شعله لیوارجانی

This research aimed to compare the effectiveness of Bowen's family therapy and solution-oriented therapy on emotional divorce, marital burnout, and emotional differentiation of couples seeking divorce. The research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population included all couples applying for divorce referring to the courts of Sari city in 1400. The sample was selected from the psychological service centers of Sari City purposefully. The sample size was 42 people, randomly assigned to two experimental groups of Boen family therapy and solution-oriented and control therapy, with 14 people (7 couples) in each group. The tools used in this research were Gutman's emotional divorce (2010, GED), Kaiser's marital distress (1993, MDS), and emotional differentiation (1988, DSI). The experimental groups received Bowen's family therapy and solution-oriented therapy during 8 60-minute sessions. The data were analyzed using multivariate covariance analysis at a significance level of 0.05. The results showed that by controlling the effect of the pre-test, there was a significant difference at the level of 0.05 between the mean of the post-test of emotional divorce and marital exhaustion and emotional differentiation in the three groups. Also, the follow-up test results showed no significant difference between the two experimental groups at the 0.05 level. Considering the effectiveness of Bowen's family therapy and solution-oriented therapy in couples applying for divorce, the use of these interventions in counseling centers is suggested.

The present study was conducted to determine the effectiveness of family therapy based on emotional divorce, marital burnout, and emotional differentiation of couples applying for divorce. The research method was semi-experimental with a pre-test-post-test design and a control group. The statistical population included all couples applying for divorce referring to the courts of Sari city in 1400. The sample was selected from the psychological service centers of Sari city purposefully. The sample size was determined to be 28 people who were randomly assigned to two experimental and control groups. The tools used in this research were Guttman's emotional divorce (1995, GED), Kaiser's marital distress (1993, MDS), and Skowron's emotional differentiation (1988, DSI). A pre-test was taken from both groups before the intervention. The experimental group received solution-oriented treatment during 8 sessions of 60 minutes. The research data was analyzed using multivariate analysis of covariance at a significance level of 0.05. The data analysis showed that by controlling the pre-test effect, there was a significant difference between the post-test mean of marital boredom and emotional differentiation in the two experimental and control groups at the level of 0.05, but this difference was confirmed in emotional divorce. did not happen This means that solution-oriented family therapy has reduced marital boredom and increased the emotional differentiation of couples applying for divorce. Therefore, solution-oriented family therapy is an effective way to reduce marital boredom and increase the emotional differentiation of couples applying for divorce.

The aim of the current research was to determine the effectiveness of the emotion-oriented approach on early maladaptive schemas, quality of married life, and cognitive regulation of emotion in couples who have experienced infidelity. The current research was semi-experimental. The statistical population of the current research included couples who had witnessed betrayal (the betrayer and the betrayed) and visited the counseling centers of Tabriz city from April 1400 to August. The sample including 14 couples was selected and randomly divided into 2 groups. The experimental group received emotional intervention and the control group did not receive any intervention. The measurement tools included Young's early maladaptive schemas questionnaire, Busby, Curran, Larsen and Christensen's Marital Life Quality Questionnaire and Garnevsky and Kraij's Cognitive Emotion Regulation Questionnaire. Multivariate analysis of covariance using Spss software was used for analysis. The results showed that emotional therapy has significantly reduced emotional deprivation, abandonment, social isolation, deficiency, dependence, distress, sacrifice and emotional inhibition in the post-test stage. Also, the emotion-oriented approach has significantly increased the components of the quality of married life, agreement, satisfaction, and cohesion, as well as increasing the cognitive regulation of compatible emotions and reducing the cognitive regulation of incompatible emotions.

Satisfaction and happiness in marriage are significant concerns that can be discussed in the marital life of child-spouse females. The present study was conducted to evaluate the effectiveness of training marital skills on satisfaction and happiness of child-spouse females in marriage.

This study was pretest-posttest semi-experimental with a control group study. The study population included all child-spouse females who referred to the Omid Tarnam counseling center in Shabesar town in 1401. A total number of 30 people were randomly selected by convenience sampling and divided into two experimental (15 people) and control (15 people) groups. The content validity of the educational package was confirmed by research-professors and 6 other professors of family counselling and psychology. The Hudson Marital Satisfaction Questionnaire (25 questions) and the Oxford Happiness Questionnaire (OHQ) were used to collect pretest and posttest data in this study. The intervention, which was an educational program designed for 8 sessions of one-hour each, was conducted at the same counseling center. Finally, the data were analyzed using analysis of covariance using SPSS-23.

The results showed that the designed training program of marital skills, including excitement regulation skills, emotional relationship regulation, life skills and communication and behavioral skills, was effective in increasing marital satisfaction and happiness of child-spouse females (p<0.001).

According to the study findings, education and empowerment of the child-spouse females has helped to improve some of the marital life challenges in their life, such as lack of marital satisfaction and unhappiness

This study aimed to determine the effectiveness of trauma-focused cognitive-behavioral therapy on the reduction of anxiety sensitivity and panic attacks in veterans with PTSD. This study was a quasi-experimental study with pre-test and post-test with control group, The population of the study consisted all male Veterans in Marand in the year of 2019, among whom a sample of 30 veterans with PTSD were randomly selected to two groups of experimental (15 male) and control (15 male). Measurement tools included were posttrumatic stress disorder checklist (military version), Anxiety Sensitivity (Reiss, Peterson, Gursky & McNally, 1986) and Symptom panic (Liebowitz & et al, 1990). Then, trauma-focused cognitive-behavioral therapy were performed for 12 sessions (90 minutes in per session) each week for the experimental group. Data were analyzed by SPSS 20 using multiple covariance analysis. After controlling the effects of pretest, the mean scores of anxiety sensitivity and panic attacks were significantly higher in the experimental group than the control group (p<0.001). Training trauma-focused cognitive-behavioral therapy education can be effective reduces anxiety sensitivity and panic attacks in veterans with PTSD.

One of the fundamental challenges facing our society is the phenomenon of child marriage. Despite legal and psychological opposition, the increasing prevalence of child marriage necessitates study and investigation. The purpose of the current research is to elucidate and explore the lived experiences of children who are spouses in child marriages, along with its issues and challenges. This study employed a qualitative approach using an interpretive phenomenological method. Participants in this study were 15 children who were married off in Shabestar city, selected through purposive sampling. Data were collected through in-depth semi-structured interviews. The transcribed interviews were analyzed using a hermeneutic approach, applying the analysis method proposed by Diekelmann, Allen, and Tanner (1989). Interviews continued until no new meanings emerged and researchers were satisfied with the depth of understanding. From the analysis of the child spouses' experiences, 894 codes were identified, yielding 5 main themes: "Factors contributing to child marriage," "Hopes and aspirations of children in child marriages," "Perceived harms," "Advantages of child marriage," and "Strategies to empower children in child marriages," along with 20 sub-themes. Strategies to mitigate the challenges of child marriage include empowering children in emotional regulation, strengthening emotional bonds between spouses, successfully managing interactions, and enhancing the psychological knowledge, attitudes, and interpersonal skills of child spouses.

The present research was done with the aim to compare the effectiveness of study methods and time management training, on the academic self-Efficacy, academic self-regulation and performance in biology course of female and male students of twelfth grade in experimental science major.

The research method was quasi-experimental with a pretest and posttest design in addition to the control group. The statistical society consisted of all female and male students in twelfth grade of experimental sciences major in Tabriz city during 2021-2022; among them 52 students were selected in one step cluster sampling method as the sample case and categorized in two groups of experimental group (26 students) and the control group (26 students). In order to estimate students’ academic self-efficacy, the standard questionnaire of Jinks and Morgan (1999) was applied. Savari and Arabzadeh (2013) questionnaire was used to analyze their academic self-regulation; and to evaluate students’ performance, their current and previous academic year’s final scores in biology course was utilized. The validity of research instruments was confirmed by the approval of specialists and the reliability was estimated and approved by calculating Cronbach alpha coefficient (α> 0.7). Prior to the study, pre-test of academic self-efficacy and academic self-regulation was implemented in both groups. The experimental group had received study methods and time management trainings through a package in 8 sessions with 60 minutes training, but the control group had not received any training therapy. After the training course in the post-test stage, both of the groups answered to the research instruments of the pre-test stage. Students’ final scores in biology lesson of previous and current academic year was also gained. The research data was analyzed with analysis of covariance using SPSS.  

Based on the obtained results, the study methods and time management training had the same effectiveness on female and male students’ academic self-efficacy, academic self-regulation and performance in biology course.

According to the results of the research, critical thinking and social cognitive training has increased the emotional readiness of female students in the first year of high school. Critical thinking training created a significant difference between the control and experimental groups in terms of the variable of emotional creativity. Also, critical thinking and social cognitive training has improved innovation in female students of the first year of high school. Teaching critical thinking and social cognition has not had a significant impact on students.

This research was conducted in order to compare the effectiveness of the positive psychology group education and metacognition group education on the academic achievement motivation of the female high school students in district one of Tabriz. The research method was quasi-experimental with a pretest-posttest design with a control group. The statistical population consisted of all female students of the second grade in district one of Tabriz in the academic year 2021-2020. A total of 90 students were selected by multi-stage cluster random sampling method and randomly assigned to three equal groups. The first experimental group received metacognition training in eight 90-minute sessions in combination with the weekly Wales and Robinia training package, and the second experimental group received positive psychology training adapted by (Cheraghian 2014) and the Afmas training package in nine 90-minute weekly sessions. The control group did not receive any intervention. The data measurement tool was the Hermans (1970) Progress Motivation Questionnaire. Finally, the data were analyzed using  ANCOVA one-way covariance. The results showed that positive psychology (P<0.05) and metacognition group education (P<0.05) were both effective on the motivation of students' academic achievement and there was no significant difference in the effect between the two treatments. Therefore, it was concluded that utilization of both positive and metacognition trainings increased motivation of students’ academic achievement.

Despite different views on the appropriate age for marriage, the tendency for child marriage is common in some parts of the country, and it is increasing.
The purpose of this study is to design a model for empowerment of child wives based on grounded theory.
The research desig was qulatative research with grounded theory apporch. The sample included 18 child wives in Shabestar, selected via purposive and criterion sampling.The data collection instruments were semi-structured interviews and library resources.
The categories were revealed in the form of the six dimensions of a paradigmatic model, with inter-relations between them. The dimensions were causal conditions (theoretical knowledge; behavior of parents, family, and society), central category (empowerment of child wives), strategies (economic strategies, development of social skills, development of scientific and counselling skills, and religious strategies), contextual conditions (demographic and geographical conditions, socio-economic conditions, cultural conditions, lack of maturity, lack of independence), intervening conditions (past experience, desire for the past, dominant culture, and conditions of the wife) and consequences (physical, family, social, mental, psychological, and personal consequences); furthermore, 61 sub-categories were also identified.
Empowering child wives and teaching them necessary skills can solve many of the basic challenges they face and increase the marital satisfaction in child marriage.

One of the main goals of training in the modern education system is the development of critical thinking in students, which prepares them to become thinkers instead of just receiving knowledge. However, little research evidence has been done on critical thinking training, its content, and its effects on our society, which provides the need for doing research in this field. Therefore, the purpose of the present study was to investigate the effectiveness of critical thinking training on high school students' academic self-regulation and problem-solving ability. The current research was a field experiment with a pre-test and post-test design. Thirty-nine students were selected by multistage cluster sampling from boys' high schools and randomly assigned to two experimental and control groups. Two groups were interviewed at the beginning and end of the research and answered the questionnaires on academic self-regulation and problem-solving styles. The experimental group came under the critical thinking training for eight sessions, one session per week. The ANCOVA analyses showed that critical thinking training significantly improved academic self-regulation strategies and the problem-solving styles of students in the experimental group compared to the control group. It seems that by using critical thinking training and generalizing it to different social contexts, it is possible to improve students' academic self-regulation and problem-solving skills in interaction with the educational and social environments. This can be a potential capacity for increasing academic achievement, cultivating thoughtful citizens, and developing a democratic society.

The present research sought to compare the impact of Acceptance and Commitment Therapy (ACT) with emotion regulation training (Gross Model) on academic procrastination, resilience, and depression in students with Attention Deficit Hyperactivity Disorder (ADHD). This study had a quasi-experimental design. The population of this research was comprised of all male high school students with Attention Deficit Hyperactivity Disorder (ADHD) in Tabriz in 2018-19 school year. Purposive sampling method was utilized and the sample was drawn (N= 40). The subjects were randomly assigned to one control (N=15) and two experimental groups (ACT group, N= 13; ER group, N= 12). The control group did not receive any treatment. The research instruments included Procrastination Assessment Scale-Students (Solomon & Rothblum, 1984), the Connor-Davidson Resilience Scale (Connor & Davidson, 2003), and the Beck Depression Inventory (1967). Data were analyzed using ANCOVA. The results revealed that after controlling the covariate variable (pre-test scores), there were significant differences among the three groups (depression: F=14.81, p<0.01; resilience: F=9.84, p<0.01; academic procrastination: F=15.15, p<0.01). Pairwise comparison demonstrated that both interventions were more effective compared with the control group. ACT group had a better performance in resilience, depression and academic procrastination. Compared with emotion regulation training, ACT reduced academic procrastination and depression and increased resilience to a higher extent in students with Attention Deficit Hyperactivity Disorder.

The main purpose of this article is to specify the effect of psycho-social immunization training on the psychological well-being of secondary school students in Mahabad city based on the Masnavi e Manavi's principals. The current research is done with a semi-experimental research method and a pre-test-post-test scheme in cooperation with a control group. The statistical population have been all students of secondary schools of Mahabad city. Among the students, 30 students were chosen by prepared sampling method.From this chosen number of students, two groups of experimental and control in equal numbers were separated by random sampling method.The topics to be instructed are (training package of 6 skills :emotional self-awareness, bravery, participation, accountability, self-respect and social relations), which were conducted by 12 live sessions through the Shad virtual education system and sending files to the experimental group'students.In this paper , the psychological well-being scale of Rief and colleagues PWB has been used to collect the demanded information.Shapiro-Wilk test and univariate covariance analysis were used to test the research hypotheses based on the obtained results from the hypothesis testing. The results have shown that the adjusted average scores of psychological well-being in ​​the intervention group are higher than the psychological well-being in the control group after the implementation of psychosocial immunization training based on the the Masnavi e Manavi's teachings.In other words, the psychosocial immunization training based on the teachings of the Masnavi e Manavi had an effect on increasing the psychological well-being of students.By Considering the square of eta, it could be said that about 64% of these alternations are result of the effect of the intervention or psychosocial immunization training based on the teachings of Masnawi e Manavi.

The aim of this study was to determine the structural model of the effect of early maladaptive schemas on the experience of psychological distress through negative emotion regulation in adolescents. The present study was a descriptive-correlational study using structural equation modeling. The statistical population included all high school students in Miandoab city in the academic year 2019-2020 to the number of 4779 people. The statistical sample included 399 students who were selected using solving formula by stepwise cluster sampling. Data collection tools included the Young schema questionnaire, cognitive emotion regulation, and psychological distress scale. Data analysis was performed using Spss-26 and Amos-21. Data analysis showed that the direct paths of early maladaptive schemas to the regulation of negative emotion and psychological distress and the direct pathways of negative emotion regulation to psychological disturbance are statistically significant (p

The aim of the current study was comparison of the efficacy of emotional schema therapy and emotion-based therapy on quality of life, happiness, and marital burnout among women with emotional divorce. The research was quasi-experimental. The population of this research was distressed women referred to psychological clinics of Tabriz in 1398. Among them 45 couple (15 couple in each group) were selected purposively and assignment in emotional schema therapy, emotion-based therapy and control group. Data were gathered using, The Oxford Happiness Questionnaire, the Quality of Life Questionnaire (WHOQOL-BREF), the Paynes Burnout Questionnaire and the Relationship Health Questionnaire. Data were analyzed with ANCOVA. Results showed that there is a significant difference between three group in all three variables, after controlling for a covariate (pre-test) (Quality of Life: f=59/43; p< 0/001; Happiness: f=21/27; p< 0/001; Burnout: f=40/96; p< 0/001). Pairwise comparison showed that both treatments are more effective than the control group. There was no significant difference in any of the research variables between the two groups of emotional schema therapy and emotion-based therapy.Keywords: Emotional Schema Therapy, Emotion-Based Therapy, Quality of Life, Happiness, Marital Burnout, Emotional Divorce

elderly is a critical period of life that it is necessary to pay attention to the issues and needs of this stage. which is important to pay attention to their health, emotional and psychological needs, and meeting these needs requires a better understanding of the elderly and different aspects of their lives.

The present study is fundamental-applied research in terms of aim and is considered as quasi-experimental research. The statistical population of the study consisted of all elderly with anxiety symptoms living in nursing homes in Tehran. The research sample was selected to be 30 people purposefully. They were divided into two groups of experimental and control waiting for treatment (15 people in each group). The instruments used in this study were the Beck Anxiety Inventory and the Elderly Psychological Care Program.participants in the experimental groups educational intervention was implemented by the intervener on the experimental group during 7 sessions based on the elderly psychological care program, and the control waiting for treatment did not receive any intervention.

The results of one-way analysis of covariance showed that seven-session training of psychological care program was significantly effective in reducing depression in the elderly.

Psychological care program creates new behaviors, it provides a framework for understanding emotional experiences. Also, it reduces anxiety in the elderly and increases their quality of life by increasing motivation to participate and change.

The present research aims to compare the effect of training on life skills and mindfulness-based reducing stress upon emotional quotient in schoolgirls. A semi-empirical method (i.e., pre-test and post-test) was devised for the research, which included a test group and a control group. 60 ninth-grade students with lower grades on the Bar-On Eq-i scale (1997) were selected by means of convenience sampling  from three girls' high schools in School District 3 in Tehran (Roshangaran, Bamdad Parsi, and Narjes) during the school year of 2019-2020 and randomly put into two test groups (each consisting of 20 students) and a control group (consisting of 20 students). The first group were given training on life skills (consisting of ten weekly sessions, each session lasting 90 to 120 minutes), while the second group were trained in mindfulness-based stress reduction (8 weekly 2-hour sessions). The control group received no training at all. All examinees filled out the Bar-On Eq-i questionnaire (1997) before and after training. Univariate and multivariate covariance analysis was used for data analysis. The results pointed out meaningful increases in average emotional intelligence scores as well as its components in the post-tests in the mindfulness-based stress reduction group compared to the life skills group and also in the life skills group compared to the control group. It can be concluded overall that mindfulness-based stress reduction training proved more effective than training on life skills when it came to improving female high school students' emotional intelligences.

Due to their poor academic self-concept, students with behavioral problems often make very negative judgments about their abilities and values and experience negative academic emotions, which makes it necessary to provide them with psychological training. This study aimed to determine the effectiveness of social skills training based on Timothy Campbell-Comerford theory on academic self-concept and academic emotions of female students with behavioral problems.

The statistical population of this experimental research included all sixth-grade female students in Tabriz in the academic year 2019-2020. 30 students who were diagnosed as having behavioral problems based on the cutoff score in the Conners’ Behavioral Problem Rating Scale (the parent and teacher forms) were selected by multi-stage random cluster sampling and were randomly assigned to experimental and control groups (15 people in each group). Both groups completed the Liu & Wang (2005) Academic Self-Concept Questionnaire and Pekrun et al (2002) Achievement Emotions Questionnaire. Having attended 14 sessions of social skills training based on Timothy Campbell-Comerford (two sessions a week for 7 weeks) in the experimental group, the mentioned questionnaires were completed by the two groups. The results were analyzed using a multivariate analysis of covariance. 

Social skills training based on Timothy Campbell-Comerford increased academic self-concept significantly (p=0.047). Although the training reduced the academic emotions of students with behavioral problems, the difference between the two groups was not significant (p=0.050).

Since social skills training based on Timothy Campbell-Comerford increased academic self-concept and reduced academic emotions, it is recommended that this educational approach be applied.

The aim of this study was to evaluate the effectiveness of Captain Log software training on processing speed, working memory and cognitive flexibility in children with attention deficit / hyper-activity disorder.

From children aged 7 to 9 years with attention deficit / hyperactivity disorder referred to health centers of East Azerbaijan province, 30 people were selected using purposive sampling method and in this quasi-experimental study of pre-test-post-test type They participated with two control and experimental groups. Data collection was performed using three subscales tests (cryptographic test, symbolization test and digit memory expanse test) Wechsler intelligence test for children and visual memory subscale of Wexler memory test and Wisconsin card classification test. Mean data and standard deviation were used to analyze the data in the inferential statistics section and repeated measures analysis of variance was used in the analytical statistics section.The mean difference in the three variables showed that processing speed and working memory And cognitive flexibility (P<0/0001) is significant in children trained with software and untrained children.

The results showed that the training of Captain Log cognitive software caused active memory in children with attention deficit / hyperactivity disorder.

The aim of this study was to compare the effectiveness of life skills and mindfulness on the sense of cohesion among female students.

The present study is applied in terms of purpose and semi-experimental in terms of pre-test and post-test design. The statistical population of the present study includes female high school students in Tehran (Region 3). Sampling method is available, considering that the number of students in each class is 20, 20 people were selected as the sample. A questionnaire (Feeling Cohesionberg, 2006) and an educational package (Fati and Mutabi life skills and ministerial mindfulness) were used to collect data.

The results of data analysis using multivariate analysis of covariance (Mancova) showed that life skills training and mindfulness have an effect on the sense of cohesion (P <0.05).

Considering the effect of life skills and mindfulness training on the sense of cohesion, these trainings can be used in schools to increase the level of awareness of students and parents.

One of the problems that some children with behavioral problems experience is the inability to express empathy that this makes it necessary to provide psychological training to this group of people; The aim of this study was to determine the effectiveness of Timothy Campbell-Comerford Twelve Social Skills Training on empathy of sixth grade elementary school girls with behavioral problems.

The statistical population of this quasi-experimental research included all sixth grade girl in Tabriz in the academic year 2019-2020, that 30 students who received the diagnosis of behavioral problems in accordance with the cutoff score in the Conners Behavioral Problems Scale- Teacher and parent form were selected by multi-stage cluster and targeted sampling and they were randomly assigned to experimental and control groups (15 people in each group). All two groups completed the Davis Empathy Questionnaire (1983) and after completing 14 sessions of Campbell-Comerford twelve social skills training (two sessions a week for 7 weeks) in the experimental group, the Davis Empathy Questionnaire was completed in the groups. Data were analyzed using univariate analysis of covariance in SPSS.23 software.

Timothy Campbell-Comerford twelve social skills training affects empathy and its subscales (empathetic attention, perspective, and personal confusion) of children with behavioral problems (p<0.001).

Due to the effect of Timothy Campbell-Comerford twelve social skills training on increasing empathy of children with behavioral problems; is recommended the use of this approach as an effective teaching method.

The aim of this study was to determine the effectiveness of mindfulness-based mindfulness intervention in group therapy on improving cognitive performance in students with depressive syndrome. The research method was quasi-experimental with pretest-posttest design with an experimental and control group. The statistical population of the study was all students with symptoms of depression, Tabriz in 1398, who had no other psychological disorders and use of antidepressants, of which 20 for The experimental group and 20 people were selected for the control group by available sampling method. Young's plan questionnaire (short form, third edition, 90 items) and Snyder et al.'s (1991) adult hope questionnaire were used to collect information. The experimental group underwent mindfulness intervention based on group narrative therapy for 16 sessions and during this period the control group did not receive any intervention. Data were analyzed by multivariate analysis of covariance in SPSS software. The results showed that the process of mindfulness intervention sessions based on group narrative therapy led to a decrease in the mean scores of cognitive performance in students with depressive syndrome in the experimental group compared to the control group. (P≤ 0/01). According to the results, it can be argued that mindfulness intervention based on group narrative therapy has a positive effect on improving cognitive performance in students with depressive symptoms

The aim of the present study was to compare the effectiveness of dialectical behavioral therapy and emotional schema therapy on pain severity and performance limitation in people who suffering of tension headache.

 The present study was a quasi- experimental design that conducted in the form of pretest-posttest-2mounths follow up. In this study, 68 patients with chronic tension headache who were refered from pain specific clinic of imam reza hospital (tabriz medical university), and 30th of them with psychiatric recognition of tension headache were selected with purposive sampling method, they were randomly assigned to two experimental groups (15 students per group). The participantes in the two groups completed the Multidimentional Pain Inventury (West Haven- Yale, 1985)  as the pretest, posttest, and 2 months follow-up. Twelve sessions of group emotional schema therapy, and Ten sessions of group Dalectical Behavioral therapy were held for the participants in the experimental groups. The collected data were analyzed using descriptive statistics (mean and standard deviation) and Repeated measures analysis.

Based on the results of repeated meajure analysis in posttest and follow- up, it was found that both emotional schema therapy, and dialectical behavior therapy were effective on pain severity and performance limitation in patients with chronic tension headache (p=0.001). In addition, Bonferroni post hoc test  results showed that emotional schema therapy had a greater effect on pain severity and performance limitatation than dialectical behavior therapy among people who suffering of tension headache (p=0.001).

training of this therapeutic approach is recommended as an effective interventional method in reducing pain severity and performance limitation in people who suffering of tension headache.

The aim of the present study was to compare the effectiveness of dialectical behavioral therapy and emotional schema therapy on sleep quality in people who suffering from tension headache. The present study was a quasiexperimental design that conducted in the form of pretest-posttest-2mounths follow up. In this study, 68 patients with chronic tension headache were referred from pain specific clinic of Imam Reza hospital (Tabriz medical university), and 30th of them with psychiatric recognition of tension headache were selected with purposive sampling method, they were randomly assigned to two experimental groups (15 students per group). The participants in each group completed the Pittsburgh sleep Quality as the pretest, posttest, and 2months follow-up. Twelve sessions of group emotional schema therapy, and Ten sessions of group Dialectical Behavioral therapy were held for the participants in the experimental groups. The collected data were analyzed using descriptive statistics (mean and standard deviation) and multivariate analysis of covariance. Based on the results of covariance analysis in posttest and follow- up, it was found that both emotional schema therapy, and dialectical behavior therapy were effective on sleep quality in patients with chronic tension headache (p=0/001). In addition, Bonferroni post hoc test results showed that emotional schema therapy had a greater effect on sleep quality than dialectical behavior therapy among people who suffering from tension headache (p=0/001). Therefor training of this therapeutic approach is recommended as an effective interventional method in recovery of sleep quality in people who suffering from tension headache.

Depression in children and adolescents due to disrupting various social, educational, professional, functions and etc, its prevalence is an issue that needs serious attention. The aim of this study was to evaluate the effectiveness of mindfulness based on narrative group therapy intervention program on improving depressive symptoms and emotional outcomes in students with depressive syndrome. For this purpose, during a quasi-experimental study with pre-test, post-test and control group, 40 students with depressive symptoms, living in Tabriz, were selected by convenience sampling method and randomly assigned to two groups of 20, tested and controlled. Subjects' depressive symptoms and emotional outcomes were assessed before and after the intervention. Mindfulness based on narrative ‌ group therapy intervention was performed on the experimental group in 16 sessions. The control group did not receive any intervention. The results of analysis of ANOVA showed that the process of intervention sessions of mindfulness program based on group narrative therapy improved depressive symptoms and emotional outcomes in students with depressive syndrome in the experimental group compared to the control group. According to the results of this study, a mindfulness based on narrative group therapy intervention program can be used as an effective intervention program to improve depressive symptoms and emotional outcomes in students with depressive syndrome.

The aim of this study was to investigate and compare the effectiveness of storytelling and play therapy of the parent of the child on the aggression of social fear in children with symptoms of coping disobedience. The research design was quasi-experimental of pretest-posttest and follow-up with the control group. The statistical population of the study was all female students with symptoms of confrontational disobedience disorder who were studying in Tabriz schools in the academic year of 2019-2020. All students studying in the primary school were selected by available sampling and the grading scale of confrontational disobedience disorder was performed by the teachers of these schools on all students. After scoring the questionnaires and screening, 60 students were selected and randomly divided into three groups of 20 people. For data collection, the Shahim Aggression Questionnaire (2006) and Social Fear of Masia et al. (2003) were used. Data were analyzed by analysis of covariance and LSD post hoc test. The results showed that parent-child story therapy and play therapy have an effect on studentschr('39') aggression and social fear and reduce their aggression and social fear. The results of the post hoc test also showed that play therapy has a greater effect on aggression and social fear in children. Therefore, school counselors are advised to use story therapy and play therapy to reduce the psychological problems of children.