محمد خدایاری فرد

This study aimed to identify the facilitating and inhibiting factors of students' tendency towards ethics. A qualitative approach with a descriptive phenomenological method was employed. Data were collected using semi-structured interviews with 98 Iranian faculty members, university administrators, experts, staff, and students who were selected through criterion sampling. The findings suggest that there are eight facilitating factors such as “structural, functional, social, cultural, personal, religious, study-research-driven, and educational" factors, and there are also nine hindering factors (obstacles) such as “structural, social, performance-related, political, personal, functional, conceptual, informative-cognitive, and cultural” factors. Drawing upon the understanding of a wide range of academic activists, this study identifies new and more complete dimensions and components of the factors concerning the tendency or non-tendency of students towards ethics in the university environment. It is recommended to use these results to develop academic ethics in higher education more efficiently.

This research is about the role of family and school in religious education and student’s perception about congruency of the two. Qualitative research method in general and phenomenology in particular has been used. For this purpose, 18 female high school students have been selected through targeted selection until saturation. The data collection tool was a semi-structured interview and the obtained data were analyzed using Smith's method. All information has been grouped in four categories in terms of the role of family and school in religiousness, congruence/conflict among them, student’s strategies in the face of conflict and a suggested solution to promote congruency. The Positive role of family includes pragmatic ideal, attraction of family participation and flexibility in practicing religious rituals and negative role of family includes passiveness in religious education and family conflicts. Effectiveness of the role of school was related to the ability of teachers, flexibility and respect in their behavior. But its destructive effect was related to violent behaviors, discrimination and enforcement without convincement. The congruency of family and school consist a wide spectrum which starts from a complete congruency up to a difference in educational methods and beliefs. The goals of the two have also wide variety. The result of the congruence is persistence of religious belief in students and the result of the conflict is student’s confusion, forcing to choose one side and deviation from the designed rout towards religiosity. In terms of strategies, three methods of law-abiding, accompanying the family and choosing the optimal path were observed. In order to promote congruency, three strategies were proposed which are better knowledge of the characteristics of students, better interaction between family and school, and encouragement of students.

The aim of this study was to understand the factors related to increasing and decreasing tendebcy of University student s to religiosity.

This study was done by qualitative phenomenological method. The participants were 105 well-informed individuals in four four groups consisting of students (75 people), faculty members (nine people), cultural directors (nine people), and clerics (12 people) who were selected through criterion-referenced purposive sampling. Data were collected through semi-structured interviews and analyzed using Colaizzi's method.

 Regarding the factors related to the tendency toward religiosity, data analysis led to the identification of 49 sub-themes and 29 themes. "Living and upbringing in religious families", "existence of religiosity role models in society and access to them", "religious honesty and sincerity in the activities of officials and individuals in society", "teaching methods of teachers of religious courses", "human's intrinsic and innate tendency toward religiosity", "achieving accurate religious accomplishments and their capacities in life", and "strengthening religious thinking and the quality of epistemological foundations" were the themes that at least three clusters of the sample group mentioned as factors related to students' tendency toward religiosity. Regarding the factors related to decreasing tendency toward religiosity, data analysis led to the identification of 87 sub-themes and 60 themes. "Misbehavior of so-called religious individuals", "misconduct in propagating and teaching religion", "factors related to teaching general courses", "students' cognitive and psychological characteristics", "social and economic factors", and "factors related to social networks and media" were the themes that at least three clusters of the sample group mentioned as factors related to students' decreasing tendency toward religiosity.

For the religious education of students, it is necessary to consider these factors in policymaking, and in order to promote the religiosity of students, it is recommended that the cultural institutions of the universities develop specific educational protocols based on the effective factors mentioned.

Given the importance of maternal psychological well-being, it is necessary to effectively examine appropriate interventions designed for this transitional period of women’s life. Applications of positive psychology interventions have recently been explored and appear to be effective in this period, yet this is the first time we are presenting mindfulness-based character strength training in perinatal period.

The purpose of this study was to investigate the effectiveness of Mindfulness-Based Strengths Practice (MBSP) on the factors of well-being by the end of pregnancy and after childbirth.

The present study was quasi-experimental with pretest, posttest, and follow-up and control group design. The research population included the pregnant women in Tehran at the 6th and 7th months of pregnancy available on the Instagram and telegram pages of 5 gynecologists. For this purpose 60 pregnant women were selected via internet based on the voluntary sampling procedure and then randomly assigned to experimental and control group (30 women in each group). The study instruments were the “comprehensive Inventory of Thriving” (Su, Tay, DienerT 2014), the “Values In Action” (Peterson & Seligman, 2004) and the “Mindfulness-Based Strength Practice in pregnancy” (Niemec, 2014 & Bardak, 2010). Experimental group participated in 8 training sessions of 2 hours. The control group received the ordinary guidelines for pregnancy. By the end of the training sessions, both groups participated in posttest and the follow-up test occurred one month after the childbirth. Data was analyzed by multivariate repeated measures analysis of variance.

The results showed significant improvement in all subscales in the experimental group (p<0.01), and this improvement was still significant in the follow-up test (p<0.01).

The Mindfulness-Based Strengths Practice can be an efficient training in the transitional period of pregnancy and after childbirth.

The current study aimed to investigate the relationship between attachment styles and moral identity, mediated by role of empathy. This research was a correlational study. A total 350 participants were selected by means of multistage cluster sampling among all the girl students of tenth grade of Hamedan city’s public schools. The data were gathered by using 3 measures: Moral Identity Scale (Aquino & Reed, 2002), The Basic Empathy Scale (Joliffe & Farrington, 2006) and Adult Attachment Questionnaire (Collins & Reed, 1996). Using correlation and path analysis with software Spss and Lisrel, the data were analyzed. The results indicate that the model had a good fit to the research’s data. The secure attachment style was a significant positive predictor of moral identity and avoidant attachment style and ambivalent attachment style, were both negative predictors of moral identity. Also secure attachment was a positive predictor of empathy and avoidant attachment was a negative predictor of empathy. And in the meantime the relationship among ambivalent attachment style and empathy was not significant. Therefore, parents will be able to create a moral identity in their children by having a secure attachment style and through empathy.

The relationship between religion and rationality has been a controversial issue. Its implications are not limited to the realm of ideas but have extended to the social and political aspects. In this article, the relation between religion and reason has been examined inspired by the Islamic views. Two approaches have been considered: maximal rationalism and minimal rationalism (fideism). These two extreme views have been criticized for paving the path for examining religion, rationality, and relationships. This article consists of a subsumptive unity in which religion and reason are taken in a whole-part relationship. Accordingly, each part of religion is either in principle or in practice reasonable. We have argued that rationality is more expansive and encompasses religion. Finally, the implications of this view for religious education are explored. These include reasonable explanations of religious teachings, drawing pupils’ attention to the boundaries of reason, tolerating temporary cognitive and practical suspension of judgments, highlighting dialogue, and fostering critical questions.

Given the importance and impact of individual’s behavior in his lifestyle and his quality of interpersonal interactions, and considering some patients’ complaints about dangers of some of their or their family members’ behaviors, it is essential to use techniques to change behavior of clients by psychotherapists and family therapists. In the current paper, the “systemic behavior modifying”, a new technique in psychotherapy, has been introduced. After explaining the theoretical fundamentals of the “systemic behavior modifying technique”, the way of practical application and its steps in the counseling and psychotherapy process has been explained; then, 3 clinical case reports of the application of this technique has been described. This study was a single case study and its design was A-B. visual analysis of graphed data and qualitative analysis of the interview with the samples showed a significant effect of this technique on the dysfunctional behaviors of the subjects. The family therapists can use this technique in their individual psychotherapy or family therapy so as to change the ineffective behaviors of the clients to shape effective behaviors.

The purpose of this study was to identify character strengths and virtues among Iranian students aged 18 to 28 years and to classify these strengths and virtues according to Iranian culture. The research method was qualitative with exploratory grounded theory design. Content analysis technique was used to analyze focus group interviews. Study population consisted of undergraduate and Masters students of Tehran of University in the academic year 2018-2019 who were selected by purposive sampling. Selected individuals were evaluated using Adulthood Markers Questionnaire and only those with emerging adulthood characteristics participated in the study. Sample size adequacy in the qualitative approach was determined according to the principle of saturation during the research process. Data collection tool included interviews conducted through focus groups (6 groups including 24 female students and 11 male students). Themes were analyzed using MAXQDA10 software. Findings indicated the following four factors or virtues in Iranian society: wisdom (including analytical thinking, self-regulation, moderation and love of learning), courage (including bravery, honesty, and independence), humanity (including justice, kindness, forgiveness), and transcendence (including appreciation of beauty and excellence, hope, and spirituality). In other words, instead of Values in Action Institute’s classification including six virtues and 24 strengths, the present research conducted by content analysis method resulted in four virtues and 13 strengths based on priorities of Iranian society.

Recently, character strengths-based interventions have had very effective results on increasing well-being in numerous studies in different parts of the world.

The aim of the present study was to evaluate the effectiveness of character strengths training on reinforcing of character strengths and promoting studentschr('39') mental well-being in emerging adulthood period.

This study was a semi-experimental research with pre-test, post-test design and a control group. Research population consisted of students of the University of Tehran during 2019-2020 academic year from among whom 34 MA students were selected using convenient sampling method and were assigned to experiment (15 individuals) and control (19 individuals) groups. Research tools used in the study included Mental Well-being Questionnaire (Andrews & Robinson, 1991) and Iranian Character Strengths Questionnaire (Hassaniraad, 2020). Before the interventions, pretest was conducted for the two groups. Then, the experiment group received Character Strengths Culture-Based Interventions (Hassaniraad, 2020) for 12 60-minutes sessions. After the interventions, post-test and one month later, follow-up was performed on both groups. The obtained data were analyzed by repeated measures analysis of variance.

The post-test results showed that in the experiment group, the scores of life satisfaction, negative emotion, and character strengths (including wisdom, courage, humanity, and transcendence) all were at a higher level compared to the control group (P< 0/01). Observed changes in the experiment group were also somewhat stable at the follow-up stage.

Based on the results, it can be concluded that the package developed has an effective role in reinforcing character strengths and promoting studentschr('39') mental well-being.

The aim of the present study was to classify character strengths and virtues, and construct and validate its assessment questionnaire in the Iranian student population. The present research method was of the qualitative-quantitative mixed type. In the qualitative section, Grounded Theory (GT) was used. Thirty-five students in the form of six focus groups (including 24 female students and 11 male students) from among the undergraduate and graduate students of University of [1]Tehran were selected, using judgmental sampling and were interviewed using semi-structured interviews. Responses were analyzed by content analysis and the use of two methods of framework and matrix analyses through the MAXQDA10 software. The findings indicated the existence of four factors or virtues in Iranian society: wisdom (including analytical thinking, self-regulation, moderation and prudence, and love of learning), courage (including bravery and honesty), humanity (including justice and fairness, kindness, and forgiveness) and transcendence (including appreciation of beauty and excellence, hope, and spirituality). The second study was conducted using a non-experimental (descriptive) method and a survey plan on 456 students. Analysis of the main components by varimax rotation showed a four-factor structure. These findings suggest that the Iranian Character Strengths Questionnaire can provide reliable data.

In early 2020, people around the world, beyond color, race, social class, nationality, or geography, have been plagued by a common problem called coronavirus and COVID-19. There is an increasing amount of anxiety, worry and stress around the world, and we are witnessing the death of dozens of people every hour. In the days when society is facing more than ever an unbalanced amount of misinformation about the disease and the state of the world, and the anxiety and stress of getting sick is more annoying than getting sick, the social and moral responsibility of psychologists and counselors demands that take this step. The main purpose of this paper was to identify the Stress & Anxiety around Coronavirus and COVID-19 disease and provide practical ways to manage the Stress & Anxiety. The present study method was a review article and included various articles and studies on stress, anxiety and COVID-19. Based on theoretical and research principles, finally, there were 24 tecnique to reduce stress and anxiety, including 12 cognitive-behavioral techniques (such as emotional regulation techniques, mindfulness, self-improvement, cognitive reconstruction, positive thinking, positive visualization, thought stopping and distraction) and 12 non-cognitive techniques (such as relaxation, exercising, music therapy, and massage therapy) have been introduced so that psychologists and counselors can use these techniques in the current context of increasing the stress an anxiety caused by the coronavirus. At the end, the research evidence has examined.

The purpose of this study was to provide a structural equation model for teenagers’ religiosity, based on the interpersonal relationships within the family. For this, 722 high school students (49 percent of girls and 51 percent of boys) were selected from Tehran using multi-stage random cluster sampling method, and they responded to the teenagers’ religiosity scale, attachment styles’ list (AAI), the scale of the perception of parents’ parenting styles (POPS), and researcher-made questionnaires about religiosity enhancement and following parents’ piety. The research method is included in descriptive-correlational schemes, with a structural equation model. The findings denote that the direct influences of secure attachment, anxious / avoidance, and anxious / ambivalent styles, and also religiosity enhancement, are significant on teenagers’ religiosity. Moreover, the indirect influences of secure attachment and anxious/avoidance styles, religiosity enhancement, parents’ participation and supporting autonomy, is significant on teenagers’ religiosity through mediation and following the parents. As a result, someone may conclude that, directly and indirectly, how parents interact with their children will bring an evolution to teenagers’ religiosity enhancement, and plays a dynamic considerable role in formation and growth of their religious beliefs, affairs, and behaviors.

Spiritual coping have an important role in confronting stressful events in life. Therefore, the aim of the present study was standardization of the spiritual coping questionnaire in students.

In descriptive- correlational research, 600 undergraduate students of public universities in Tehran were selected using multistage cluster sampling. The Spiritual Coping Questionnaire (SCQ), Brief Religious Coping Scale (Brief-RCOPE), Spiritual Coping Strategies scale (SCS), Spiritual Intelligence Scale (SIS) and Iranian Mental Health Scale for students (IMHS) were administered on the participants. The research data were analyzed by the SPSS and LISREL software as well as Pearson correlation, exploratory and confirmatory factor analysis.

The internal consistency reliability (Cronbach's alpha) for total score, positive and negative spiritual coping were 0.84, 0.90 and 0.84, respectively. The reliability coefficient relevant to subscales of positive and negative spiritual coping was 0.57 to 0.90. The findings of exploratory factor analysis suggested two accessible factors of positive and negative spiritual coping in the original version of the Persian version. The results of the confirmatory factor analysis exhibit the seven-factor model of this questionnaire has an acceptable fit with data. Finally, this questionnaire has a criterion, convergent, and divergent validity.

The results of this study indicate that the SCQ has an appropriate reliability and validity to measure the spiritual coping of Iranian students.

Providing a short version of the religiosity scale based on its long version, this research study is performed. Using stratified random sampling, 4000 students from Tehran were selected as research sample. Item analysis results and exploratory and confirmatory factor analysis show that, a scale with 36 items has the best psychoanalytic structure, which has the most fitness and relation with the three-dimensional theoretical mode. Item credit coefficients, subscales and the total scale of the three-component model of the shorter version show that, all subscales have suitable homogeneity coefficients. Their amount is 0.92 for religious belief, 0.81 for religious affections and 0.91 for religious behavior. Examining the correlation coefficients of item score with the total score for the relevant subscale show that, these coefficients are variable between 0.41 (item 37) and 0.77 (item 25). Five social pretend items added to this version of the tool as well. The final tool with 40 items has psychometric and appropriate operating structure features and can be used as an admissible and valid tool in research.

So far a variety of programs have been executed on religious education but effectiveness of them is doubt. Therefore it is necessary to arrange some kind of religious education so that it could enable us to empirically examine its effectiveness. To address this necessity the aim of this study was development and validation the religiosity interactional program for University students. The research was an applied quasi-experimental study with pretest-posttest design and control group (multiple groups with one control group). The experimental group consisted of 117 students selected by convenience method which fell under ten experimental groups, each receiving training for one part of the educational package. The Religiosity Scale Short Form (Khodayari frd et al. 2009) was used for assessment of religiosity. Results showed religiosity interactional package had significant effect on religious beliefs and behaviors but no effect on the score of general religious practice and the religious emotions. The effectiveness of the educational package on the religious belief and behavior may be clarified by concepts such as the influence of appearance on inner world, brotherhood, social support, modeling for moral or religious life and the equivalence of spirituality and religiosity from Islamic point of view. This study also proved that there are serious restrictions in application of an empirical method to examine the effectiveness of the religious education program, which could influence the results of the study.

The present study was conducted to examine the effects of psychological analysis of the movies with religious themes on university students' level of religiosity. The study utilized a quasi-experimental design with pretest-posttest and control group. The population included all university students in Tehran. Using convenience sampling, the sample (n=40) was selected and randomly assigned into two groups (experimental and control). The experimental group members participated in 11 sessions. The sessions included watching and analyzing movies with religious themes. The control group received no intervention. Religiosity Scale for Students was used for collecting date. Results indicated that the mean scores of religiosity components especially religious affects have increased in experimental group although this effect has not been significant. It may be safe to say that showing and analyzing movies with religious themes may enhance some of religiosity components. The narrative structures of movies may affect people's religiosity.

The aim of this study was to formulate a therapy protocol according to the mindfulness based on the activation of spiritual-Islamic schemas in the girl students' marital satisfaction. The population was all girl students studying in the Islamic Azad University in the city of Kangavar, in 2016-2017. 28 students who got the lower scores in the marital satisfaction were voluntarily selected and were randomly placed into the test and control groups of 14. The two groups completed the Jadiri's marital satisfaction questionnaire, once before the test, one time immediately after the test, and once a month after the intervention. The data were analyzed with the help of both one-way ANOVA and multi-way ANOVA tests. The findings showed that the researcher-formulated therapy protocol can significantly increase the level of marital satisfaction among students. This increase also happened in the follow-up phase. As a result, the therapy protocol of mindfulness based on the spiritual-Islamic schemas is a proper way to increase the level of marital satisfaction among the couples.

Aim and Background Generalized Anxiety Disorder (GAD) is one of the basic disorders in psychopathology. Therefore, the aime of this study was to develop a conceptual model for the role of spiritual coping and cognitive emotion regulation strategies as moderating and mediating factors in the relationship between transdiagnostic factors and symptoms of GAD. Methods and Materials: In this descriptive-correlational study, 700 undergraduate students were selected by multi-stage cluster sampling method from public universities of Tehran, Iran. The participants completed Generalized Anxiety Disorder (7-item) (GAD-7) Scale, Penn state Worry Questionnaire (PSWQ), Cognitive Avoidance Questionnaire (CAQ), Intolerance of Uncertainty Scale (IUS), Metacognition Questionnaire (MCQ), Cognitive Emotion Regulation Questionnaire (CERQ), Acceptance and Action Questionnaire-II (AAQ-II), and Spiritual Coping Questionnaire (SCQ). Data were analyzed by SPSS, Process, and LISREL softwares using path analysis method and structural equations. Findings: There was a significant relationship between transdiagnostic factors (cognitive avoidance, negative beliefs about worry, intolerance of uncertainty, and experiential avoidance,) and symptoms of GAD (P < 0.050). Also, there was a significant relationship between transdiagnostic factors with cognitive emotion regulation strategies and spiritual coping (P < 0.050). Results showed that cognitive emotion regulation strategies mediated the relationship between transdiagnostic factors and symptoms of GAD, and spiritual coping moderated the relationship between transdiagnostic factors and symptoms of GAD. The results of this study emphasize the importance of transdiagnostic factors, cognitive emotion regulation, and spiritual coping in symptoms of GAD

The purpose of the current study was to investigate the effectiveness of group counseling "Narrative therapy" on family functioning among women with addicted husbands. Present research was an experimental study with pretest-posttest control group design along with follow up 1 month and 3 month. Participants were 44 persons of the 10 region of Tehran who had family functioning score lower than the mean of statistical population. They were selected based on the voluntary sampling procedure, and were also randomly assigned to two groups, experimental and control. After the early loss, each group was include 20 persons and is evaluated by Family Assessment Device (FAD) after doing interview in the same condition. The experimental group received 10 sessions of group counseling "Narrative therapy" and the control group did not received any intervention. Both groups were evaluated again at the end of intervention, 1 month and also 3 month after that. Data analyzed with repeated measure analysis of variance and Bonferroni post-hoc test. Family functioning the (problem solving, communication, roles, affective responsiveness, affective involvement, behavior control and general functioning) of women who received the sessions of group counseling "Narrative therapy" was improved significantly rather than they who did not received that.

This paper investigated the effectiveness of narrative therapy in groups on psychological well-being and distress among Iranian women with addicted husbands. The research was an experimental study with pretest-posttest control group design along with follow-ups of one month and three months. The statistical population consisted of all the women with addicted husbands who referred to welfare and social service houses of district 10 in Tehran, Iran. Participants were forty-four persons who had mental health score lower than the mean of statistical society. They were selected using the voluntary sampling method, and were also randomly assigned to two groups, experimental and control. After the early loss, each group included twenty persons and was evaluated by Mental Health Inventory (MHI-28). The experimental group received 10 sessions of the group counseling. Data were analyzed with repeated measure ANOVA and Bonferroni post-hoc test. Findings: The results showed that psychological well-being of women who received the sessions of group counseling "narrative therapy" was improved significantly rather than those who did not received that (P < 0.001), and psychological distress of them was reduced significantly in comparison to the women who did not participated in the sessions (P < 0.001). Based on these findings, it seems that narrative therapy in groups is effective in the promotion of psychological well-being of women with addicted husbands, and also could be effective in reducing their psychological distress. Therefore, it can be concluded that narrative therapy group interventions improve mental health of women with addicted husbands

Today one of the most critical challenges facing psychopathology is the study of the characteristics that making people vulnerable to mental disorders. Generalized anxiety disorder is a severe, common, and highly disabling mental disorder in men and women that causes substantial distress and impairment in individuals and places an enormous burden on society; For example, this disorder associated with significant consequences including suicidal ideation, suicide attempts, role impairment, functional impairment, physical impairment and decrease in quality of life. Generalized anxiety disorder remains poorly understood relative to other anxiety disorders and has been more challenging to treat. This disorder is characterized by excessive anxiety and worries, difficulty in controlling of worry as well as psychological and physical complaints, including muscle tension, restlessness, fatigue, difficulty in concentration, irritability and sleep problems. So far, different behavioral, cognitive, metacognitive, and emotional models have been presented about generalized anxiety disorder. Also, several factors can be associated with a generalized anxiety disorder. Spiritual coping is another variable that can be associated with a generalized anxiety disorder. Therefore, this study aimed to investigate the relationship between religious coping and widespread anxiety disorder symptoms in students. This study was a descriptive correlational study. The population in this study consisted of all undergraduate students from public universities of Tehran. The sample consisted of 700 students 18 to 28 years old from public universities of the Tehran (Shahid Beheshti University, Allameh Tabataba'i University and University of Tehran) in 2016-2017 who were selected by multistage cluster sampling. The participants completed generalized anxiety disorder 7-item scale (GAD-7; Spitzer, Kroenke, Williams & Lowe, 2006), Penn state worry questionnaire (PSWQ; Meyer, Miller, Metzger & Borkovec, 1990) and spiritual coping questionnaire (SCQ; Charzyńska, 2015). Data were analyzed by SPSS24 and Lisrel software, using Pearson correlation and structural equation modeling. The significance level was 0.05. The age average and standard deviation of participants was 21.94 (±3.17). The results of the present study showed that there is a significant relationship between positive spiritual coping and its components, namely positive person, social, environment and religion coping with generalized anxiety disorder symptoms (p<0.01). There is a significant relationship between negative spiritual coping and its components, namely negative person, social and religion coping with generalized anxiety disorder symptoms (p<0.01). Also, there is a significant relationship between positive spiritual coping and its components (except positive social) with worry (p<0.01). There is a significant relationship between negative religious coping and its components with worry (p<0.01); Positive and negative spiritual coping predicted generalized anxiety disorder symptoms (p<0.01). Also, proposed model about the relationship between spiritual copings and widespread anxiety disorder symptoms has an acceptable fit with the data. The results of this study showed that there is a significant relationship between spiritual coping and generalized anxiety disorder symptoms. The results emphasize the importance of spiritual coping inexperience of generalized anxiety disorder symptoms. Also, this finding underscores the importance of the combination of spiritual factors in the interventions or treatments of generalized anxiety disorder.

Spiritual intelligence is a set of personal capacities that helps to adaptation and problem solving. The aim of this study was determining domains and construct validity of cultural and religious context of spiritual intelligence scale in Iranian students. In this mixed methodological study, we assessed the existing scales, and selected 62 items. Then we interviewed with 67 students and derived 42 items. We determined the scale construct validity by exploratory factor analysis with 1000 students' samples that were selected by stratified random sampling from universities. The ethics permission of study was obtained from ethical committee of Tehran university. Factor analysis reduced items number from 104 to 39. Among 10 dimensions in theoretical model, 7 dimensions explained the 60.21% of scale total variance. These dimensions were meaning perception and religious works effect; perception and extension of consciousness; perception of extraordinary phenomena superior than material being; existential critical thinking; personal meaning production ability; problem solving by using spiritual resources, and spiritual adaptation in interpersonal relationship. Inter items’ reliability was determined by internal consistency as 0.731 to 0.906 and the scale total reliability was 0.945. A 39 items’ spiritual intelligence scale with optimal psychometric properties and acceptable structural model based on Iranian religious and cultural practices can be used as a valid and reliable scale in community of Iranian students.

Generalized anxiety disorder is a prevalent, chronic and disabling mental disorder. Several biological and psychological factors can contribute to the development and maintenance of worry and generalized anxiety disorder. So far, different behavioral, cognitive, metacognitive and emotional models have been presented about worry and generalized anxiety disorder. Therefore, the aim of this study was review models of worry and generalized anxiety disorder. ScienceDirect, Elsevier, Google Scholar, PubMed, SID and Magiran databases were searched using related keywords and six models were selected from among those published during 1990-2016. In other word, the results showed that cognitive avoidance model (Borkovec, 1994), metacognitive model (Wells, 1995), intolerance of uncertainty model (Dugas, Gagnon, Ladouceur & Freeston, 1998), acceptance-based model (Roemer & Orsillo, 2002), emotional dysregulation model (Mennin, Heimberg, Turk, & Fresco, 2002) and integrative model (Roemer, Orsillo & Barlow, 2002) are six of main models about worry and generalized anxiety disorder. Although the literature review indicates empirical evidence supporting the main component of these models, but there is mixed evidence. Many of these components are not specific of generalized anxiety disorder and occur in many other disorders. In addition, this disorder comorbidity with other disorders is a rule rather than the exception. However, the results of present study are the importance of developing transdiagnostic models.

Low self-esteem is one of the key factors underlying psychopathology, such as test anxiety. It seems that the activation of positive self-representations in memory plays an important role in self-perception. The aim of this article was to determine the effect of strengthening memory representations on self-esteem in people with test anxiety. This study was based on a quasi-experimental design with pretest and post-test. According to retrieval competition approach, a training package was designed to promote self-esteem and after verifying its content validity by 5 expert psychologist, the intervention was administered in 10 sessions (a one-hour session per week). Participants were 10 high school students with test anxiety diagnosis which were selected by purposive and available sampling; and completed Spielberger Test Anxiety Inventory (TAI) and Rosenberg Self-Esteem Scale (RSES) before and after the intervention and also one month follow up. Data analysis was performed using one-way trend analysis (one-way ANOVA with repeated measures). The results indicated that this intervention could lead to improve self-esteem and decrease test anxiety in participants (p˂0.01) and this trend continued until one month follow-up. As a result, it seems that interventions on the factors underlying psychopathology, such as low self-esteem, can have beneficial as well as proactive effects in this area and We may be able to make changes in self-concept even with no deliberate challenge to the thoughts.

The aim of this study was to compare the efficacy of group counseling with cognitive-behavioral and schema therapy approaches on student’s attachment styles. The study was quasi-experimental pretest-posttest control group. The statistic population consisted of all female students living in the dormitories of Tehran University on 92-93 years. Twenty seven students selected via purposeful sampling and randomly assigned to cognitive-behavioral group counseling, schema- based group counseling and control group. Participants completed the Adult Attachment Inventory. Data were analyzed using multivariate analysis of covariance (Moncova). The results showed a significant difference among cognitive-behavioral group counseling and Schema-based group counseling and the control group in terms of secure and insecure attachment styles (P0.01), comparison of three groups showed that only schema- based group counseling and control group had different impact on ambivalent attachment style (P