مختار ویسانی

ntroduction: The prevalence of psychological problems in the elderly with mild Alzheimer's is high, and interventions are needed to solve these problems. This research was conducted with the aim of determining the effectiveness of holographic re-entrainment therapy on the autobiographical memory of the older adults with mild Alzheimer's.

The research method was semi-experimental and pre-test, post-test with a control group. The statistical population included all elderly people with mild Alzheimer's disease in Qaimshahr city in 2023, 30 people (15 people from the experimental group and 15 people from the control group) were selected by available sampling method. The data collection tool was the memory experiences questionnaire of Lokti and Swain (2016). The intervention of holographic regeneration treatment was performed in 9 sessions of 90 minutes and once a week on the experimental group and the control group did not receive any intervention. Data analysis was done with descriptive tests (mean and standard deviation) and covariance analysis using SPSS version 24 software. P level less than 0.05 was considered significant.

In the autobiographical memory variable, the mean and standard deviation of the experimental group was 87.43±10.28 in the pre-test and 131.73±12.87 in the post-test. The results of the covariance analysis also showed that the holographic resurfacing treatment had an effect on the autobiographical memory of mild Alzheimer's patients (P<0.01).

Based on the research findings, holographic resurfacing therapy can be used to increase the autobiographical memory of the elderly with mild Alzheimer's. Keywords: Mild Alzheimer's, Holographic rebirth, Autobiographical memory, Older adults

The purpose of the present study was to determine the effectiveness of teaching schema therapy concepts on cognitive avoidance and ambiguity tolerance in adolescents with symptoms of obsessive-compulsive disorder. The research method was semi-experimental with a pre-test-post-test design with a control group and a two-month follow-up period. The statistical population included all people with obsessive-compulsive disorder who were referred to counseling and psychology centers in Sanandaj in 1402, based on the purposeful sampling method, 30 people were randomly selected into the experimental group (N=15) and the control group (N=15). were replaced The measurement tools were Yale-Brown's (1989) Yale-Brown's (Y-BOCS-BDD), Cognitive Avoidance (CAQ, 2004), and Tolerance of Ambiguity (IUS) Friston et al. (1994). The experimental group received 8 sessions of 90 minutes for 4 consecutive weeks (2 sessions each week) and the control group did not receive any intervention. Statistical data analysis was done using the method of analysis of variance with repeated measurements. The results showed that the difference between the pre-test and post-test stages of cognitive avoidance (P<0.001) and follow-up pre-test (P<0.001) was significant. Also, the difference between the pre-test and post-test stages of ambiguity tolerance (P<0.001) and the follow-up pre-test (P<0.001) were significant; which shows the effectiveness of research intervention in these variables; Therefore, by using schema therapy training, it is possible to help reduce cognitive avoidance and increase ambiguity tolerance in adolescents with symptoms of obsessive-compulsive disorder.

Individuals with obsessive-compulsive disorder (OCD) often experience a range of cognitive errors and delusional problems, highlighting the need for effective therapeutic interventions. The present study aimed to investigate the effectiveness of teaching schema therapy concepts on delusional beliefs and cognitive avoidance in individuals with obsessive-compulsive symptoms.
This quasi-experimental study utilized a pre-test-post-test design with a control group. The statistical population comprised individuals with OCD who referred to counseling and psychiatric centers in Sanandaj during 2022-2023. A total of 30 participants were selected through convenience sampling and randomly assigned to either the experimental group or the control group, with 15 participants in each group. The experimental group underwent schema therapy over eight weekly sessions, each lasting 90 minutes, while the control group received no intervention. Data were collected using the Brown (1989), Peters (2013), and Sexton and Dugas (2004) cognitive avoidance questionnaires. Data analysis was performed using SPSS-24 software and variance analysis.
The results indicated that schema therapy significantly reduced delusional beliefs and cognitive avoidance, with follow-up assessments demonstrating that these effects were lasting (p < 0.01).
Schema therapy employs experiential techniques that enable patients to emotionally process maladaptive thought and emotional patterns, thereby reducing delusional beliefs and cognitive avoidance in individuals with OCD.

Since spirituality encompasses all dimensions of human, it is important to find its relationship with students' health. The present study was conducted to determine the relationship between spiritual intelligence and mental vitality with psychological health in praying students.

The descriptive research method was correlation type. The statistical population was all male students of the first secondary level of the 2nd district of Kerman, 225 of whom were selected using a multi-stage cluster random sampling method. Subjects responded to Badie et al.'s spiritual intelligence questionnaires (2009), Ryan and Frederick's mental vitality (1997), and Goldberg's (1979) mental health questionnaires. The findings were analyzed using Pearson correlation and multiple regression using SPSS version 26 software.

The results showed that there is a direct relationship between spiritual intelligence and mental vitality with psychological health. Spiritual intelligence and mental vitality, respectively, have the greatest role in explaining the psychological health of praying students (P<0.001).

According to the findings, it can be concluded that improving spiritual intelligence and mental vitality play an important role in increasing the psychological health of students who pray, and conversely, prayerful students have more mental health.

Parallel to the increase of the elderly population, it has become especially important to deal with problems and variables related and effective on their physical and mental health, including spirituality and religious orientation. This research was conducted with the aim of determining the effect of Islamic spiritual therapy on the religious orientation and resilience of the elderly.

The research method was semi-experimental and pre-test, post-test with a control group. The statistical population included all the elderly living in Ghaemshahr elderly care centers in 2023, 30 elderly people (15 experimental group and 15 control group) were selected by available sampling method. The data collection tool was the religious orientation questionnaire of Bahrami et al (2001) and resilience questionnaires of Connor and Dividson (2003). The intervention of Islamic spiritual therapy was performed on the experimental group and the control group did not receive any intervention. Data analysis was done with descriptive tests (mean and standard deviation) and covariance analysis using SPSS version 25 software. P level less than 0.05 was considered significant.

in the variable of religious orientation, the mean and standard deviation of the experimental group in the pre-test was 70.51±8.16 and in the post-test 96.15±9.86, and in the variable of resilience, the mean and standard deviation of the experimental group In the pre-test it was 47.23±5.97 and in the post-test it was 65.74±6.43. The results of the covariance analysis also showed that Islamic spiritual therapy had an effect on the resilience and religious orientation of the elderly (P < 0.01).

Based on the research findings, Islamic spiritual therapy can be used to reduce psychological problems and increase the peace of the elderly.

The responsibility that the entire education system is facing today is to formulate policies and policies for the development of society in the economic, social, emotional and personality fields of individuals. Therefore, the purpose of this research was to investigate the relationship between achievement goals and students' anxiety in statistics course, considering the mediating role of self-efficacy.

The current research was of the type of relational design, and more precisely, the correlation design was of the structural equation modeling type. Among the first, second, third, and fourth year students, the second and fourth year students were randomly selected, and 324 students completed the questionnaires of this research. Finally, after removing incomplete questionnaires, 312 questionnaires were analyzed. In order to collect data, achievement goals goals scale (1997), self-efficacy scale (Sherer and Adams, 1986) and Kravis et al.'s statistics anxiety scale (1985) were used as research tools in this research to collect data. In this research, SPSS19 software was used for data recording and preliminary analysis, and AMOS software was used for data analysis, and a significance level of p < 0.05 was considered for all hypotheses.

The results of the hypothesis analysis showed that the effect of the mediator variable in the regression model is significant and effective. As a result, the main hypothesis of the research that there is a relationship between professional ethics based on teacher's emotions and the mediating role of moral identity in teachers of Babak city is confirmed.

It can be concluded that students' anxiety can be predicted through achievement goals with the mediation of self-efficacy.

In the present study, the relationship between achievement goals and students' anxiety in statistics course was investigated with regard to the mediating role of conflict. The present research is of the type of relational design, and more precisely, the correlation design is of the structural equation modeling type.

Among the first, second, third, and fourth year students, the second and fourth year students were randomly selected, and the number 324 students completed the questionnaires of this research. Finally, after removing incomplete questionnaires, 312 questionnaires were analyzed. In this research, in order to collect data, Middleton and Migli (1997) achievement goals scale, Pintrich and DeGroot (1994) academic engagement scale, and Kravis et al.'s (1985) statistics anxiety scale were used as research tools. In the present study, SPSS19 software was used for data recording and preliminary analysis, and AMOS software was used for data analysis, and a significance level of p < 0.05 was considered for all hypotheses.

The fitted model shows the prediction of statistical anxiety. The numbers on the lines are standardized parameters. All paths are significant at the 0.001 level. Among the exogenous variables (mastery goals, performance goals and avoidance goals), mastery goals variable has the most direct effect on statistics anxiety.

The findings of this research indicated that progress goals have a significant direct effect on statistics anxiety, that the effect of mastery goals and performance goals on statistics anxiety was negative and the effect of avoidance goals on statistics anxiety was positive.

The aim of the present study was to determine the effectiveness of child-centered group play therapy on the emotional and social skills of children with autism. The statistical population of the research is children aged 6 to 8 years from the special education center for children with autism disorder in Sanandaj city, 10 of them were selected by simple random sampling method and randomly divided into two experimental (5 people) and control groups (5 people). The tools used in this research were parent form of emotion management skill questionnaire (Zieman et al., 2001) and social skills grading system questionnaire (Gresham and Elliott, 1990). The research design was a semi-experimental design with a pre-test and post-test with a control group. First, a pre-test was conducted for both groups, then a trial intervention (child-centered play therapy) was conducted for the experimental group during 9 sessions. After completing the treatment program, a post-test was conducted for two groups. The data collected using the statistical method of multivariate covariance analysis showed that child-centered group play therapy significantly increased (p<0.001) emotional and social skills in the post-test phase in the experimental group in comparison with the control group. According to the results, the child-centered play therapy method can be used to teach emotional and social skills to autistic children. 

The present research studies the effectiveness of social competence intervention program on symptoms of attention deficit/hyperactivity disorder (ADHD) among male elementary school students in Sanandaj. This research is an experimental study, including pretest-posttest-follow up and control group. The research instrument used in this study was Conners Parent Rating of Childhood Behavior Problems. 36 male students, who were suffering from attention deficit/hyperactivity disorder (ADHD), were selected by simple random sampling method from elementary schools in Sanandaj, and were assigned to two groups: social competence and control (18 students each). Before starting the treatment, a pretest was given to both groups. Then, the experimental group was exposed to social competence intervention program. At the end of the treatment, a post-test and 1 month later a follow-up test was administered to two groups. The results showed that intervention social competence has meaningfully decreased (p<0.001) the symptoms of attention deficit/ hyperactivity disorder in the posttest and follow-up test. Also, social competence intervention program has meaningfully decreased the attention deficit and hyperactivity subscales (p<0.001). Social competence intervention program is significantly effective in decreasing sympotoms of attention deficit/ hyperactivity disorder (ADHD) and applying these methods is recommended to counselors and psychologists.

Abstract: One of the most common childhood disorders that have attracted the attention of psychology and psychiatry is attention deficit hyperactivity disorder (ADHD). Because of the problems and the negative consequences resulting from it، psychologists، psychiatrists and experts in the field of education have tried to treat this disorder. The present study was performed to study the effects of child-parent relation therapy on symptoms of ADHD among male elementary school students in Sanandaj city. The research method was an experimental study، including pretest-posttest and follow-up with control group. The research instrument used in this study was Conners Parent Rating of Childhood Behavior Problems (CPRCBP). From all the students who were referred to a psychological center، 36 male students were selected from elementary schools in Sanandaj، and were assigned to two groups: experimental and control (18 students each). Before starting the training، pretest was administered to the two groups. Then، the experimental group was exposed to child-parent relation therapy. At the end of training sessions، post-test، and one month later follow up test was administrated to groups. The results showed that child-parent relation therapy has decreased significantly the symptoms of ADHD in posttest and follow-up. Also، child-parent relation therapy has decreased significantly the attention deficit and hyperactivity subscales. The results indicated that child-parent relation therapy is significantly effective in decreasing symptoms of ADHD. Applying this method is recommended by the psychologists، counselors and psychiatrics.

The present study aims at analyzing the effect of achievement goals on statistics anxiety through the moderating role of academic motivation and statistics learning approaches. 345 undergraduate students (68 male, 277 female) from the faculties of Psychology and Educational Sciences in Tehran were selected using census sampling method. Participants answered the following questionnaires: Achievement Goals, Academic Motivation, Scale, Motivated Strategies for Learning, and Statistics Anxiety Rating Scale. The path analysis method indicated that mastery goals have direct negative effects on statistics anxiety (p<0.05). Performance- Approach and Performance-Avoidance goals affect on statistics anxiety only through extrinsic motivation and cognitive strategies. Mastery as well as Performance-Approach goals have direct positive effects on intrinsic motivation and the extrinsic one respectively (p<0.05). All three variables of academic motivation directly influence statistics anxiety. Intrinsic motivation influences the metacognitive strategies and the extrinsic motivation and academic motivation affect the learning strategies directly and positively. It is conclouded that achievement goals affect statistics anxiety more often through academic motivation and learning strategies.