy was conducted face–to–face and individually for the first experimental group (using the computer in 10 sessions of 60 minutes once a week) at the Cardiovascular Diseases Research Center located in Heshmat Hospital in Rasht. Mindfulness–based therapy sessions were held for 2 months (8 sessions, one 90–minute session each week) for another experimental group online (through Skyroom software) and the control group did not undergo any type of psychotherapy at the same time. For data analysis in descriptive statistics, mean and standard deviation chart were used. For inferential statistics, the Chi–square test, 1–way analysis of variance, analysis of variance of repeated measurements, and Bonferroni post hoc test were used. Data analysis was done in SPSS software version 26 at a significance level of 0.05.

The results showed that the effects of time (p<0.001), group (p<0.001), and the interaction of group and time (p<0.001) on the anxiety variable were significant. The posttest (p<0.001) and follow–up scores (p<0.001) of the anxiety variable in the mindfulness group and cognitive rehabilitation group decreased significantly compared to the pretest scores. In contrast, there was no significant difference between the anxiety scores of the control group at different times (p>0.05). There was a significant difference between cognitive rehabilitation and mindfulness groups in terms of effectiveness in the posttest and follow–up on reducing anxiety compared to the control group (p<0.001). While there was no significant difference between the two experimental groups in the posttest (p=0.616) and follow–up (p=0.221) in terms of effectiveness in reducing anxiety.

According to the research findings, cognitive rehabilitation therapy and mindfulness–based therapy were effective on the anxiety of patients with hypertension, and there was no significant difference between the two therapies. Therefore, both types of psychotherapies are equally beneficial to help patients with hypertension manage a chronic and life–threatening disease.

The increased marital dissatisfaction has raised the tendency towards divorce. Marital conflicts and lack of ability to resolve conflicts are among the marital disabilities and abnormalities that cause mental problems and indifference and divorced couples. Couples need emotion regulation and management to communicate intimately. Emotional skills increase the ability to bear the psychological pressures of life and solve daily problems. Conflicts and lack of emotion regulation in couples lead to marital boredom. Marital boredom is a painful physical, emotional, and psychological condition that affects people who expect a romantic relationship from their marriage. The treatment of marital conflicts is important for the family. The present study was conducted to determine the effectiveness of cognitive–behavioral couple therapy on marital conflicts, marital boredom, and emotional self–regulation of couples at risk of divorce in Baneh City, Iran.

This was a quasi–experimental study with a pretest–posttest and follow–up design with a control group. The study’s statistical population included all couples referred to the Baneh Dispute Resolution Council in the spring of 2021. Among these couples, 30 couples were randomly selected and divided into experimental and control groups. The quasi–experimental design was used for this research with a control group and measurement of dependent variables in four time periods: pretest, posttest, one–month follow–up, and three–month follow–up. The inclusion criteria were as follows: husband or wife with at least fifth–grade education, divorce file in court, living in an environment during couple therapy interventions, and willingness to cooperate to receive couples therapy intervention. The exclusion criteria were not following the group rules stated in the first session and absenting more than one session in the intervention sessions. Couples in both groups answered the Marital Burnout Scale (Pines, 1996), Difficulties in Emotion Regulation Scale (Gratz & Roemer, 2004), and Marital Conflicts Questionnaire (Sanaei Zaker & Barati, 1996) in four stages of assessment (pretest, posttest, one–month follow–up, and three–month follow–up). The cognitive–behavioral couple therapy protocol was developed by Azimifar (2014) and based on the treatment plan of McKay et al. (2006) and Dattilio (2010). The cognitive–behavioral couple therapy protocol consisted of 10 treatment sessions (each session 60 to 90 minutes). The content of the sessions was based on a cognitive–behavioral approach, in a step–by–step manner and with a weekly session for the participants. In each meeting, first, the purpose of the meeting, then the issues related to that meeting, were discussed and the members discussed and exchanged views. At the end of each session, the material was summarized and an assignment was presented for the next session. Descriptive statistics methods including mean, standard deviation and frequency distribution were used to summarize the data. Analysis of variance with repeated measurements, the Chi–square test and the Bonferroni post hoc test were used to analyze the data. Analysis was done by SPSS software version 23.

Results showed that the group effect (p<0.001), the time effect (p<0.001), and the interaction effect of time and group (p<0.001) on the variables of marital boredom, marital conflicts, and emotional self–regulation were significant. The results indicated a significant difference between the averages of the pretest with the posttest, and between the averages of the pretest with one–month and three–month follow–ups for the variables of marital boredom (p<0.001, p<0.001, respectively), marital conflicts (p<0.001, p<0.001, respectively), and emotional self–regulation (p<0.001, p<0.001, respectively). Also, the difference between the averages of the one–month follow–up stages and the three–month follow–up for the variables of marital boredom (p=0.024), marital conflicts (p<0.001) and emotional self–regulation (p<0.001) were found to be significant. The comparison of the average scores of the posttest and follow–up stages for the mentioned variables showed that the intervention in the follow–up stages did not continue to be effective.

Based on the findings of the research, group cognitive–behavioral couple therapy reduces marital conflicts, marital boredom, and emotional self–regulation, and counselors and psychotherapists should use this intervention in solving the problems of couples facing divorce.

The most common state in the divorce period is the feeling of hopelessness and despair. Hope is a necessary and fundamental part of life that provides the necessary energy to realize goals and dreams. Counselors have used various packages and techniques in trying to resolve the marital conflicts of couples. One of the suggested approaches to couple therapy in recent years is the choice theory, which was created by Glasser. Reality therapy leads people to reality and effective interaction with all aspects of real life. On the other hand, neglecting psychological treatments based on forgiveness and spiritual and moral values in couple therapy has increased marital problems. Very little research has been conducted on the effectiveness of spiritual psychotherapy treatments based on forgiveness and couple therapy based on choice theory on couples or women facing divorce. So, the present study was conducted to compare the effectiveness of couple therapy based on choice theory with spiritual psychotherapy based on forgiveness on the life expectancy of women at risk of divorce.

This was a quasi–experimental study with a pretest–posttest and a two–stage follow–up design with a control group. The statistical population of this study included all women who were referred to the Marivan Dispute Resolution Council in the spring of 2021. Among these couples, 60 eligible women volunteered to enter the study and were randomly divided into experimental (couple therapy based on choice theory and spiritual psychotherapy based on forgiveness) and control groups (each group was 20 persons). The inclusion criteria were as follows: women with at least fifth–grade education, have a divorce case in court, and are willing to cooperate to receive couples therapy intervention. The exclusion criteria were not following the group rules stated in the first session and absenting more than one session in the intervention sessions. Couples in both groups answered the Life Expectancy Questionnaire (Snyder et al., 1991) in four stages of assessment (i.e., pretest, posttest, 1–month follow–up and 3–month follow–up). Couple therapy based on choice theory included 9 group couple therapy sessions in 120–min sessions and one session per week, over a period of 3 months. Forgiveness–based spiritual psychotherapy was performed in nine 60–min sessions. Descriptive statistics methods including mean, standard deviation and frequency distribution were used to describe the data. For inferential statistics, the analysis of variance with repeated measurements, the Chi–square test to compare the demographic characteristics of groups and Bonferroni post hoc test were used to compare the effectiveness in different stages of measurement. Data analysis was done in SPSS version 23. The significance level of the tests was considered 0.05.

The results showed that the effect of the measurement time (p<0.001), the effect of interaction between the measurement time and the group (p<0.001), and the effect of the group (p<0.001) on the mean scores of the life expectancy variable were significant. The mean scores of the life expectancy variable in the couple therapy group based on the choice theory and the spiritual psychotherapy group based on forgiveness were significantly higher than the control group (p<0.001). The mean scores of the life expectancy variable in the couple therapy group based on the choice theory were significantly higher than the spiritual psychotherapy based on forgiveness (p<0.001). In the two experimental groups, there were significant differences in the average scores of the life expectancy variable between the pretest and posttest stages (p<0.001), between the pretest with 1–month follow–up (p<0.001) and 3–month follow–up stages (p<0.001). Also, significant differences were observed in the mean scores of the life expectancy variable between the posttest with 1–month follow–up (p=0.004) and 3–month follow–up stages (p<0.001) and between the 1–month follow–up and 3–month follow–up stages (p=0.004).

Based on the findings of this research, the couple therapy group based on choice theory has a greater effect on increasing the life expectancy of women facing divorce compared to spiritual psychotherapy based on forgiveness.

The presence of a mentally retarded child in the family puts all family members, especially the mother, under psychological pressure. The present research was conducted with the aim of comparing the effectiveness of life skills training and meaning therapy on communication skills and parenting stress of mothers of intellectually disabled children.

The research method was a semi-experimental type with a pre-test-post-test design with a control group. The statistical population was all the mothers of children with mental disabilities in the exceptional schools of Urmia city in the academic year of 2019-2019. Using the available sampling method, 60 people were selected as a sample for the research and divided into two experimental groups (40 people) and a control group. (20 people) were appointed. Matson's questionnaire was used to measure communication skills and Abidin's questionnaire was used to measure mothers' parenting stress.

Life skills training was effective in increasing communication skills and reducing parenting stress and its sub-scales (p>0.05). Also, meaning therapy training was effective in increasing communication skills and reducing parenting stress and its sub-scales (p>0.05).

two intervention methods of life skills training and meaning therapy can be used to increase communication skills and also reduce parenting stress of mothers of intellectually disabled children in order to optimize their mental health.