mohammad bagher hasanvand

The present study aimed to investigate the effectiveness of an Emotionally Focused Couple Therapy (EFCT) model based on an Islamic approach on the attachment styles of incompatible couples. This research is a quasi-experimental study with a pre-test, post-test, and follow-up design. The statistical population consisted of all couples referring to the Ava-e Rahai Counseling Center in the second half of the year 1402 in Tehran, whose attachment scores differed by at least one standard deviation from secure attachment. Thirty-six volunteer couples were selected and randomly assigned to experimental and control groups. The data collection tool was the Adult Attachment Inventory (AAI) by Basharat. The program was implemented for the experimental group over 10 counseling sessions of 90 minutes each, while the control group did not receive any training. Data analysis was performed using repeated measures analysis of variance (pre-test, post-test, follow-up) with SPSS24 software. Descriptive, analytical, and field examination of the issue indicated that the emotion-focused counseling model based on the Islamic approach could effectively transition incompatible couples from insecure to secure attachment and enhance emotional regulation. In the attachment styles component, there was a significant difference between the pre-test and post-test (P ≤ 0.05). However, there was no significant difference between the post-test and follow-up means with 95% confidence (P ≥ 0.05). This statistic indicates that the therapeutic effects on attachment were maintained until the follow-up stage

The research was carried out with the present aim of the effectiveness of schema therapy on primary maladaptive schemas in mothers with intellectual disability children in Quds city. This study was conducted as a semi-experimental research with a pre-test and post-test design with a control group. The statistical population of this research included all the mothers of intellectual disability students in Quds city in the academic year of 2022-2023, from which 30 people were selected by the available sampling method and were randomly divided into 2 groups of 15 people, experimental and control. Young Schema Questionnaire (YSQ-SF) was completed by both groups as a pre-test, then the experimental group received 12 sessions of schema therapy and the control group went through their normal daily schedule. Then, both groups were given a post-test and the research data were analyzed using descriptive statistics (central tendency and dispersion indices) and inferential (covariance analysis) methods in Spss version 22. The results showed that schema therapy had a positive and significant effect on reducing initial maladaptive schemas (h=0/628, P<0/001). Using schema therapy as an effective treatment can reduce and adjust the initial maladaptive schemas of mothers with intellectual disability children and help improve their mental status and daily life

This study aimed to evaluate the effectiveness of a Philosophy for Children Course on aspects of students' school engagement. School engagement is a structure indicating that students can create personal relationships with their teachers in addition to the educational content. For this purpose, a quasi-experimental study was conducted on 7th-grade students (n=128) from 4 classes at the same school as the intervention and control groups. In the current quasi-experimental, pre-test, and post-test study, the independent variable was the philosophy for children (P4C) program (ten 60 minute sessions) and the dependent variables were the school engagement aspects including behavioral, emotional, cognitive, and agency engagements. To analyze the data ANOVA was used. The findings indicated that the score of all four aspects of school engagement were significantly higher in the intervention group who attended the Philosophy for Children Program than those of the control group. Based on the obtained results, 28.2% of changes in total school engagement were attributed to the P4C program. The results show a significant increase in school engagement and its aspects. Philosophy for Children Program can be used to create an educational atmosphere with the highest relationship to students’ curriculum in which the students can rule out their learning behaviors with high motivation.

Internalizing disorders include disorders, such as major depressive disorder, dysthymia, and somatic disorders. In the diagnostic and statistical manual of mental disorders, 5th edition (DSM-5), post-traumatic stress disorder (PTSD) is recognized as a distinct group, but anxiety is a common symptom. This study aimed to investigate the effectiveness of play therapy programs based on social cognition in children with internalized behavioral disorders.

This study was an experimental design with a pre-test, post-test, and follow-up. The subjects were screened based on the inclusion criteria, then 20 children with internalized behavioral disorders were selected after the matching process, and they were randomly assigned to experimental and control groups (10 persons in each group). The intervention program was implemented in 10 sessions over 3 months. In this research, the Achenbach questionnaire (teacher report form) was used to assess students’ behavioral problems.

The results showed that play therapy with the social cognition method decreased the behavioral problems in children with the internalizing disorder (P≤0.05). 

It suggested that this supportive program can be implemented in a community of children with internalizing behavioral disorders.

Math problem solving requires improving both details and generalities perception by the brain's parietal cortex and in turn, achieving this ability requires the development of cognitive abilities. The purpose of this study was to improve cognitive abilities in math problem-solving through combined neurofeedback and transcranial electrical stimulation therapy.

This study was a quantitative study of the single case type with the ABAB design. The statistical population was the ninth-grade high school students referring to two counseling centers in Karaj. Among them, 5 weak students in math problem-solving were selected purposefully and voluntarily. The entry criteria were age between 14 and 16 years, a math score below 13.5 from 20 in the previous semester. Furthermore, participants should not have a diagnosis of learning disorders and coexistence, medical treatment, and a math reinforcement course. The measurement tools were the fourth edition of the Wechsler IQ test, transcranial electrical stimulation devices, neurofeedback, and math exam scores between two academic semesters. The combined intervention of electrical stimulation and neurofeedback was performed for 50 minutes, two months, and twice a week with the aim of promoting alpha and theta waves and suppressing beta three waves in the parietal cortex. Percentage improvement formulas, Cohen's effect size, and visual analysis were used to analyze the data.

The results showed that the combined treatment was effective in the mentioned brain waves. On the other hand, cognitive factors in Wechsler's intelligence scale, including active memory, processing speed, perceptual reasoning, and verbal comprehension, as well as students' math exam scores showed a significant improvement.

The findings showed that transcranial stimulation of the parietal cortex and neuro-feedback brain training are able to increase the learning ability of students who have problems understanding the details and generalities of mathematics. Therefore, this non-invasive combined method can be used as an approach to improve the cognitive abilities of students who are weak in solving mathematical problems.