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solving and information processing speed of elementary students. This research was a quasi-experimental study with pre-test design, post-test with control group. The statistical population of the study consisted of all sixth grade elementary school female students in Khorram Dareh city in the academic year of 2020 of whom were selected as the sample by available sampling method and divided into two groups of control(n = 15)‌and experimental(15 people) were located. The experimental group underwent computer cognitive rehabilitation training with Captain Log software for 10 sessions(two 40-minute sessions per week) and the control group did not receive any program.Data were collected using the Basader Creative Problem Solving Questionnaire (1995) and the Stroop Computer Classic test and analyzed by SPSS software and analysis of covariance. The results showed that after Intervention program,‌The results showed that after presenting the computer cognitive rehabilitation program, there was a significant difference between the post-test scores of the experimental group and the control group. (P <.0/01).‌Thus It can be concluded that providing intervention based on computer cognitive rehabilitation programs has been effective in improving creative problem solving and increasing the speed of information processing of elementary students.

The purpose of this study was to investigate the effectiveness of mindfulness and anger management training on anger, anxiety and depression in first grade high school male bullies. The statistical population includes all high school male students in Karaj, in the academic year of 97-98. The research method was quasi-experimental using a pre-test and post-test design with a control group. First, 400 high school students responded to the Olweus Bully/Victim Questionnaire (OBVQ). Then, 60 participants were selected using random sampling method and based on the clinical cutoff score. Then they were divided into two groups of experiment (n =15) and control (n = 15). The experimental group was trained according to the protocol of mindfulness and anger management and the control group did not receive any training. The instruments used in this study were Buss-Perry Aggression Questionnaire (BPAQ), Beck Anxiety Inventory (BAI), Children’s Depression Inventory (CDI), Mindfulness Training Protocol (8 session, 60 minute), and Anger Management Training Protocol (6 session,60 minute). The results of the analysis of covariance (ANCOVA) showed that the mindfulness training was effective in reducing anxiety; and also, the anger management training was effective in reducing anger and depression. This research also showed that there was a significant difference between the effectiveness of mindfulness and anger management trainings and both could be effective as a complementary program in reducing bullying.