mansour beirami

The aim of the present study was to investigate the mediating role of disgusting sensitivity in the relationship between temperament dimensions and panic disorder.

The present research design is descriptive-correlational. The statistical population of the present study was all students of Urmia University in the academic year 2017-2018, of which 377 were selected using multi-stage cluster sampling. Students completed Temperament and character Inventory (Cloninger, Svrakic & Przybeck,1993), They completed The Disgust Scale((Haidt. 1994) and the The Panic-Associated Symptom Scale( Liebowitz, 1984). Data analysis was performed using structural equation modeling. Smart-PLS software has also been used to classify, process, analyze data and test research hypotheses.

In the present study, the indirect path coefficient between the reward dependency (p <0.01, β = -0.309) and perseverance (p <0.01, -0 = 0.096) was significant with negative panic disorder at the level of 0.01. Indirect path coefficient between harm avoidance (p <0.01, β = 0.013) with panic disorder was positive and significant at the level of 0.01.

These findings confirm the role of Temperament in causing panic disorder and indicate the increasing attention to biological principles in the treatment of panic disorder. The present proposed pathological model can also help to better understand the role of disgust in psychological trauma and the effectiveness of cognitive-behavioral therapies in people with anxiety disorders, including panic disorder.

The purpose of the present study was to determine the effectiveness of motor-based cognitive rehabilitation on improvement of executive functions of children with ADHD. The research method was semi-experimental with pre-test and post-test design which was done on 15 ADHD children with age of 6-12 years old in Tabriz city using a purposeful sampling method. N-Back test was used to assess the working memory. Wisconsin Card Sorting Test was used to assess the cognitive flexibility. Continuous performance test was used to assess sustained attention. Stroop test was used to assess response inhibition. Simple Reaction time test was used to assess Reaction time. Data were analyzed with repeated mixing covariance analysis and using SPSS.ver20.The result of the study showed that motor control cognitive rehabilitation was effective in improving executive functions (p < 0.01). These findings have further implications in the clinical interventions which have been thoroughly discussed.

Test anxiety is one of the common problems among students, which, in addition to creating educational problems, causes behavioral problems among them. Exam anxiety is associated with several factors and there are various methods in this regard. According to the performed examinations, all so the factors associated with the test anxiety are students' procrastination Resilience Programs and Educational boredom in Students. The purpose of this study was to compare the effectiveness of various programs (optimism, emotional regulation and mindfulness) in reducing the procrastination Resilience Programs and Educational boredom in Students with anxiety tests.

Anxiety.This study is a experimental pre-test, post-test with control group. The statistical population includes all male high school students of Turkmenchay who study in year's of 95-96 that includ453 students. After performing Sternberg's anxiety test on students and identifying people who had high scores that include 100 students,they were also interviewed for diagnosis. after interviewed,92 students as a experimental sampel selected and as a final sampel remaind 83students before  collapse. Of the following,  four groups were selected after the examination and implementation of the test and the interview. They were randomly selected in the groups and a pre-test was performed on the students' procrastination and Educational boredom Resilience rate. In this regard, each group was exposed to one of the methods of optimistic learning, mindfulness, and excitement. There was no training for the control group. After 8 sessions, the training program of each group was compared with each other and the control group. The results of the pretest and posttest groups were compared to the students' fluctuations and analyzed through multivariate covariance analysis and bonferroni test using software (SSPS).in this research used Solomon& Rothblum (1984) Academic procrastination scal and Connor& Davidson(2003) resilience scal and Reijseger&co worker (2013) boredom scale and the training program  are Gratz& Gunderson, (2006) emotion regulation and Seligman(2009)optimism training program and Bowen,Chawala & Marlatt (2011), Mindfulness-based training According to the results, The results of the pretest and posttest groups were compared to the students' fluctuations and analyzed through multivariate covariance analysis using software (SSPS).

In the present study, the results show the effectiveness of the three methods of training in decreasing procrastination,and effectiveness of the optimistic learning and mindfulness technique in decreasing boredom, but neither of the three methods of training nor the effectiveness in increasing academic resilience of student

The results of this study show that the effectiveness of optimism training programs, emotional regulation and mindfulness in decreasing procrastination is the subject of this study. However, as discussed in the first chapter, these methods have not been compared with each other. In the present study, the results show the effectiveness of the three methods of training in decreasing procrastination, but among these methods, the method of training for emotional regulation is the most significant difference in mean, the greatest effect, and then the optimism method and, finally, mindfulness,and effectiveness of the optimistic learning and mindfulness technique in decreasing boredom, but neither of the three methods of training nor the effectiveness in increasing academic resilience of student.

Resilience is one of the objectives of educational systems and Islamic life Characteristics training is known as an important factor in mental health and compatibility of individuals in confrontation with problems in educational life. Accordingly, the present study investigates the effect oftraining Islamic life characteristics on resilience of students.

This was an experimental investigation includng pre-test, post-test, and control groups. Sample size included 60 participants from students of university of Sahandin 2018, who they were assigned into experimental (30) and control (30) groups using accidental clustering method. The training of life characteristics continued for 10 sessions in the experimental group but the control group did not receive any intervention. Data was analyzed using univariate analysis of covariance. In this study, all ethical considerations have been observed and no conflict of interest was reported by the authors.

The results of analysis of variance showed that the variable of resilience (P<0.001), and its components were significantly different in the experimental and control groups and teaching the characteristics of Islamic life had a statistically significant effect on improving resilience.

According to the results, it can be concluded that resilience is a personal trait that can be modified by applying Islamic life characteristics. Therefore, Islamic life skills training can be beneficial and effective in educational settings for students.

Studies have shown that the anodal tDCS is able to increase the effectiveness of cognitive rehabilitation. On the other hand, results of recent studies have shown that unihemispheric concurrent dual-site a-tDCS could increase the corticospinal excitability.
The present study compares the effectiveness of unihemispheric concurrent dual-site a-tDCS and conventional tDCS, during cognitive exercises in improving the response inhibition of normal individuals.
21 subjects were randomly assigned into two experimental groups as well as a control group. First group received Anodal tDCS over the left DLPFC and M1, the second group received Anodal tDCS over the left DLPFC and Control group received sham a-tDCS. Transcranial direct current stimulation (tDCS) at 0.3 mAh was applied directly for 30 minutes in 4 sessions. All subjects, after interventions in each session, performed the stop signal task.  In Fifth session, In order to follow up the effectiveness of interventions, 24 hours after the interventions, subjects were re-evaluated.
The results of repeated measurements analysis revealed that compared with conventional tDCS and control group, unihemispheric concurrent dual-site a-tDCS group had larger improvement in improving the response inhibition of normal individuals (P.05).
The results show that unihemispheric concurrent dual-site a-tDCS could enhance the effectiveness of cognitive exercises by increasing cortical excitability

Meta-cognitive is a multidimensional concept. The concept includes knowledge, processes, and strategies which monitor, evaluate and control the cognition. The current study has been done to investigate the relationship between metacognitive beliefs and anxiety and OCD symptoms in nonclinical population.
327 students (182 female students and 145 male students) of Lorestan School of Medicine were selected by multistage cluster random sampling. They were asked to reply the demographic information and also complete the Wells and Cartwright Metacognitive Questionnaire, Beck Anxiety and Maudsely OCD Symptoms Questionnaire. Data were analyzed by Pearson Correlation Coefficients and Multivariate Regression Analysis.
There was a significant positive correlation between metacognitive beliefs scores and anxiety and OCD symptoms. In other words, as the metacognitive scale score of the individual increases, OCD and anxiety symptoms will increase, too. There was also a significant relationship between total scores of both scales and scores on uncontrollability and risk, positive beliefs about anxiety, cognitive confidence and need to thought control and self-consciousness (pDiscussion and Dialectical behavior therapy could help the patients with OCD, by training emotional regulation strategies, tolerance and acceptance of negative emotion, to learn how to work effectively on the obsession. Metacognitive beliefs are effective factors in mental health. It is possible to improve student's mental health by changing metacognitive beliefs which enhance maladaptive and negative thinking styles or general negative beliefs.

Due to the prevalence of negative psychological problems, some reports consider that the spiritual treatment methods have priority over conventional treatments. Accordingly the purpose of this study is to analyze the effectiveness of spiritual training on improving hardiness and psychological well-being of the female employees of government offices in Khorram Abad. The method used in this paper is semi-experimental, and a pre-test and post-test were given to the control group, as well. The sample includes 34 employees from Khorram Abad (17people chosen for the experimental group and 17 people chosen for the control group). A course of eight ninety-minute sessions on spiritual training-with one session per week- has been conducted. Using multivariate covariance the data have been analyzed. Data analysis show that there is a significant difference between the mean grades of the post-test of experimental group and those of the control group (P

The aim of this study was to investigate the structural relationship of family environment، socioeconomic status and cognitive affect regulation strategies with externalizing and internalizing syndromes in adolescents. To explore the mentioned relations، a sample of 1647 (840 girls، 807 boys) high school students was selected by multi-stage sampling method. All participants were asked to complete the Family Environment Scale (FES)، Inventory of Cognitive Affect Regulation Strategies (ICARUS) and Youth Self-Report form of Achenbach''s ASEBA school-age forms. There were correlations between most of variables of family environment، cognitive affect regulation strategies and internalizing and externalizing syndromes. For evaluating adequacy and Goodness of fitness of the model، RMR، RMSEA، CFI، AGFI، GFI، X2، X2/df، indices were computed. Findings supported the goodness of fitness of suggested model in this study. Results of this study Show that cognitive affect regulation strategies، family environment and socioeconomic status can predict internalizing and externalizing syndromes in adolescents. For the Psychotherapy in adolescents with affective-Behavioral disorders paying attention to evaluation of adolescent''s Cognitive affect regulation strategies، family environment and socioeconomic status is suggested.

The present research aimed at investigating the relationships between "identity styles" and "coping strategies" with" accepting mastership (Velayat)" among students of Tabriz University. 370 participants were randomly chosen according to Krejcie and Morgan chart (1970). They were asked to fill out the "Bunion and Adamsidentity style", "Blingz and Mause coping strategies"as well as "researcher – made accepting mastership (Velayat)" questionnaires.The data was analyzed applying "Pearson Correlation Coefficient" and "Simultaneous Multiple Regression". The Pearson Correlation Coefficient revealed supreme negative relationship between "accepting mastership (Velayat)" with "diffusion identity style" and "excitement-focused coping strategy". However, a significant positive relationship was observed between "accepting mastership (Velayat)" with "foreclosed, delayed, and obtained identity styles" and problem-focused coping strategies". Simultaneous regression also revealed that "psychological elements" will in combination predict "accepting mastership (Velayat)". The point being unfolded was that the degree of "accepting mastership (Velayat)" varies in conformity with student's "psychological traits". The students accepting Velayat tend to have "formed identity"and "problem-focused copping strategy" towards life predicaments.

According to National Health Organization statistics، suicide is one of the most important death reason in general population especially in young people. Regarding its harmful effects in mental، social and economic aspects; the necessity of studying underlying factors of this phenomenon and further developing practical ways to prevention; becomes more important. This study aims to discover temperament and character dimensions of suicide attempters. In this comparative study، 30 inpatients that has been referred to Razi mental hospital of Tabriz، during autumn (2011) and winter (2012)، after their suicide attempts، have been chosen in accessible accidental method and after satisfaction، completed Cloninger،s temperament and character inventory (TCI-125). Control group was included of 30 healthy individual without suicidal and psychiatric history. Findings showed that attempters have significant differences with in novelty seeking، self-directedness، and cooperativeness. They showed higher novelty seeking and lower self-directedness and cooperativeness in comparing with controls (P<0. 001). Findings of this study in according with similar studies can help us to improve our understanding about underlying personality factors of suicide. So we can use this information for developing better prevention ways and therapy process of this critical health problem.

Anxiety sensitivity, meta-worry and emotion regulation are critical psychological components involved in social anxiety disorder. The present paper seeks to study anxiety sensitivity, meta-worry and components of emotion regulation in students with and without social anxiety disorder.This paper presents the ex post facto research design (causal-comparative method). The sample included 92 patients (46 patients with social anxiety disorder and 46 normal people). Data was collected using Wells anxiety thoughts, Gross and John emotion regulation, and Reiss and Peterson anxiety sensitivity index. They were also analyzed through MANOVA.The results showed that there were significant differences between groups of students with and without social anxiety disorder in anxiety sensitivity, meta-worry and reappraisal. In other words, students with social anxiety disorder experience more anxiety sensitivity and meta-worry and less reappraisal than the control group. Also, there was no significant difference between groups in terms of suppression.The anxiety sensitivity, meta-worry and reappraisal are psychological structures which play a significant role in the development of social anxiety disorder and can lead to persistence of its symptoms

The research purpose was to predict university student's emotional intelligence based on demographic variables; thus, 400 university students were selected through multi-stage sampling among from Azad University of the 11th region. The results indicated that demographic factors are able to predict emotional intelligence factors including (self-motivation, self awareness, social consciousness, self control & social skills) stepwise regression analysis also revealed that female's average score ranged higher than male's with regard to social skill variable. What's more, men scored higher in the following variables known as emotional intelligence, self motivation, self awareness, self control & social skill. Results also highlight the significant relationship between age & emotional intelligence, it confirms that 11% of emotional intelligence is explained and specified by demographic variables.

This research studied the effectiveness of verbal self-instruction training on symptoms amelioration in children with oppositional defiant disorder (ODD). In this quasi experimental method, 40 male students with ODD (fourth & fifth graders) were selected from Tabriz schools and then randomly assigned into two experimental and control group. The subjects were recruited utilizing DSM-IV-TR criteria and CSI. Then verbal self-instruction training was administered for experimental group in 12 sessions (60 minutes for 6 weeks) and control group received no intervention. ANCOVA analysis showed that verbal self-instruction training could alleviate symptoms. We can conclude that verbal self-instruction training could be applied in helping children with ODD.