abbasali hossein khanzadeh

Substance use disorders, particularly opiate addiction, pose significant challenges for individuals and public health systems. The objective of this study was to compare the effectiveness of two therapeutic approaches, Cognitive-Behavioural Therapy based on Marlatt's Model (CBTMM) and transcranial Direct Current Stimulation (tDCS), on abstinence self-efficacy in men with opiate use disorder under methadone maintenance treatment. Methods and Materials:

This study was a randomized controlled trial including 60 men with opiate use disorder under methadone maintenance treatment. Participants were randomly assigned to three groups of 20 each (CBTMM, tDCS, and control). The interventions consisted of 12 weekly sessions of 75 minutes each. Data were collected at three time points (pre-test, post-test, and two-month follow-up) using the Abstinence Self-Efficacy Questionnaire and analysed using repeated measures ANOVA and Bonferroni post-hoc tests.

The results indicated that both CBTMM and tDCS significantly increased abstinence self-efficacy compared to the control group. The mean abstinence self-efficacy score in the CBTMM group increased from 44.60 (SD = 7.64) at pre-test to 58.80 (SD = 8.98) at post-test and further to 61.85 (SD = 8.48) at follow-up. Significant improvement was also observed in the tDCS group, although to a lesser extent than in the CBTMM group.

The findings of this study demonstrate that both CBTMM and tDCS are effective in improving abstinence self-efficacy, with CBTMM showing greater efficacy.

This study aimed to design a compassion-based mindfulness training program for adolescents using the intervention mapping approach.  Intervention mapping is a method that employs a repetitive and cumulative process to develop health-oriented interventions grounded in theory, evidence, and practice. This research involved reviewing theoretical and empirical knowledge on compassion, as well as incorporating expert opinions from the fields of positive psychology and developmental psychology. The primary goal was to create a context-specific protocol for teaching compassion-based mindfulness to adolescents.  The results indicated that achieving compassion-based mindfulness through this educational protocol is linked to factors such as emotional expression, perfectionistic parenting, blame-oriented environments, social media influences, basic needs, and self-care. These findings highlight that a one-dimensional approach to compassion is insufficient and that various social, familial, and individual dimensions must be considered.  Oversimplifying the concept of compassion by focusing on a single aspect leads to a limited understanding and less effective interventions. Compassion interventions should be designed and implemented in a multidimensional manner, taking into account the diverse aspects of this construct.

Autism spectrum disorder is a neurodevelopmental disorder that causes failure in communication, social interaction and stereotyped behaviors. The present study was conducted with the aim of investigating the effectiveness of sensory-motor integration exercises on balance performance in children with autism spectrum disorder. The quasi-experimental research design was pre-test and post-test with a control group. The statistical population of the research was all the students of Rasht who were studying in the academic year of 1402-1403. The sample consisted of 30 children (boys and girls) who were selected by the available sampling method and based on the entry and exit criteria of the study and randomly assigned to two groups of 15 people. The children of the experimental group were subjected to an intervention with a package of sensory-motor integration exercises for 12 sessions of 45 minutes, while the control group did not receive any intervention. Data were analyzed by multivariate and univariate covariance analysis methods in SPSS 25 software. The research findings showed that sensory-motor integration exercises improve balance performance in children with autism spectrum disorder (P<0.001). In general, it can be said that the desired intervention has improved the child's deficiency in balance performance by affecting the improvement of sensory coherence and eliminating the problems related to less or more sensitivity than the sensory limit; Therefore, it is suggested to use the intervention program used in this research to improve the balance performance of children with autism spectrum disorder.

The current investigation aimed to assess the effectiveness of emotion regulation training on the self-concept and shyness of children with stuttering disorder. The research method was quasi-experimental with a pre-test-post-test design and control group. The research sample included 22 children 7 to 9 years old with stuttering disorder who visited speech therapy centers in Rasht city in the academic year of 2022-2023, who were selected by available sampling and randomly assigned to two experimental (11 people) and control (11 people) groups. the experimental group received an emotion regulation training package in 8 weekly sessions 45 minutes each. Research tools were self-concept (CSCS) by Peirs-Harris questionnaire (1969) and shyness (RSS) by Cheek and Briggs (1990) questionnaire. The research data were analyzed by multivariate analysis of variance test.  The finding showed that by controlling the pre-test effect, there was a significant difference between the average post-test self-concept and shyness in the two experimental and control at level 0/05. The findings suggest that Emotion regulation training is an effective strategy the heart is self-centered and shy.

Dysgraphia causes some serious problems in writing which is an abstract and complex activity. Given the relationship between dysgraphia and various cognitive functions, this study aimed to evaluate the effectiveness of perceptual-motor skills training on the executive functions in students with dysgraphia.

This research was a quasi-experimental study with pretest-posttest control group design. The population included all the students with dysgraphia and aged 8 to 12 who had referred to the learning disability centers in Rasht during the academic year 2023-2024. From this population, a sample of 26 students was selected by convenience sampling and then randomly assigned to the experimental (n=13) and control group (n=13). The experimental group received twelve 45-min sessions of the Werner-Rini perceptual-motor skills program training, while the control group underwent the routine training provided by the learning disability center; however, they received a summary of the intervention at the end of the study. Data were collected by Minnesota Handwriting Test (1993) and Barkley Deficits in Executive Functioning Scale--Children and Adolescents (BDEFS-CA) (2012). The data were analyzed using analysis of covariance in SPSS-26.

The results of the data analysis indicated that perceptual-motor skills training led to the improvement of executive functions (F=28.87, P<0.05) and its components, including self-management of time (F=8.21, P<0.05), self-organization/problem-solving (F=5.77, P<0.05), self-control/inhibition (F=6.50, P<0.05), self-motivation (F=11.04, P<0.05), and emotional self-regulation (F=5.17, P<0.05) in the students with dysgraphia (P<0.05).

Perceptual-motor skills training can enhance brain growth and development by stimulating neural pathways. Also, it can lead to the improvement of executive functions such as self-management of time, self-organization/problem-solving, self-control/inhibition, self-motivation, and emotional self-regulation in students with dysgraphia by increasing the function of the neural system. Therefore, it can be considered as one of the key intervention strategies for the rehabilitation of these students.

  The aim of this study was to compare the effectiveness of anger management and parenting training on response inhibition, self-pity and selective attention in students with Oppositional Defiant Disorder.

In terms of applied purpose, and in terms of the nature of the data, this study was a quasi-experimental design of pre-test and post-test design with a control group. The statistical population of the study was all fifth and sixth grade male students in District 9 of Tehran in the academic year of 2009-2010. 45 people were selected by convenience sampling method and randomly divided into two experimental groups and one control group. The experimental groups were trained and the control group remained on the waiting list. The instruments used were the confrontational disobedience disorder rating scale in children (Homersen et al., 2006) and self-pity (Nef, 2003), which were used in pre-test and post-test. Data were analyzed by one-way analysis of covariance in Spss software version 23.

The results showed that the group receiving the anger management and parenting training program on Self-compassion in students with Oppositional Defiant Disorder are not only showed more effectiveness than the control group. Self-compassion and selective attention of students with Oppositional Defiant Disorderare had the same effect as parenting department.

Therefore, the use of parenting and anger management training along with educational courses for students with confrontational disobedience disorder can prevent the occurrence, exacerbation and conversion of symptoms of confrontational disobedience disorder. 

The present study was conducted to investigate the effectiveness of emotion-oriented schema therapy on death anxiety in nurses with obsessive-compulsive personality traits.

This research was practical and semi-experimental (pre-test, post-test, and follow-up) with a control group. The statistical population was nurses working in social security hospitals from 2021. The statistical sample consisted of 13 people in the experimental group and 13 people in the control group from nurses working in the Corona department, who had an average score on the personality questionnaire of the fifth diagnostic statistical guide and Templer's death anxiety. Experiment and control (13 people in each group) were randomly assigned. Templer's death anxiety scale was used to measure the research variable in the pre- and post-treatment stages.The experimental group was treated with emotional schema therapy for 10 sessions of 120 minutes. The control group did not receive treatment. At the end of the treatment period, the post-test was performed. The data were analyzed with the help of SPSS-24 software and by the variance analysis method with repeated measurements. 

The results of the analysis showed that this therapeutic intervention reduces the death anxiety of nurses with obsessive-compulsive personality traits working in the Corona ward. P < 0.01

emotional schema therapy intervention can be one of the effective treatment strategies to improve the death anxiety of nurses with obsessive personality traits. Therefore, holding training courses in this field is recommended.

Dyslexia affects the brain's capacity to receive, store, and respond to information, and it is necessary to apply timely and appropriate treatment measures to prevent or improve students' problems. This study aimed to investigate and compare the effectiveness of techniques for brain rehabilitation, intervention based on Barclay's model, and neurofeedback on improving executive Functions, reading performance, and attitude towards reading in children with dyslexia.

This study falls under semi-experimental research with a pretest-posttest design and a control group. The statistical population included all 8-12-year-old students with dyslexia in Shahood city during 2023, alongside their parents and teachers. Out of these, 60 students were chosen through purposive sampling and randomly assigned to four groups (one control group and three experimental groups). Data collection tools comprised the Behavioral Rating Inventory of Executive Function (BRIEF), the Official Reading and Dyslexia Test (NAMA), and the Attitude Test by McKenna and Kerr (1990). The data were subjected to a multivariate analysis of covariance using SPSS26 software.

According to the obtained results, two methods of intervention based on the Barclay model and cognitive rehabilitation were effective in improving the reading performance of children with dyslexia, but the intervention based on the Barclay model was more effective than other methods for improving their reading performance; Because the timely strengthening of children's reading skills by parents who spend a long time with their children will be highly effective in improving the learnability of this group. Therefore, from a practical point of view, it can be considered essential and basic skills needed by dyslexic students in the early stages and lower levels of education to have better preventive results.

According to the results, proper planning should be done to identify children with problems and take appropriate action to prevent problems in them.

The most important indicator of dyslexia is reading skills disorder, which reduces academic motivation. This study  aimed to investigate the effect of education based on Gardner's multiple intelligences on reading skills and academic motivation in  children with dyslexia. The research was a quasi-experimental study with pretest-posttest and control group design. The statistical population was all 7 to11-year-old children with dyslexia in Rasht who referred to learning disorders centers in 2023.By convenience sampling, 30 children with dyslexia were selected and randomly assigned  to experimental and control groups. The experimental group received education based on Gardner's multiple intelligences during twelvet 45-minute sessions. During this period, the control group only completed the tools in  pre and post  stages. The instruments were Reading and dyslexia test- NEMA, Abedi multiple intelligences inventory and Hermans measure of achievement motivation. The data were analyzed by the analysis of covariance test. The results showed that education based on Gardner's multiple intelligences as learning language, by basing on intellectual abilities, played a role in promoting the reading skills and academic motivation in children with dyslexia; therefore, the use of education based on Gardner's multiple intelligences is recommended.

 The present study aimed to investigate the effectiveness of cognitive rehabilitation on improving executive actions, performance, and attitude toward reading in children with dyslexia.

 In terms of nature, the research method is practical and semi-experimental. The research design was pre-test-post-test with the control group. The statistical population includes all male and female students between the ages of 8 and 12 who were dyslexic and referred to learning disabilities centers in Shahroud City in 2023, from which a sample of 30 people was selected purposefully. The data collection tool was the behavioral rating questionnaire of executive actions, the official test of reading and dyslexia (Karma Nouri and Moradi, 2017), and the attitude test toward reading (McKenna and Kerr, 1990). The experimental group underwent cognitive rehabilitation training for children with dyslexia using working memory software for 11 sessions of 60 minutes, and the control group did not receive training during this period. For data analysis, univariate and multivariate analysis of covariance and Bonferroni post hoc test were used with the help of SPSS26 software.

 The results showed that cognitive rehabilitation training improved executive actions, reading performance, and attitude toward reading in dyslexic children. Therefore, it is suggested to use computer-aided cognitive rehabilitation due to its attractive environment and sound, image, and video for children with special needs who have a low threshold of patience and attention.

 Because these children get tired and bored during training and need a strong stimulus to continue training, it is necessary to provide rewards at the time of success and by giving immediate feedback at the moment of failure.

Attribution style and reading motivation are among the important factor of students' academic achievement. The aim of this study was to investigate the effect of teaching positive attribution style on motivation in students with dyslexia.

The method of this research is experimental and pre-test and post-test design with control group. The statistical population in this study consisted of all students in the city of Rasht, who were studying at the learning disability centers in the school year of 1398 – 99. Thirty students were selected from this statistical population, according to the conditions of entering and exiting to/from in the study which were randomly assigned to the experimental and control groups. In this study, the reading and dyslexia test of Kerami Nouri and Moradi (1387) was implemented to diagnose dyslexia, then the Wiegfeld and Guthrie (1997) questionnaire was used to measure the level of reading motivation, which was implemented in the pre-test and post-test phases on both groups the experimental group received a positive attribution style retraining program in 11 sessions of 45 minutes for 6 weeks. However, the control group did not receive any program other than the usual school program and finally data were compared with the statistical method of independent t-test and Multivariate analysis of covariance.

Data analysis showed that attributional retraining intervention improved reading motivation in dyslexia students. That is, it shows significant increase in motivation of students with dyslexia in the experimental group compared to the control group (P> 0.05)

Attributional retraining program provides students with mental health by creating positive attribution style. In this way, it partially prevented the waste of time, energy and exorbitant costs caused by the group's medical interventions.

 This study aimed to determine the effectiveness of a comprehensive intervention program based on the World Health Organization's functional assessment outcomes on the functional levels and adaptive skills of adolescents with intellectual disabilities.

Methods and Materials: 

The research method was a quasi-experimental pre-test – post-test design with a control group. The research population included all male adolescents with mild intellectual disabilities in Gilan province during 2020-2021. The sample consisted of 30 adolescents with mild intellectual disabilities living in small group homes under the supervision of the Welfare Organization, who were conveniently selected and randomly assigned to experimental and control groups. Participants in each group responded to a pre-test before the start of the sessions, then the experimental group underwent a comprehensive intervention based on the World Health Organization's functional assessment outcomes for 17 sessions of 90 minutes each, while the control group remained on a waiting list and received no intervention until the post-test. Data collection tools included the World Health Organization Disability Assessment Schedule 2 (2012) and the Vineland Adaptive Behavior Scale (1980). Data were analyzed using univariate and multivariate analysis of covariance with SPSS 22 software.

  The findings indicated that the comprehensive intervention program based on the World Health Organization's functional assessment outcomes was effective on the components of personal care, interaction and coping, and activities of life functional levels and on the components of self-help in eating, self-help in dressing, self-direction, occupational issues and engagements, movement, communication, and socialization adaptive skills of adolescents with intellectual disabilities (P<0.001), leading to their improvement; however, it had no significant effect on the components of understanding and communication, mobility and relocation, participation in society, and general self-help.

  It can be concluded that the comprehensive intervention program based on the World Health Organization's functional assessment outcomes was effective on the functional levels and adaptive skills of adolescents with intellectual disabilities.

The present review research was conducted with the aim of examining the critical analytical study of different approaches in the treatment of anxiety in children and adolescents.

In the present study, using the keywords treatment, anxiety, disorder, randomized controlled trial, 3 to 19 years old, in English databases such as Google Scholar, PubMed, Scopus in the period 2020 (January) to 2021 (to December), were searched.

The studies indicated the effect of cognitive behavioral therapy, goal-based therapy, and faceto- face therapies on reducing anxiety in children and adolescents with anxiety disorders. Also, the treatment of attention control training and modulation of attention bias was effective in reducing the anxiety of children and adolescents resistant to cognitive behavioral therapy. The antidepressant sertraline also did not reduce anxiety disorder. Various distraction methods such as distraction cards, virtual reality, video games, audiovisual distraction with a headset, psychological preparation before surgery through booklets and pictures, and educational games and art therapy such as painting and music therapy were also effective in reducing situational anxiety.

According to the results of the research, various treatments can be used to reduce children's anxiety according to the age and conditions of the clients.

Objective:

 The aim of this study was to compare the effectiveness of anger management and parenting training on selective attention in students with oppositional defiant disorder.

This research was applied in terms of purpose, and quasi-experimental design of pre-test and post-test design with a control group in terms of the data nature. The statistical population included all fifthand sixth-grade elementary school students in District 9 of Tehran City in the academic year of 2019-2020, of which 45 were selected by available sampling method and randomly divided into two experimental groups and one control group. The anger management experimental group based on cognitive-behavioral approach was trained in eight 1.5hr sessions, the parenting experimental group was trained in nine 90min sessions, and the control group remained on the waiting list. The instruments used in the present study included the Scoring Scale for Oppositional Defiant Disorder in Children (Homersen et al., 2006) and the word “Stroop” color test for selective attention, which were used in two stages: pre-test and post-test.

The analysis of data obtained from the questionnaire was performed through the SPSS-V24 software in two descriptive and inferential sections (analysis of covariance).

The results revealed that the groups receiving the anger management and parenting training programs showed greater effectiveness on selective attention in students with oppositional defiant disorder than the control group. Coping had the same effect in the two groups of “anger management” and “parenting”. It seems that therapists, researchers and psychotherapists in the field of children and adolescents can use the educational programs of the present study to increase the selective attention of learners.

Autism spectrum disorders have adverse effects on family life. Based on this, this research was conducted with the aim of investigating the Effectiveness of Reality Therapy Based on Unconditional Positive Self-Acceptance on the Attitude towards Childbearing in Mothers of Children with Autism Spectrum Disorders. The present study was an experiment with a pretest-posttest design with a control group. The statistical population of the research was made up of all mothers of children with autism in Sari City in 2021-2022, from which a sample of 30 people was selected using the available sampling method and randomly divided into two groups (15 people in the experimental group and 15 people were placed in the control group. The people in the experimental group received reality therapy intervention based on unconditional positive acceptance for two months in 8 sessions of 60 minutes. The questionnaire used in this research included Soderberg et al.'s (2013) attitude scale towards fertility and childbearing. The results of the test showed that reality therapy based on unconditional positive self-acceptance has a significant effect on the attitude towards fertility and childbearing of mothers of children with autism spectrum disorders. Based on the findings of the present research, it can be concluded that reality therapy training based on unconditional positive self-acceptance, with the benefit of teaching appropriate methods for accepting reality and making moral and responsible choices, can be used as an efficient method to improve the attitude towards fertility and childbearing.

 Anxiety is one of the common disorders of childhood, in addition to drug treatments, psychological interventions and treatments have been used to reduce it. The present study was conducted with the aim of meta-analysis of effective treatments in reducing children's anxiety.

 In this meta-analysis, the statistical population includes available research related to non-pharmacological interventions for children's anxiety inside and outside of Iran, which were published in scientific databases from 2010 to 2020 (Google Scholar, Pub Med , since Direct, NCBI, Taylor & Francis Online, SID Magiran, ensani) have been published with the keywords of anxiety disorder, separation anxiety, social anxiety, specific phobia, child anxiety, generalized anxiety, cognitive-behavioral therapy, play Therapy, behavior therapy, story therapy, art therapy, acceptance and commitment therapy, and mindfulness therapy were searched. According to the criteria for entering the research, out of 77 available studies, 65 studies were analyzed. The method of data analysis was the meta-analysis approach, which was done using CMA2 software.

 Meta-analysis was performed on the primary studies in eight treatment groups, which showed that the combined effect size obtained from the studies related to each treatment indicated the effectiveness of all the mentioned interventions on children's anxiety. Based on the combined effect size, the effectiveness of acceptance and commitment therapies (0.755), story therapy (0.655), attachment-based therapy (0.598), play therapy (0.575), cognitive behavioral therapy (0.569), child-parent interaction therapy (0.565), mindfulness (0.539) and art therapy (0.496) respectively had the greatest effect on reducing children's anxiety, which the results of the one-way analysis of variance test showed, this difference is not meaningful (P=0.355, F=65.7 1.132).

 The obtained effect size showed the effectiveness of the mentioned interventions in reducing children's anxiety, and considering the non-significance of the difference in the effectiveness of these treatments, all the mentioned treatments can be used alone in the treatment of children's anxiety.

As a natural process of maturation, aging has both positive and negative aspects and causes new alterations in a person's social and psychological standing. Therefore, psychological therapy can assist the elderly in recovering from their individual, societal, and economic impairments. In this context, it appears crucial to identify more effective therapies.

The purpose of the present study was to compare the efficacy of logotherapy with acceptance and commitment therapy in reducing elderly loneliness.

The research design was quasi-experimental and consisted of a pre-test, a post-test, and a control group. The statistical population comprised all elderly residents of Tehran in 2021, 45 of whom were randomly assigned to two experimental groups and one control group from among the elderly residing in health homes in Tehran. Data was collected using Adult social and emotional loneliness scale (ELS; DiTommaso et al., 2004). In the current study, the first experimental group received logotherapy (Frankel, 1963), while the second experimental group received acceptance and commitment therapy (ACT; Hayes, 2004). The control group did not get any intervention. Finally, the collected data were analyzed using one-way and multivariate covariance analysis.

Adjusting the pre-test scores revealed a significant difference between the groups of logotherapy, acceptance and commitment therapy, and control in terms of loneliness at the post-test stage (P<0.05), and the two intervention groups compared to the control group had a significant effect on loneliness and its components, But the effectiveness of the two intervention groups was not significantly different (P<0.05).

Acceptance and commitment therapy and logotherapy, despite the use of unique techniques, have efficient and practical origins and features that reduce the feeling of loneliness in the elderly.

Considering that achieving marital compatibility requires a set of awareness in the field of choosing a spouse, the necessity of pre-marriage education is felt to help people. The present study aimed to investigate the role of premarital education and counseling in the formation of a positive attitude toward marriage and marital success from the perspective of youth and family counselors. The design of the present study was a descriptive survey. The statistical population of this study included all students of the University of Guilan in 2021, from which a sample of 461 people was selected by available sampling, as well as psychologists working in institutions. Education and research of Guilan province, 95 experienced specialists in psychology and counseling were purposefully selected. To collect the data, a researcher-made questionnaire including two sections on demography and studying the views of young people and family counselors was used. To collect the data, a researcher-made questionnaire including two sections on demography and studying the views of young people and family counselors was used. From the perspective of young people, the most important factor concerning a positive attitude towards marriage was the range of factors affecting education with an average of 3.71. From the experts' point of view, the positive attitude towards marriage had an average of 3.64, in other words, the attitude of expert respondents was higher than average. The youth prioritized the dimensions of the factors affecting education, the necessity, and outcome of education and counseling, educational content, and finally the provision of education. Specialists prioritized the dimensions of the factors affecting education, the necessity, and outcome of training and counseling, training delivery, and finally training content. In the long run, mandating premarital counseling can show how much it will contribute to marital success and family strength.

Considering the need to contain and manage the great challenge of the Covid-19 pandemic in the public health of most countries and the adverse psychological effects of the spread of this disease in children with special needs and their caregivers, it is necessary for experts to vaccinate these children. ; But because children's vaccination is subject to parents' consent, planningto prepare caregivers' minds helps a lot to solve this challenge. The aim of the study is to investigate the demographic characteristics and attitude of parents to be vaccinated against covid-19.

Using available sampling method, 187 parents of children with special needs under 12 years of age completed a cross-sectional survey online in a period of three months. Finally, the demographic evaluation and its relationship with the parents' views of children with special needs regarding injection were done using SPSS software and descriptive analysis and variance analysis model and chi-square test.

The results showed that almost 67% of parents planned to vaccinate their child against Covid-19. In this analytical model, positive beliefs about vaccines, lack of beliefs about vaccine harm, trust in health care providers, and parents' vaccination status were inversely related to vaccination intention.

Despite parents' trust in the recommendations of children's health care providers, the findings showed that relying on trusted relationships alone may not be enough and additional education is needed to strengthen vaccine trust.

 In a successful marriage, many psychological and physical needs can be met in a safe environment. Choosing a mate is the first and most important step in the marriage process. Towards this end, the present study examined the effect of a mental health literacy program on improving emotion regulation and attitudes towards the selection of a mate in individuals on the verge of marriage. 

 The present study applied research in terms of a quasi-experimental research method of pre-test-post-test with a control group. The statistical population of this study included all girls and boys on the eve of marriage in Shahroud in 1400. The scales of the Mate Selection Attitudes Questionnaire (Shahabi Farahani, 2018) and the Cognitive Emotion Regulation Questionnaire (Garnefski and Kraaij, 2006) were used to collect data. The data were analyzed using a multivariate analysis of covariance. 

 The results of covariance analysis showed that the mental health literacy program led to the improvement of emotion regulation and attitudes towards choosing a mate in people on the verge of marriage (P<0.01).

Considering the results of this study, it is believed that a mental health literacy program will help not only with emotion regulation but also with modifying mate selection attitudes.

 A successful marriage is essential to the formation of a healthy family. Choosing a spouse is the first and most crucial step in establishing a successful marriage. This study aimed to develop and validate a mental health literacy-based premarital education program.

 To conduct a qualitative inquiry, the current study used the Delphi technique. The statistical population of this study consists of psychologists and premarital counseling professionals. The present study's sample consists of 47 individuals who were recruited using a method of purposive sampling. Using a questionnaire developed by the researchers, the components of the concept of mental health literacy were examined. Using Kendall's coordination coefficient, the level of consensus among Delphi method participants was determined. Then, Lawshe's content validity ratio was utilized to assess the content validity of the program based on this component.

 Seven components of physical and physiological health, mental and cognitive health, emotional and mental health, social and communication health, economic and financial health, spiritual and religious health, and mental health literacy were identified based on the results of two questionnaire stages using the Delphi method. In addition, the results reveal that the value of Kendall's coefficient for all components is 0.29 and the significance level for Kendall's coordination coefficient is 0.05, indicating that there is a significant level of agreement among the Delphi method participants. The index of content ratio (CVR) for the educational program was greater than the value calculated using the Lawshe method (0.85). Therefore, the content validity of the mental health literacy educational program is satisfactory.

 Considering the validity of the educational program, it is recommended that it be implemented in family education centers.

Attention deficit/hyperactivity disorder (ADHD) is a prevalent childhood disorder that can result in a range of difficulties for the individual, as well as their peers, teachers, and parents, across various educational, social, and familial settings. The disorder is characterized by impulsive, hyperactive, and attention deficit behaviors. The current investigation aimed to assess the efficacy of self-compassion training on the self-esteem and perceived stress of mothers of children with ADHD.

The present study employed a quasi-experimental methodology utilizing a pre-test-post-test design with a control group. The statistical population consisted of mothers of 5–11 year old boys and girls diagnosed with ADHD in Rasht City during the 2020–2021 academic year. The research sample consisted of 28 mothers who were selected from the aforementioned statistical population using the convenience sampling method. These participants were then randomly assigned to either the experimental or control groups The experimental group underwent an 8-weekly session of the compassion training program, while the control group did not receive any intervention during this period of time. The control group was only engaged in meetings where they were asked questions that were not related to the domain of compassion. The study involved the assessment of two groups using Sorensen's Self-Esteem Questionnaire (2006) and Cohen et al.'s Perceived Stress Questionnaire (1983) during the pre-test and post-test stages. The data analysis was also analyzed by independent t-test with differential scores and SPSS26 software.

The post-test stage of the compassion training intervention showed that the experimental group's self-esteem scores significantly increased (t=-11.571, P<0.001) and its perceived stress levels were reduced (t=-9.642, P<0.001).

The results showed that compassion training, emphasizing components such as self-kindness during stress and hardships, human commonality, mindfulness, and being present at the moment, as well as being in peer groups, leads to improved levels of self-esteem and decreased perceived stress of mothers of children with ADHD. Therefore, it can be implemented as one of the parent education axes by professionals in various fields.

Introduction Mothers of students with special needs in caring for their children and their education show a high level of stress and anxiety, which is more important during the Covid-19 pandemic and not only has negative effects on the mental health of mothers. It has, but it also has harmful effects on children's health. In this regard, the aim of the present study is to compare rumination and anxiety in mothers of students with and without special needs during the Covid-19 pandemic. Method The design of the current research was causal-comparative. The statistical population included all mothers of students with and without special needs who were studying in primary schools in the west of Gilan province in the academic year of 1400-01. The studied sample included 68 mothers of students with special needs (in the groups of mentally retarded, autism spectrum disorder, Specific learning disorders, and hearing impairment) and 83 mothers of students without special needs, who were selected by available sampling and according to the entry and exit conditions. became The tools used in the research included Nolen Hoeksma and Maro rumination response scale (1991) and Kettle anxiety questionnaire (1905). Findings The results showed that there is no significant difference between the average scores of anxiety components in the group of mothers of students with and without special needs, but there is a significant difference between the scores of rumination in the group of mothers at the 0/05 level (P<0/05). Conclusion This research has shown a significant difference between Rumination in mothers of students with and without special needs during the Covid-19 pandemic. Therefore, coaches and teachers of exceptional schools can use the results of this research in their educational programs.

Drug abuse is at the top of threats and social harms and is one of the saddest problems of today's societies, which is the source of many misbehavior and crimes and is influenced by many psychological factors. Therefore, the aim of the present study was to investigate the effect of acceptance and commitment-based treatment on voluntary self-regulation, distress tolerance and psychological flexibility in people with substance abuse disorder undergoing maintenance treatment. The current research was semi-experimental with a pre-test and post-test design with experimental and control groups. The statistical population of the study included all men aged 20 to 45 with substance abuse disorder under maintenance treatment who referred to addiction treatment centers in Rabat Karim city from March 2020 to June 2021.Among them, a sample of 36 people was selected using cluster random sampling method and randomly replaced in two groups (18 people in the experimental group and 18 people in the control group). The data collection tools in the present study included voluntary self-regulation questionnaire (Freund and Baltz, 2002), distress tolerance questionnaire (Simmons and Gaher, 2005) and acceptance and action questionnaire (Bond et al., 2011). The experimental group underwent 10 sessions of therapy based on acceptance and commitment (Hayes, 2004). Data analysis was done using covariance analysis in SPSS22 environment. The findings showed that the treatment based on acceptance and commitment is effective in all three variables of voluntary self-regulation, distress tolerance and psychological flexibility in the experimental group (p<0.0001) and the average of the experimental group in the post-test is significantly higher than the average of the control group ( p<0.0001).The results showed that the treatment based on acceptance and commitment is effective in improving voluntary self-regulation, distress tolerance and psychological flexibility of people with substance abuse disorder under maintenance treatment; Therefore, the treatment based on acceptance and commitment can be used along with other existing treatment approaches as a suitable option for people with substance abuse and as a result reduce delinquency and the material and spiritual costs of military and judicial institutions.

Today, adolescent women and girls live in a complex and challenging world compared to the past due to social, geographical, cultural, and economic evolution, and consequently, their social needs and desires have changed. Adolescence is one of the most influential and important stages in a person's life. It is associated with psychological and physical changes. One of the prevalent and high–risk behaviors, which is more prevalent in adolescence, is self–harming. This behavior can have numerous psychological and physical consequences for individuals and society; most people do not approve of it. This study aimed to determine the pattern of social skills, communication, and controlling emotion with self–harm in women aged 25–20, considering the mediating role of depression and experience of violence.

The method of the present study was descriptive–analytical using structural equation modeling. The statistical population comprised all women aged 20–25 years living in Karaj City, Iran, in 2020. Of whom 350 were enrolled in the study by purposeful sampling according to the inclusion and exclusion criteria. After a complete and clear explanation of the study objectives and procedure and observing ethical considerations such as confidentiality of samples' information and names, the researcher asked the participants to answer the questionnaires carefully. The inclusion criteria were as follows: having normal intelligence, willingness and informed consent to cooperate and participate in research, and having self–harm behaviors at a significant level based on Self–Harm Inventory results (Sansone & Sansone, 2010). The exclusion criterion was not answering the questions accurately. To collect data, we used Self–Harm Inventory (Sansone & Sansone, 2010), Beck Depression Inventory (Beck et al., 1996), the Teenagers Social Skills Inventory (Inderbitzen & Foster, 1992), Emotion Control Questionnaire (Roger & Najarian, 1989), and Violence against Women Inventory (Haj–Yahia, 2003). The proposed model was evaluated by structural equation modeling using SPSS26 and AMOS24 software at a significance level 0.05. The bootstrap method was used to analyze the intermediate relationships.

Results showed that social skills (p<0.001, β=–0.450) and emotional control (p=0.003, β=–0.183) had direct and negative effects on self–harm. Also, depression (p<0.001, β=0.440) and the experience of violence (p<0.001, β=0.372) had positive and direct effects on self–harm. The indirect effects of social skills on self–harm with the mediating role of depression and experience of violence were –0.244 and –0.2812, respectively (p<0.001). The indirect effects of emotional control on self–harm with the mediating role of depression and experience of violence were –0.1628 (p<0.001) and –0.0962 (p=0.003), respectively. In addition, good fit indices supported the optimal fit of the model with the collected data (PCFI=0.545, PNFI=0.530, χ2/df=2.82, RMSEA=0.072, IFI=0.908, CFI=0.907 and GFI=0.911).

Based on the results of the present study, it is possible to identify some predictive conditions of self–harming behaviors in women. By strengthening social skills and emotion control, it is possible to reduce self–harming behaviors in women, and depression and the experience of violence weaken this relationship. Considering these conditions, measures can be taken to reduce self–harming behaviors in women.