فهرست مطالب fariba hafezi

 The purpose of this study was to determine the effectiveness of Imago therapy-based couples therapy on improving communication skills, conflict resolution, and sensitivity to rejection among couples attending counseling centers in Masjed Soleyman.

 This quasi-experimental research was conducted with a pre-test, post-test, control group design, and follow-up. The population of this study included all couples visiting counseling centers in Masjed Soleyman in 2019, with twenty couples (40 individuals) randomly divided into experimental and control groups (10 couples per group). Participants in the experimental group underwent ten two-hour training sessions, while the control group did not receive any training. Participants were assessed using the Quinndom Communication Skills questionnaire, the Sanayi Zaker et al.'s Standard Sensitivity to Rejection, and the Downey and Feldman Marital Conflict questionnaire. Data were analyzed using repeated measures analysis of variance via SPSS software version 22.

 The results showed that training based on Imago therapy significantly altered the experimental group's communication skills, conflict resolution, and sensitivity to rejection compared to the control group.

 Based on the findings of this study, Imago therapy training can be considered an effective method for improving communication skills, conflict resolution, and sensitivity to rejection among couples.

This research aims to compare the effects of solution focused kids' skill method and psychodrama on the social skills of mentally retarded male students.

This research is a semi-experimental type with pre-test-post-test-follow-up and control group, and the target statistical population was selected through targeted sampling available among children aged 9-12 years who referred to Omid exceptional school in the period of 1401-02 located in the city of Sari. The sample of the present study was 45 mentally retarded children who were randomly assigned to two experimental groups and one control group. The first experimental group underwent solution focused kids' skill method in 8 sessions of 60 minutes, two sessions a week with a solution focused kids' skill method protocol, and the second experimental group underwent psychodrama training in 10 sessions of 90 minutes twice a week, while the group was not given a training certificate in that period of time. The tools used in this research are Gresham and Elliott's social skills questionnaire. The data has been analyzed using covariance using spss-26 software.

The results showed that the solution focused kids' skill method and psychodrama have a significant effect on the social skills of mentally retarded male students, and the solution focused kids' skill method is more effective compared to the psychodrama approach.

The solution focused kids' skill method and psychodrama is a practical and effective method for increasing social skills, and the solution focused kids' skill method is more effective compared to psychodrama

The present study was conducted to investigate the effectiveness of dialectical behavior therapy on general health and quality of life of people with multiple sclerosis. The present study was quasi-experimental with pretest, posttest, control group design. The statistical population included people suffering from multiple sclerosis in Rasht city in 2018, who participated in the M.S. Gilan province have a case. 27 people with multiple sclerosis were selected through purposive sampling method and were randomly accommodated into experimental and control groups. The experimental group received dialectical behavior therapy during twelve sessions. The applied questionnaires included General Health Questionnaire (Goldberg, Hiller, 1979) and Quality of Life Questionnaire (Varoshorbone, 1992). The data from the study were analyzed through Covariance. The results showed that dialectical behavior therapy has significant effect on the general health (F=33.67; Eta=0.58; P<0/001) and quality of life (F=17.32; Eta=0.43; P<0/001) in people with multiple sclerosis. According to the findings of the present study, dialectical behavior therapy can be used as an efficient method to improve general health and quality of life of people with multiple sclerosis through employing techniques such as bearing distress, acceptance and emotional self-regulation.

Adolescence is referred to as a dynamic and active period of each person's life, and the major part of a person's personality is formed in this period. Undoubtedly, the importance of the adolescent developmental period cannot be denied. Thus, during adolescence, a person may encounter problems in various areas of individual, family, psychological, emotional, social, and health. Although the prevailing view among researchers is that most people go through the developmental stage of adolescence and the unstable psychological and emotional states of that stage in good health, recent research suggests that the number of adolescents with symptoms of behavioral disorders or who express emotion is increasing. According to this, the present study was conducted to test the model of the relationship between social anxiety and parental psychological control and social support with the mediation of cognitive distortions in students.
 
The research method was descriptive-correlational and Structural equation modeling. The statistical population of the present study included all first and second high school male and female students who were studying in the academic year 2019-20. The statistical sample included 400 adolescents who were selected through a clustered random sampling method. After collecting the questionnaires and removing the distorted and incomplete questionnaires, 373 students remained in the research (198 female students and 175 male students). The applied questionnaires included Social Anxiety Scale (CAS) (LaGreca, 1998), Parental Psychological Control Questionnaire (PPCQ) (Soenens, Vansteenkiste, Luyten, 2010), Cognitive Distortions Questionnaire (CDQ) (Hamamci, Büyüköztürk, 2004), and Peer Social Support Questionnaire (PSSQ) (Procidano, Heller, 1983). The data analysis was conducted through way analysis. The collected data were analyzed by SPSS and Amos 23 software.
 
The results showed that parental psychological control, peer social support, and cognitive distortions have a significant relationship with social anxiety (p<0.01). Moreover, parental psychological control and peer social support have a direct significant effect on cognitive distortions and social anxiety (p<0.01). Furthermore, the results of the Bootstrap and Sobel test showed that cognitive distortions have a significant mediation role in the relationship of parental psychological control and peer social support with social anxiety in male and female students (p<0.01). Finally, the model had an appropriate goodness of fit.
 
Taking the significant mediation role of cognitive distortions into account, clinical therapists must decrease the student's cognitive distortions by applying cognitive techniques. Reducing cognitive distortions allows adolescents to have more efficient cognitive processing. This process also reduces the incidence of cognitive errors.

This study aimed to compare the effectiveness of cognitive behavioral therapy, biofeedback and EMDR on anxiety sensitivity in women with migraine. The current research was of an applied type and a quasi-experimental design of pre-test, post-test and follow-up with a control group, in which three separate experimental groups and one control group were used. The statistical population of the present study includes all women who visited Tehran's Cheshm Andaz Ayandeh clinic in 2022 due to migraine. Sixty peoplewere randomly selected and then equally assigned to groups (15 people in each group). Cognitive behavioral therapy was performed based on the Otis et al.’s (2021) protocol in 12 90-minute sessions; EMDR was performed according to the protocol of Maxfield(2019) in 3 sessions of 90 minutes, and biofeedback was performed according to the protocol of Mullally et al.’s(2009) in 15 sessions of 60 minutes. Also, the present study had a one-month follow-up phase. By controlling the effect of pre-test scores for research variables, the difference of all 4 groups in both post-test and follow-up stages for anxiety sensitivity is statistically significant. The effect of group membership for the anxiety sensitivity variable was 0.61 in the post-test phase and 0.52 in the follow-up phase. It shows that group membership explains 0.61 of the changes in grades in the post-test stage and 0.52 in grades in the follow-up stage. In other words, the treatment methods improved 0.52 of anxiety sensitivity in the follow-up. The results of the pairwise comparison showed in the analysis that all three treatments had a significant effect on reducing anxiety sensitivity. However, these three treatments were similar in terms of their effect on anxiety sensitivity

 The present study aimed to compare the effectiveness of Bowen family systems therapy and couple therapy based on integrated behavioral systems on marital intimacy and family functions in couples attending counseling centers in Mahshahr county.

 This study was a quasi-experimental design with a pre-test and post-test control group. The population of this study consisted of all couples who referred to counseling centers in Mahshahr city due to marital problems. Out of the population, 30 couples were selected through convenience sampling and were randomly assigned to three groups. The instruments used in this study were Bowen family systems therapy, couple therapy based on integrated behavioral systems, the Marital Intimacy Questionnaire (2006), and the Epstein, Baldwin, and Bishop (1983) Family Functioning Questionnaire. Data processing was conducted using descriptive and inferential statistics (covariance analysis).

 The results showed that there was a significant difference between the three groups in the variables of marital intimacy and family function. This means that Bowen family systems therapy and couple therapy based on integrated behavioral systems have a significant effect on these variables.

 Bowen family systems therapy and couple therapy based on integrated behavioral systems did not differ in their effectiveness on marital intimacy and family functions.

Autism Spectrum Disorders (ASDs) is a neurological disorder and can cause significant social, communication and behavioral challenges in the affected person.

The purpose of this study was to compare the effectiveness of joint attention training and logotherapy on primary social communication, anxiety and executive functions of children with autism.

The research design was quasi-experimental with pre-test-post-test and control group.
The statistical population was children with autism spectrum who referred to psychiatry and psychology centers in Urmia city in 2022. A statistical sample of 45 people was selected by a targeted method and then was randomly placed in three groups of 15 people (two experimental groups and one control group). The required data was collected using questionnaires of basic social communication (Zeboff, 2010), anxiety (Spence, 1999), executive functions (Ballister-Gerard et al., 2000) through two logotherapy intervention methods Owens and LeGoff (2007) 12 sessions of 45 minutes and through shared attention training (Vakilizad and Abedi, 2015) 12 sessions of 90 minutes and then was analyzed with SPSS version 28 software and Multivariate Analysis of Covariance Test.

The results showed that joint attention training and logotherapy strengthened basic social communication and executive functions and weakened anxiety in children with autism. However, there is no significant difference between the effectiveness of joint attention training and logotherapy on primary social communication, anxiety and executive functions of children with autism spectrum (P>0.01).

Joint attention training and logotherapy lead to strengthening basic social communication and executive functions and weakening anxiety in children with autism spectrum. Therefore, these two programs can be suggested as a suitable intervention to control autistic disorders and improve the quality of life of autistic children.

The purpose of this study is to determine the effect of cognitive-behavioral therapy, desensitization with eye movements and reprocessing and biofeedback on migraine attacks (frequency, duration and intensity), anxiety sensitivity, sleep quality and quality of life of women with migraine. The research was semi-experimental and was conducted using a pre-post test and follow-up design with a control group. The statistical population included all women who referred to Tehran's Vision of the Future Clinic in 2019 due to headache. Among the people who were diagnosed with migraine, 60 people were selected and randomly divided into 3 experimental groups and one control group. Then the people of the cognitive-behavioral group underwent group therapy for 11 sessions of 90 minutes each week, and the people of the desensitization group with rapid eye movements and reprocessing individually in 3 sessions of 90 minutes and once a week, and the people of the biological feedback treatment group were treated for 15 sessions in 3 weeks of 45 minutes. The data was analyzed by SPSS-25 software and by multiple variance analysis. Based on the results of this research, it can be stated that cognitive-behavioral therapy, desensitization with eye movements and reprocessing and biofeedback are effective on attacks (frequency, duration and intensity), anxiety sensitivity, sleep quality and quality of life of women

The present study was conducted with the aim of investigating the effectiveness of play therapy with an attachment approach on self-regulation and resilience of male students with attention deficit hyperactivity disorder.

In terms of the purpose of this research, it is an applied research, which is a semi-experimental type with a pre-test-post-test and a control group and a two-month follow-up period. The statistical population of the present study consists of all the 9-11-year-old male students of the elementary school who referred to counseling and psychology centers due to symptoms of attention deficit/hyperactivity disorder in the academic year of 1401-1402.To select the research sample, 20 people were selected for each group in the form of a purposive random sample and randomly assigned to two experimental and control groups.In order to collect information, Connors Parent Form Questionnaire, Self-Regulatory Learning Leaders Questionnaire, and Social-Emotional Capabilities and Resilience Scale were used.The experimental group underwent play therapy with an attachment approach (10 sessions of 60 minutes).

Data analysis was done using the statistical test of univariate analysis of covariance.The results showed that play therapy with an attachment approach leads to the improvement of self-regulation and resilience in the post-test phase And this effect in the follow-up phase also led to the improvement of self-regulation and resilience, which shows the continued effectiveness of play therapy with an attachment approach.

According to the results of the research, the implementation of play therapy with an attachment approach for students with attention deficit/hyperactivity disorder can increase their self-regulation and resilience.

The present research has been carried out in order to influence psychodrama training on social skill, compromising behavior and empathy of mentally retarded male students.

This research is a semi-experimental study with a pre-test-post-test design with a control group. The target statistical population is 30 educable mentally retarded male students who were selected through available sampling among mentally retarded students with an age range of 9 to 12 years who studied at Omid Exceptional School in the period of 1401-02 located in the city of Sari and They were randomly assigned to two experimental (15 people) and control (15 people) groups. The experimental group received psychodrama training in 10 90-minute sessions twice a week, while the control group was not given any training in that period of time. The tools used in this research are Gresham and Elliott's social skill questionnaire, Limbert's adaptive behavior and Ayong et al.'s empathy. The data has been analyzed using covariance and Welch analysis using spss-26 software.

The results showed that there is a significant difference between the social skills, behavior adjustment of the experimental and control groups, but there was no such significance for empathy.

psychodrama training is a practical and effective way to increase social skills, adaptive behavior, and for more efficiency of this approach on the empathy skills of mentally retarded male students, it is better to add it to the number of training sessions.

The autism is a neurodevelopmental disorder, which causes and increases psychological problems. Therefore, the aim of this study was determining the effectiveness of music therapy on self-harm behaviors and executive functions in children with autism disorder.

The present research was a quasi-experimental study with pretest and posttest design with a control group. The research population was male with autistic disorder that referred to counseling and occupational therapy centers of Ahvaz city in the second half of 2021 year, which from them number of 24 people after reviewing the inclusion criteria were selected by purposive sampling method and by simple randomly with lottery assigned into two equal groups. The experimental group trained 10 sessions of 45 minutes by music therapy method and the control group remained on the waiting list for training. Data were collected with demographic information form, self-harm inventory and executive function scale and were analyzed by chi-square and multivariate analysis of covariance tests in SPSS version 23 software.

The findings showed that there was no significant difference between the experimental and control groups in terms of age, educational grad and past time of autism disorder (P>0.05). Also, music therapy significantly reduced self-harm behaviors and significantly improved executive functions including self-management to time, self-organization/problem solving, self-restraint/inhibition, self-motivation and self-regulation of emotion in children with autism disorder (P<0.001).

The results of this research showed the effective role of music therapy in reducing self-harm behaviors and improving executive functions of children with autism disorder. Therefore, the use of music therapy along with other treatment methods can be effective to improve the psychological characteristics of children with autism disorder.

Psychological disorders such as autism spectrum in children can cause decreased awareness and performance in different areas. The present study aims to investigate the effect of sensory integration-based training on the sensory profile of male children with high-functioning autism.

This is a quasi-experimental study with a pretest/posttest design. The study population consists of all male children with high-functioning autism referred to Kahrizak Rehabilitation Center in Mohammad Shahr, Karaj, Iran, in 2019-2020, from whom 30 were selected using a purposive sampling method and equally divided into training and control groups. The training group received twelve 90-minute sessions of sensory integration-based training, while the control group did not receive any training. the Gilliam autism rating scale and short-form sensory profile (Dunn, 1999) were used to collect data. The data were analyzed using ANCOVA in SPSS software, version 23. 

The sensory integration-based training had a significant effect on the improvement of the sensory profile of children with high-spectrum autism spectrum.

Sensory integration-based training is effective in improving the sensory profile of male children with high-performance autism and can be used for this purpose.

The present study was conducted with the aim of comparing the effectiveness of self-compassion-based training and integrated mindfulness-cognitive behavioral therapy on parenting stress and experiential avoidance in mothers with slow-paced children.

The current research was an experimental type with a pre-test-post-test design and follow-up with a control group. The statistical population of the current study included all mothers with slow-walking children who lived in Tehran in the winter of 2018 and their children were covered by exceptional educational centers, from which 45 mothers were selected using a targeted sampling method. And randomly, 15 people were placed in two experimental groups and control group. In order to collect data, Abidin's parental stress index questionnaire (1995) and Bund et al.'s acceptance and action questionnaire (2011) were used. Educational sessions based on self-compassion based on the protocol of Gilbert et al. (2014) and integrated mindfulness-cognitive behavioral therapy based on the protocol of Frances, Shavier, Cain, Anticott and Mitos (2020), during eight 90-minute sessions weekly and it was implemented for two months. Analysis of variance with repeated measurements and spss software were used to analyze the data.

The results showed that training based on self-compassion and integrated mindfulness-cognitive behavioral therapy on parenting stress (F=90.04, P<0.001) and experiential avoidance (F=48.56, P<0.001) was effective in mothers with slow-paced children, but there was no significant difference between the two interventions.

Therefore, it is possible to use self-compassion training and integrated mindfulness-cognitive behavioral therapy to help mothers with slow-paced children.

Strengthening students with self-efficacy in emotional management and self-regulation can be a potent deterrent against risky behaviors. This study sought to explore the mediating effect of academic self-regulation on the relationship between risky behaviors and social competence among high school students with learning disabilities (LDs). This was a descriptive correlational study. The population encompassed all high school students with LDs in Ahvaz, Iran from February 2023 to April 2023. One hundred fifty-eight students were chosen using cluster sampling and received research questionnaires. The study tools comprised the Iranian Adolescents Risk-taking Scale (IARS), Social Competence Questionnaire (SCQ), and Academic Self-Regulation Questionnaire (SRQ-A). Using Structural Equation Modeling (SEM), the hypothesized model underwent evaluation, and bootstrapping was utilized to assess indirect relationships. Data analysis was conducted with SPSS version 26 and AMOS version 25. The mean and standard deviation (SD) for students’ risky behaviors, social competence, and academic self-regulation were 86.75±12.39, 112.18±24.25, and 42.05±9.86, respectively. The findings highlighted a significant relationship between social competence and academic self-regulation (β=0.71, P<0.001) and between academic self-regulation and risky behaviors (β=-0.65, P<0.001). However, the direct link between social competence and risky behaviors was insignificant (β=-0.16, P=0.115). However, the relationship between social competence and students’ risky behaviors became significant when mediated by academic selfregulation (P<0.001). In the final model, the values for CFI and RMSEA were 0.98 and 0.041, respectively. The study’s outcomes indicated that the final model was well-fitted and crucial for recognizing factors influencing risky behaviors in students with LDs. Enhancing social competence and academic self-regulation might offer a pathway to mitigate risky behaviors among these students.

Considering the negative psychological consequences of migraine, this study was conducted with the aim of comparing cognitive-behavioral therapy, desensitization with eye movements and biofeedback on migraine attacks, anxiety sensitivity, and quality of sleep and life of women with migraine.

The present research was semi-experimental with a pretest, posttest and follow-up design with a control group. The research population was all women suffering from migraine headaches who referred to Ayandeh Chashmandaz Clinic of Tehran city in 2020 year, which number of 60 people of them were selected by simple random sampling and randomly assigned to four equal groups. The cognitive-behavioral therapy group received 11 sessions of 90 minutes as a group, the eye movement desensitization and reprocessing group received 12 sessions of 90 minutes as an individual, the biological feedback group received 15 sessions of 45 minutes as an individual, and during this time the group did not receive training. The data were collected with headache diary note form, anxiety sensitivity inventory, Pittsburgh sleep quality index and quality of life questionnaire and were analyzed by multiple variance analysis method in SPSS version 25 software.

The findings showed that in both posttest and follow-up stages in number and intensity of migraine attacks the effect of all three intervention methods was greater than the control group, and the effect of cognitive-behavioral therapy was greater than eye movement desensitization and reprocessing and biological feedback (P<0.05), but there was no significant difference between the two methods of eye movement desensitization and reprocessing and biological feedback (P>0.05). In during migraine attacks the effect of all three intervention methods was greater than the control group, and the effect of cognitive-behavioral therapy was greater than eye movement desensitization and reprocessing and biological feedback, and the effect of eye movement desensitization and reprocessing was greater than biological feedback (P<0.05). Also, in both posttest and follow-up stages in anxiety sensitivity and sleep quality the effect of all three intervention methods was greater than that control group (P<0.05), but there was no significant difference between the methods (P>0.05). In addition, in both posttest and follow-up stages in quality of life the effect of all three intervention methods was greater than the control group, and the effect of cognitive-behavioral therapy was greater than eye movement desensitization and reprocessing and biological feedback (P<0.05), but there was no significant difference between the two methods of eye movement desensitization and reprocessing and biological feedback (P>0.05).

According to the results of the current research, health therapists and professionals can be use all three methods of cognitive-behavioral therapy, with eye movement desensitization and reprocessing and biological feedback, especially cognitive behavioral therapy to improve migraine attacks, anxiety sensitivity, sleep quality and quality of life of women with Migraine.

The ability to experience and express emotions is considered a key factor in mental health, and difficulty in effective emotion regulation is a major symptom of many psychiatric disorders.

The present study aimed to investigate the role of reality therapy on emotion regulation difficulty and academic self-handicapping in high school students.

This quasi-experimental research adopted a pretest-posttest control group design. The statistical population included all male high school students of Ahvaz in 2021, 30 of whom were selected through cluster random sampling and were then randomly assigned to an experimental group and a control group (15 participants per group). For the pretest, participants from both groups completed the Self-Handicapping Scale and the Difficulties in Emotion Regulation Scale. The 10-session reality therapy intervention was then implemented in the experimental group, whereas the control group received no intervention. At the end of therapy sessions, the posttest was given to participants in both groups. Data analysis was performed using Analysis of covariance (ANCOVA).

The adjusted posttest mean score of difficulty in emotion regulation among intervention and control groups were 77.5 (95%CI: 75.1-79.9) and 113.35 (95%CI: 110.9-115.7), respectively. The values for academic self-handicapping in the intervention and control groups were 75.1 (95%CI: 72.8-78.4) and 97.3 (95%CI: 92.4-99), respectively. According to the result of ANCOVA, reality therapy had significant effects on academic self-handicapping (F=87.79, P=0.001, η2=0.78) and emotion regulation difficulty (F=461.15, P=0.001, η2=0.95) among students.

Reality therapy mitigated academic self-handicapping and difficulties in emotion regulation among male high school students. It is recommended that schools help students improve emotion regulation and control self-handicapping by providing appropriate conditions for implementing reality therapy sessions.

Considering the high statistics of children with autism disorder and the many psychological problems of this group, intervention is necessary to reduce their psychological problems. As a result, the current research was conducted with the aim of determining the effectiveness of play therapy based on cognitive behavioral approach on social anxiety and self-harm behaviors in children with autism disorder.

The present research was a quasi-experimental study with a pretest and posttest design with a control group. The research population was boys with autistic disorder who referred to counseling and occupational therapy centers of Ahvaz city in the second half of 2021 year, which from them number of 24 people after reviewing the inclusion criteria were selected by purposive sampling method and randomly assigned into two equal groups (each group 12 people). The experimental group trained 10 sessions of 45 minutes by play therapy based on cognitive behavioral approach method and the control group remained on the waiting list for training. Data were collected with demographic information form, Connor et al.'s social anxiety inventory (2000) and Sansone et al.'s self-harm inventory (1998) and analyzed with chi-square and multivariate analysis of covariance tests in SPSS-23 software.

The findings showed that there was no significant difference between the experimental and control groups in terms of age, educational grad and past time of autism disorder (P>0.05). Also, there was a significant difference between the groups in terms of social anxiety and self-harm behaviors. In the other words, play therapy based on cognitive behavioral approach significantly reduced social anxiety and self-harm behaviors in children with autism disorder (P<0.001).

According to the results of this research, psychologists and therapists can use play therapy based on cognitive behavioral approach method along with other treatment methods to improve psychological characteristics, especially reducing social anxiety and self-harm behaviors.

This study aimed to Comparison of the effectiveness of problem-solving training and behavior management to mothers on communication skills of children with autism spectrum disorderin Tehran. The research method of the current study was semi-experimental with a pre-test and post-test design with a control group. The statistical population included mothers with children with autism spectrum disorder with high functioning levels who were referred to care centers for children with autism in Tehran in 2019. The statistical sample consists of 45 mothers selected by available and voluntary sampling method, randomly assigned into three groups of 15 people: the experimental group, problem-solving training, the second experimental group, behavior management, 15 people, and the control group, 15 people. Were replaced. All three groups were measured in the pre-test and post-test with Achenbach's Child Behavior Inventory. According to the results of covariance analysis, there was a difference between the two educational approaches of problem-solving and behavior management in aggressive behaviors, law breakers, social behavior, and attention problems between the two groups (P<0.05) and in attention problems, withdrawal/depression. Physical complaints, anxiety/depression, and the difference between the training of the two records were not evident (P<0.05). Based on this, it can be concluded that there were no difference in effectiveness between anxiety/depression and withdrawal/depression in the problem solving and behavior management groups. Still, there was a difference with the control group, which indicates the effectiveness of teaching both approaches to mothers on behavioral problems.

This study aimed at the effectiveness of flipped and traditional instructions over perception of class and academic attitude among the girl students of Farhangian University. The investigation was performed with pre-test & post-test plan having control group. Statistical society included all girl students of Farhangian university, Fatemeh Zahra center in first semester of 2019-20 academic year. A sample of 36 students was selected through purposeful sampling, then randomly divided into two experiment & control group. Data were gathered using Fraser, Fisher & McRobbie’s perception of class (1996) and Akbari’s academic attitude (2004) questionnaires. The interventional group received flipped instruction as 8 sessions of 120 minutes, weekly. For the control group traditional instruction was performed. The data were analyzed through multivariable analysis of covariance (MANCOVA), single variable analysis (ANCOVA) and Bonferroni's post hoc test. Findings showed significant difference between effectiveness of flipped (P<0.05) versus traditional instruction (P<0.01) on problem-based learning and self-determination. Based on the results of this study, flipped education has more effectiveness on perception of class and academic attitude, compared with traditional instruction.

The diagnosis of cervical cancer significantly affects the health-related quality of life (HRQOL) of women. This study aimed to investigate the relationships between chronic fatigue syndrome (CFS) and experiential avoidance (EA) with HRQOL, mediated by depression in women with cervical cancer. This descriptive-correlational study selected 261 cervical cancer cases in Mashhad, Iran in 2021, using purposive sampling from October 10, 2021 to December 24, 2021. The research tools include the SF-36 Questionnaire, the Chalder Fatigue Scale, the Brief Experiential Avoidance Questionnaire, and Beck Depression Inventory. Data analysis was done using Pearson correlation coefficient and structural equation modeling in SPSS version 27 and AMOS version 24. The results indicated that all direct paths, with the exception of CFS, significantly correlated with HRQOL (P<0.001). Depression mediated the significant indirect paths of CFS to HRQOL and the significant relationship between EA and HRQOL (P<0.001). The findings of this study revealed that CFS and EA were negatively related to HRQOL in women with cervical cancer. Moreover, depression mediated the relationship of CFS and EA with HRQOL.

Depression is one of the most common mental disorders. Exploring the vulnerabilities of this disorder and how these factors relate to each other remains a fundamental issue in mental health. The aim of this study was to determine the mediating role of difficulty in emotion regulation in explaining the correlation between behavioral activation system and behavioral inhibition with depression. For this purpose, in a descriptive correlational study, 200 students of Ahvaz Islamic Azad University were selected by convenience sampling method and tested for emotion regulation, behavioral activation and inhibition system, and depression. Evaluation of structural pattern using statistical indicators showed that behavioral inhibition has a significant correlation with depression. The results showed that the direct correlation between behavioral activation and depression and the difficult correlation between emotion regulation and depression were not significant. Therefore, it can be argued that the hypothetical model can better explain the relationships between research variables than the competing model. Difficulty in regulating emotion is a mediating variable in the relationship between behavioral activation and behavioral inhibition with depression, and by controlling this variable, the role of behavioral activation and behavioral inhibition on the symptoms of depression can be controlled.

The fear of failure in students may evoke positive and negative feelings such as pleasure, hope, anxiety, and stress, and they may resort to self-handicapping mechanisms to cope with these feelings. The present study aimed to investigate the effect of rational emotive behavioral therapy (REBT) on academic self-handicapping (ASH) and academic engagement in high school students. This was a quasi-experimental study using a pretest-posttest design with a control group. The statistical population consisted of all male high school students in Ahvaz, Iran, of whom 30 (aged 15-18 years) were selected as the sample through cluster random sampling and randomly assigned into the experimental and control groups (15 students in each group). All participants filled out the academic self-handicapping scale and the academic engagement questionnaire in the pretest. The participants in the experimental group attended 10 sessions of REBT, while the control group received no intervention. At the end of the intervention, all participants took the posttest. The data were statistically analyzed using SPSS version 25. The mean±standard deviation of academic involvement in the post-test of the control group was 54.66±7.17, which was significantly different from the REBT group (78.32±4.13) (P<0.001). Moreover, the mean±SD of ASH in the control and experimental groups were 93.20±16.40 and 78.00±17.47, respectively, which were statistically significant (P=0.020). There was no significant difference between the research variables in the pre-test and post-test of the control group, while there was a significant difference between the pre-test and post-test of the REBT group in terms of academic engagement and ASH in the students (P<0.001). REBT was effective in improving students’ ASH and academic engagement. Therefore, school officials are recommended to provide suitable conditions for the rational-emotive growth of students to improve academic engagement and control ASH among them.

This research was conducted to develop a model for predicting social anxiety in male and female adolescents based on perfectionism, social self-efficacy, and cognitive distortions. The research was applied and descriptive-correlational and way analysis was the research method. The statistical population of the present survey consisted of all first- and second-year male and female high school students in 2019-2020. 373 adolescents were selected through clustered random sampling for the statistical sample. Social Anxiety Scale (CAS) (LaGreca, 1998), Perfectionism Scale (PS) (Najjarian, Attari, Zargar, 1999), Cognitive Distortions Questionnaire (CDQ) (Hamamci, Büyüköztürk, 2004), and social Self-Efficacy Questionnaire (SSEQ) (Gaudiano, Herbert, 2003) were the questionnaires utilized. Path analysis was used to conduct the data analysis. Perfectionism, social self-efficacy, and cognitive distortions were found to have a significant relationship with social anxiety (p0.01). In addition, perfectionism and social self-efficacy have a direct significant impact on cognitive distortions associated with social anxiety (p<0.01). In addition, the results of the Bootstrap and Sobel tests indicated that cognitive distortions play an important mediating role in the relationship between perfectionism and social self-efficacy and social anxiety in male and female adolescents (p<0.01). Ultimately, the model's goodness of fit was satisfactory. Considering the significant mediating role of cognitive distortions, it is necessary for clinical clinicians to use cognitive techniques to reduce adolescents’ cognitive distortions.

The aim of the present study was to investigate the causal relationship between depression and health-related quality of life through the chain mediation of chronic fatigue and adherence to treatment in women with uterine cancer.

In this descriptive correlational study, the statistical population consisted of all women diagnosed with uterine cancer in Mashhad in the year 2021, and 261 people were selected as a sample by purposive sampling. In this study, Health-related quality of life of Weber (1992), Depression of Beck (1996), Chronic fatigue of Chalder et al (1993), Treatment Adherence of Seyyed Fatemi, Rafiei, Hajizadeh & Madanlo (2018) were used for data collection in this study. The data were analyzed using Pearson's correlation coefficient and path analysis model with the help of SPSS-27 and AMOS-25 software.

The findings showed the relationship between depression and health-related quality of life; between depression and chronic fatigue; between chronic fatigue and adherence to treatment; There was a significant relationship between adherence to treatment and health-related quality of life (p<0.01); Also, the indirect path of depression with health-related quality of life with the mediating role of chronic fatigue and adherence to treatment were significant (p<0.01).

Based on the results of this research, the proposed model had a favorable fit and is considered an important step in the direction of knowing the factors affecting the quality of life related to the health of women with uterine cancer.

This research aims to study the effectiveness of verbal self-instruction training on symptoms of attention-deficit/hyperactivity disorder (ADHD) and academic procrastination in male teenagers with ADHD. 

This was a quasi-experimental study with a pre-test, post-test, and follow-up with a control group. The statistical population included all male teenagers with ADHD in Tabriz City, Iran. A total of 30 male teenagers with ADHD were selected via the purposive sampling method and were randomly assigned to experimental and control groups. The research tools were the child symptom inventory-4 questionnaire and the Solomon and Rothblum academic procrastination scale. Descriptive statistical indices and the analysis of covariance tests were employed for data description and testing of the research hypotheses. 

The F ratio of the univariate analysis of covariance for dependent variables showed a significant difference in the variables of academic procrastination and ADHD symptoms between the experimental and the control (P>0.001) group. Accordingly, verbal self-instruction is effective in improving academic procrastination and ADHD. 

The results showed that verbal self-instruction training affects symptoms of ADHD and academic procrastination.