فهرست مطالب rahim badrigargari

The purpose of this study was to systematically present and present a meta-combination of research related to acceptance and commitment education for high school students with stuttering disorder. The research was qualitative using a hybrid strategy with a synthetic research approach and considering the seven-step model of Sandlowski and Barso. Required data by keyword search Act, Acceptance and Commitment, Stuttering, Transformational Nerve Disorder in Library Resources, Theses and Articles in ERIC, GoogleSchoolar, ProQuest, PubMed, Science Direct, Scopus, Springer Databases Magiran, Irandoc was collected between 1990 and 2021. It was used to search internal and external databases separately and in combination. Theoretical bases and main and combined themes were extracted, content analysis and classified. The results of the review and analysis of studies and researches showed that the act training program has been effective in the fields of acceptance and commitment training. The findings of this study, by specifying the nature of the admission and commitment education program, show that according to the existing theoretical and experimental background, this idea can be designed as an educational package for students with stuttering.

Parental involvement in the education and rehabilitation of children with special educational needs plays an important role in the development of this group of children. The aim of the current study was to study the Factors affecting the effectively participation of parents in the education and rehabilitation of students with special Educational needs.

A qualitative phenomenological research design was used to explore the factors. The statistical population included mothers of children with and without intellectual and developmental disabilities and specific learning disabilities, who were selected by convenience sampling. In the same vein, semi structured interviews were conducted with 21 parents of this group of children who were purposefully selected to reach the theoretical saturation stage. Data analysis was done by means of the Colaizzi method and identification of main and sub-themes.

Findings revealed that effective factors in effectively parental involvement in education and rehabilitation of children with special educational needs include economic factors (such as having money, reducing medical and insurance costs and reducing transportation costs), social factors (such as social support, social partnerships, and specialized social partnerships) and family factors (such as greater father involvement, maintaining intra-family cohesion, family member support, and family members' knowledge)

Comprehensive family, social and economic support is offered to this group of parents.

word problem solving is a key component in learning mathematics that starts from elementary school. Conventional teaching methods in schools have had little success in improving the word problems in students with specific learning disorder. The aim of this study was to investigate the effectiveness of schema-based instruction in improving the math word problems in students with specific learning disorder with mathematical impairment.

The present study is a quasi-experimental study in the form of ABA design as a single case. The case of this study was an 8-years old male student in the third grade of primary school who referred to the LD of District 4 of Tabriz. The tools used in this study include; WISC-IV, Iran Key Math , word problem solving fluency(WPS-F).

The findings of the study showed the effectiveness of schema-based instruction in improving the math word problems, which these interventions were able to improve the subjectchr('39')s condition by 53% from the baseline.

The results showed that students with special learning disabilities with mathematical impairment can learn word problem-solving skills well using schema-based instruction.

The purpose of the present study was to study the efficacy of cognitive rehabilitation in enhancing the numerical calculations, comprehension, and production abilities of students with special learning disabilities in the subject of mathematics. The current study employs a quasi-experimental design. Students who were referred to the four centers for learning disabilities in Rasht in 2019 (Dehkhoda 1 and 2, Shahid Yaghoubi, and Shahid Eskandari) comprised the statistical population of the study. A sampling method that was readily accessible was utilized, with a sample size of 30 males. The participants were divided into two groups of 15 (experimental and control) at random. To this end, the group “Experiment” underwent a 12-session cognitive rehabilitation intervention of memory and attention utilizing software (ARAM).Data for the pre-test and post-test phases were collected using the Key Math Scale (KMDT), RAVEN intelligence test (RCPM), Academic Achievement and Mathematical Diagnosis Test (SATDMA), and Mathematical Reinforcement Training Program Based on Intervention Response Model (MRTPBIRP).Multivariate covariance and SPSS-22 software were utilized to analyze the data. Students with special learning disabilities have demonstrated an increase in the utilization of numerical comprehension, numerical production, and numerical calculation as components of their cognitive rehabilitation in mathematics, according to the findings. Based on the findings, it can be concluded that cognitive rehabilitation programs have been effective in improving comprehension, production and numerical calculations and can be used as part of empowerment programs in the field of education.

The aim of the current study was to predict bullying of high school students in Tabriz city based on their self- control and opportunity. Correlational design was utilized in this study. Statistical population were high school students. Research sample consisted of 285 students who were randomly selected using multi-stage cluster sampling method. Information was gathered using Moon & Fiftal Alarid scale¸ self-made opportunity check list and self-control scale Tagney, Baumeister & Luzio Boone. Data were analyzed using correlational techniques and step by step regression analysis. The findings showed that, the bullying behaviors were decreased with increasing provided opportunity by parents and self-control. More ever¸ opportunity provided by school and teacher increased bullying behaviors. Furthermore¸ results indicated that¸ self-control¸ and parents’ and school’s provided opportunity can predict bullying behavior. Based on these results, self-control and the opportunity to engage in bullying behaviors at schools. Therefore, it is necessary to plan to inform teachers and parents about these variables in order to prevent bullying.

This research aimed to study the relationship of altruism and meaningfulness of life with job satisfaction of teachers of students with intellectual and developmental disabilities. The study population included special education teachers in Tabriz. Convenience sampling was used to select 180 of them. The Carlo et al. revised social attitudes, Minnesota job satisfaction, and Steger meaningful life scales were used to collect the data. Multiple regression analysis revealed that meaningfulness of life and altruism can significantly explain the changes related to job satisfaction. Among the predictor variables, expressive empathy, participatory empathy and the presence of meaning positively and significantly predict teachers' job satisfaction (p<0.05). Altruism and meaningfulness of life help increase teachers' job satisfaction through search for meaning, presence of meaning, expressive empathy and participatory empathy.

The aim of this research was to study the effects of mindfulness training on academic boredom and burnout of students with bullying behavior. The research design was a quasi-experimental pretest-posttest with a control group. The study population included all male and female students with bullying behavior in the second secondary level of Bostan Abad city, in the academic year of 2021, and 30 of them were selected by using the convenience sampling method and randomly assigned into experimental and control groups. The Bullying questionnaire of Olweus (1989), Barco’s Academic Burnout questionnaire (1997), and Pekrun’s Academic Boredom questionnaire (2002) were used to collect the data. The mindfulness intervention program was held in eight 45-minute sessions for the experimental group. Multivariate analysis of covariance revealed that the impact of a mindfulness training program on Academic Burnout was 85% and on Academic Boredom of students with bullying disorder was 78% (p<0.05). Results of a result, mindfulness training can be used to improve the boredom and academic burnout of bullied students. According to the consultants, can use the results of this research to improve the professional skills of teachers and schools to deal with students' academic problems.

Learning theories help to design the desired educational programs. Wittrock developed the theory of generative learning, which is one of these theories. In different educational systems, little attention has been paid to the new methods of mathematics education, and one of these methods is education based on the theory of generative learning. The main objective of this research is to develop an educational program for teaching mathematical concepts to first-state secondary school students that will help the students develop a thorough understanding of the educational content of mathematics and in which the student actively participates in the learning process, creates meanings and relationships, and the teacher only serves as a facilitator. Metacomposition and a synthesis-research approach based on the seven-stage Sandelowski-Barroso model were used in this study to look into the research that had been done in this direction. The study area included 57 research articles according to the intended purpose, among which 19 articles and one thesis were selected using the Glynn tool. Concepts extracted from this study were summarised by the open coding method in the form of 131 concepts and 32 sub-categories, which finally resulted in 9 main categories. Then, according to the results obtained, a special math curriculum was designed for the first state secondary school. The content validity of the mathematics education curriculum was obtained using the Laushe method (P = 0.05).

The aim of the current research was to study the effectiveness of the home-school collaboration training program on school bonding and peer relation in boy students with attention-deficit/hyperactivity disorder.

The method of research was practical and quasi-experimental pretest-posttest with a control group. The study population included mothers, teachers, and boy students with attention-deficit/ hyperactivity disorder in schools in the 4th district of Tabriz in 2021. Using the convenience sampling method, 30 of these students were selected and randomly assigned into experimental and control groups. The school bonding Questionnaire (SBQ) and Hudson's Index of peers relation(IPR) were used to collect the data before and after the test. The home-school collaboration training program was carried out in nine training sessions for parents and teachers.

Data analysis used with Multivariate analysis of covariance and SPSS-16 revealed that there was a statistically significant difference between the scores of the subjects in the two stages of pre-test and post-test. In the same vein, there was a significant change in peer relationships and school bonds in the experimental group under the influence of the home-school collaboration training program.

Due to the effectiveness of the home-school collaboration training program, the development and implementation of this program is recommended for other groups with disabilities, teachers, and their parents.

 Procrastination is considered an obstacle to academic progress because increasing stress and negative consequences in the academic life of students reduce the quality and quantity of academic success.

 The aim of the present study was to compare the effectiveness of reality therapy and mindfulness-based cognitive therapy (MBCT) in the academic meaning and academic emotions of procrastinating students.

 The current study was an experimental study with a pre-post-test design. The study population included all undergraduate students of Payam Noor University, Bostanabad, East Azerbaijan province, Iran, in the academic year 2020-2021. The sample size included 45 subjects who were selected from the eligible students and divided into three groups based on random allocation using Random Number Generator software (version 1.3). The first experimental group received mindfulness training for 8 one-hour sessions, and the second experimental group received 8 one-hour sessions of reality therapy. Nevertheless, the control group did not receive any intervention. It should be noted that after the end of the study, a compressed combination of interventions was taught to the control group. To collect the data, questionnaires on procrastination (Tuckman, 1991), educational meaning (Henderson-King and Smith, 2006), and Pekrun’s academic emotions (Pekrun et al., 2002) were used. Finally, the collected data were analyzed using multivariate analysis of covariance (MANCOVA) and SPSS software (version 25).

 The results of MANCOVA showed that both MBCT and reality therapy had significant effectiveness in increasing positive emotions and academic meaning and reducing negative emotions compared to the control group (P < 0.01). Additionally, comparing the effectiveness of interventions showed that MBCT was more effective in increasing positive emotions than reality therapy (P < 0.01).

 Mindfulness-based cognitive therapy was more effective in increasing positive emotions and academic meaning than reality therapy. However, the present findings show a promising perspective. Therefore, university and school counseling centers can pay attention to the role of mindfulness interventions and reality therapy in the academic emotions and academic meaning of students.

A specific learning disorder is a neurodevelopmental condition that affects not only individuals but also parents, teachers, and the educational system. The current research aims to study the correlation between hope, self-compassion, mental resilience, and school bonding in students with specific learning disorders.

The descriptive research method used in this study was of the correlation type. The statistical population consisted of students with specific learning disorders and their mothers in Tabriz city during the academic year 2018–2019. A total of 132 mothers and students were selected using the available sampling method, and data were collected using Snyder's Hope Scale (1991), Neff's Self-Compassion Scale (2003), Conner and Davidson's Resilience Scale (2003), and Mouton et al.'s School Bonding Scale (1993). Descriptive statistics methods, such as calculating the mean and standard deviation, were used to analyze the statistical data. Additionally, the Pearson correlation test and multiple regression were performed simultaneously using SPSS23 software to analyze the research hypotheses.

Also, according to the statistical results, school bonding has a positive correlation with self-compassion (p=0/001, r=0/338), hope (p=0.001, r=0.601), resilience, common humanity (p=0.005, r=0.050), mindfulness (p=0.005, 231 r=0/0), and resilience (p=0/001, r=0/405), and negative correlation with isolation (p=0/001, r=0/338), and overidentification (r=0/005) p=0, r=0.241), and there is no significant correlation between the self-kindness and self-judgment, with school bonding of students with special learning disorders. Additionally, the results of multiple regression analysis indicate that 47.5% of the changes in the variance of school bonding can be explained by hope, self-compassion, and parental resilience.

The presence of skills such as empathy, self-kindness, non-judgmental attitude towards failures, motivation, goal planning despite obstacles, and resilience in overcoming negative situations or traumatic experiences from mothers has been found to contribute to predicting the academic success of students with specific learning disabilities.

This research was conducted with the aim of comparing the effectiveness of educational engagement training and intervention based on Dweck’s mindset change on academic well-being and Quality of School Life in second high school students This research was a semi-experimental study with a pre-test-post-test-follow-up design and from a control group. The statistical population of the research included all female students of the second high school students in the city of Mahabad in 2021-2022 academic year. The statistical sample included 45 people who were selected by staged cluster sampling and randomly replaced in two experimental groups and one control group. The data collection tool included Academic Wellbeing Questionnaire (AWBQ) and Quality of School Life Questionnaire (QSL). The intervention tools included the educational engagement training program for 12 sessions of 75 minutes and the Dweck mindset change program for 8 sessions of 50 minutes. Data analysis was done by using analysis of variance and by repeated measurement in version 26 of SPSS program. Data analysis showed that interventions in both educational engagement and dual mindset change had the same effectiveness on academic well-being and Quality of School Life. However, the effects of both interventions for well-being were not stable in the follow-up phase, but in the quality of school life, only the effect of Dweck‘s mindset change intervention was stable in the follow-up phase. According to the findings, it can be stated that the educational engagement training and the intervention of changing the dual mindset are effective interventions to improve the academic well-being and quality of life of students at school.

The objective of this research endeavor was to assess the efficacy of schema-based instruction in word problem solving as a means of enhancing the executive functions of mathematically impaired students with specific learning disorders. This was a semi-experimental study with a control group and a pre-test / post-test design. A purposive sampling method was employed to select 30 second and third grade students with math learning disorders at random from the community of male elementary school students in Tabriz who had specific learning disorders during the academic year 2020-21. These students were then divided into two groups of 15 individuals each. Prior to commencing the training, the study groups provided pre-test scores. Theexperimental group was subsequently instructed in the solution of word problems using Schema-Based Instruction (SBI) for a total of fourteen 45-minute sessions over the course of two months; yet the control group did not receive this training. The Executive Function Questionnaire (BRIEF), Wechsler Intelligence Scales (WISC-IV), and Iran Key Math are examples of research instruments. Post-test scores were collected and analyzed utilizing multivariate covariance subsequent to the instruction. The findings indicated that schema-based instruction negatively impacted the inhibition control and working memory components (p<0.05). It is recommended that educational institutions and learning disorders centers implement schema-based instruction in order to assist students with specific learning disorders in solving mathematical problems.

The aim of this study was to investigate the effectiveness of the academic resilience training program on the academic self-efficacy and motivational structure of students with specific learning disabilities.

Methods & Materials: 

The research method was a semi-experimental type with an experimental-control group and a follow-up phase. The statistical population of this research included fourth, fifth, and sixth-grade students with specific learning disabilities who were referred to Tabriz City Disorders Center in the academic year of 1402-1401. The sample size including 32 people (experimental group 16 people, control group 16 people) were replaced as available. The experimental group was trained in academic resilience and the intervention was implemented for 10 group sessions for 60 minutes on the experimental group. This was while the control group did not receive any intervention. The research tools included McIlroy and Bunting's academic self-efficacy scale and Cox and Klinger's motivational structure questionnaire (PCI). Data were analyzed using SPSS version 28 software and multivariate analysis of variance (repeated measurement).

The results of multivariate analysis of variance (repeated measurement) showed that the educational resilience training package intervention significantly affected the academic self-efficacy and motivational structure of students with special learning disorders in the post-test and follow-up stages.

The findings of this research provide helpful information regarding the academic resilience program, and psychologists and counselors can use this educational package to improve academic self-efficacy and motivational structure in students with specific learning disabilities.

A high sense of belonging to the school and a low level of procrastination can protect against the risk of bullying and victimization. In this way, this research was conducted to investigate the effectiveness of the combined mindset change-motivational program on the sense of belonging to the school and academic procrastination of bullied female students. The research method was semi-experimental with a pre-test-post-test design and a follow-up period with a control group. The research community was formed by female secondary school students in Isfahan in 2022. From the mentioned society, 30 students were selected purposefully and randomly assigned to two experimental and control groups. The pre-test was done through the Brew et al sense of belonging to school questionnaire (2004) and Solomon and Rothblum academic procrastination questionnaire (1984). The experimental group received 8 90-minute sessions of the combined mindset change-motivational program. Finally, the post-test and a three-month follow-up were implemented. Data analysis was done using variance analysis with repeated measurements. There is a significant difference between the sense of belonging and academic procrastination in the two groups in the post-test and follow-up stages, that is, the integrated program of mindset change-motivational has been able to cause a lasting improvement in the sense of belonging and academic procrastination of the bully girl. Based on the results, this program can be used as an effective intervention to help bullied female students and improve their sense of belonging and academic procrastination.

The aim of the current research was to compare the psychological needs, mind theory, and emotion regulation abilities of female students with parental divorce experience and normal female students. The research method was causal-comparative. The statistical population of this research included female students of different faculties of the University of Tabriz in 1401, among whom 120 people were selected as a convenient sample. The sample was selected in such a way that 60 female students who experienced parental divorce were selected. Then, 60 female students who did not have the experience of parental divorce were selected according to their age, education, and marital status in an accessible manner. To collect the data, basic psychological needs questionnaire (BNSG-S) Deci & Ryan  (2000), emotional regulation questionnaire (CERQ) Garnefski & Kraaij (2006)  and mind reading questionnaire (RMET) Baron & Cohen (2001)   were used. Multivariate analysis of variance and independent t-test showed that the dimension of independence, competence, and connection of psychological needs, mind theory, and adaptive emotion regulation strategies among female students with parental divorce experience is significantly lower than normal students. but The amount of non-compromised emotion regulation strategies among female students with parental divorce experience is significantly higher than among normal students (p≤0/05). According to the findings, it is concluded that there is a difference between female students with and without parental divorce experience in terms of these three variables.

The present study was conducted with the aim of investigating the effect of the effectiveness of acceptance and commitment therapy on the academic resilience of students with special learning disabilities.

This research was a semi-experimental study with pre-test/post-test and had a control group. The statistical population of the research is all female students who referred to learning disorder centers in Tehran. To select the sample, through available sampling, 30 female students with special learning disabilities who referred to learning disability centers in the 2022-2023 academic year were selected and randomly divided into two groups of 15 people. Both groups responded to the academic resilience scale in three stages before the intervention, after the intervention and three months after the intervention. The data was analyzed using mixed variance analysis method in SPSS24.

The results of the research showed that the acceptance and commitment training program is effective on the components of academic resilience of students with special learning disabilities and the effect of the intervention was stable in the follow-up phase.

Based on the findings, acceptance and commitment training can improve the academic status of students with learning disabilities by improving academic efficiency and empower them to face academic challenges and pave the way. Further research should be done in the field of interventions related to students with special learning disabilities.

In recent years, research has witnessed an exciting change toward well-being and health instead of emphasizing disorders and inefficiency. The current study aimed to assess the effect of a mindfulness-based resilience training program on the psychological well-being of medical students during the COVID-19 pandemic.

The current study was quasi-experimental with a control group and a pre/post design. A sample of 30 students was randomly selected from a community of medical students at the Tabriz University of Medical Sciences in the academic year 2021-2022. These students were randomly divided into two groups of 15 participants. The tools used in this research included Ryff’s Psychological Well-Being Questionnaire (PWB-18) and an integrated training program for resilience and mindfulness.

The findings showed an integrated training program of resilience and mindfulness positively affected students’ psychological well-being. In addition, this intervention was able to explain 59% of the combined variance of psychological well-being variables.

The results of the current study found that an integrated training program of resilience and mindfulness can improve individuals’ psychological well-being during a difficult situation such as the COVID-19 pandemic.

The purpose of this study was to develop a school-based positive education package and its effectiveness on subjective well-being of sixth grade elementary students. The research method was qualitative-quantitative. First, with the descriptive-analytical method and mixed synthesis research approach, the content validity index for the whole educational package was 0.86, which indicates the appropriate face and content validity. Then, two classes (n= 59) of sixth grade male elementary school students in District 1 of Tehran were selected in a multi-stage random manner and randomly assigned to the experimental group (n= 28) and the control group (n= 30). The quantitative method was quasi-experimental with a pre-test-post-test design with a control group using the Renshaw Subjective Well-Being Questionnaire (2014). The results of analysis of covariance showed that the scores of subjective well-being in the experimental group were higher than the control group. Therefore, positive school-based education has a positive effect on students' subjective well-being (P <0.001).

The purpose of this study was to develop a school-based positive education package and determine its effectiveness on the subjective well-being of sixth grade elementary students. The school environment is composed of cognitive, physical and social environment (Marsh, 2004), but current schools pay more attention to the environmental and sometimes physical aspects. One of the problems of schools, along with their other problems, is their industrial form and structure, their mechanical attitude towards students, their indifference to personal experience, and their emphasis on the usefulness of tools and things out of reach. Providing a suitable educational environment for children requires the development of practical and useful educational programs (Mehrmohammadi, et al, 2010).The traditional education approach seeks to create a single environment and look at individual education, while modern education is trying to build a broad environment and social education of knowledge learners (Fetsco, et al, 2005).  Positive psychology approach by changing the paradigm of schools from a traditional perspective that deals with academic problems such as interpersonal problems, dropouts and dropouts; Pays attention to newer attitudes and attention to positive behavioral potentials of students including abilities, human virtues, happiness, moral qualities, behavior and positive thoughts (Shoshani, et al, 2016; Shankland, et al, 2017; Seligman, et al, 2006). The effectiveness of positive psychology interventions has been confirmed in various researches (Badri, et al, 2019; Shoshani, et al, 2017; Dokri, et al, 2014; Waters, 2011).Positive school-based education includes evidence-based programs that improve students' well-being and school-level mental health (Matthew, et al, 2015; Ferguson, 2018; Blake, 2019; White, et al, 2018; ​​Robinson, 2020).The three main hypotheses in this study are: 1. A school-based positive education package can be designed for sixth grade elementary students. 2- The designed training package has a suitable validity for implementation. 3- The educational package has a significant effect on students' subjective well-being.

The research questions are: 1. Can a school-based positive education training package be designed for sixth grade elementary students? 2- Is the designed training package suitable for implementation? 2- Does the educational package have a significant effect on students' mental well-being?First, to explain the conceptual framework of empowerment based on positive school-based education and also to design and develop an educational package, a descriptive-analytical method with a synthetic research approach of mixed synthesis research was used. After reviewing and modifying the program, it was designed and compiled and in order to validate it, the face and content validity method was used. In face validity, semi-structured interviews with subject matter experts were used. In order to determine the content validity ratio (CVR) of the educational package, the Lawshe method was used to convert qualitative judgment into quantity by 14 experts. In determining the effectiveness depending on mental well-being, the present study was a quasi-experimental study with a pretest-posttest design with a control group. The statistical population was the sixth grade elementary school students in District 1 of Tehran in the academic year of 2019-2020. The sample size consisted of 50 people (28 experimental group and 31 control group) who were selected by multi-stage random sampling. First, one of the 22 districts of Tehran was selected as an education district, and then, from the list of boys' primary schools, two schools were selected.The research tool was the Student Mental Well-Being Questionnaire (SSWQ), which was developed by Renshaw in 2014 and has 16 items. The validity coefficient of this tool by the developers using Cronbach's alpha method for the whole test is 0.86 and each of the subscales includes: communication with the school 0.72, enjoyment of learning 0.74, educational goals 0.72 and academic efficiency 0.78 was obtained (Renshaw, et al, 2014).

The research findings based on different stages of synthesis are presented as follows. First, to identify first-hand sources, articles, books, and related documents, limited to the past three decades, were collected using databases and written resource storage centers. Finally, the main themes of the training package and the time required for teaching are derived from written sources such as the Gilant Garmar model of schools (Norrish, et al, 2011), positivism and positivism (Quilliam, 2003; Baratisedeh, et al, 2011), Positive psychology techniques (Magyar-Moei, 2009) and internal and external articles and research projects. The overall content validity index was estimated to be 0.86.In the quantitative part, the collected data were analyzed by SPSS software version 21 using statistical tests. To test the research hypothesis (school-based positive education training package affects the levels of mental well-being including relationship with school, enjoyment of learning, educational goals and academic effectiveness), first the hypotheses of parametric statistics and analysis of covariance were examined. Due to the observance of the basic assumptions of analysis of covariance, including the homogeneity of regression slopes and the homogeneity of interactive effects, multivariate analysis of covariance (MANCOVA) and univariate analysis of covariance (ANCOVA) were used to test the research hypothesis.To investigate whether the school-based positive education model has a significant effect on the combination of school communication scores, learning pleasure, educational goals and academic efficiency in elementary students or not, Hoteling T statistic (p<0.001, F=31.29, T Hoteling=3.19) showed that there is a significant difference between the groups in relation to school, learning pleasure, educational goals and academic efficiency.The results in Table 1 show that the school-based positive education package focuses on relationship with the school (P<0.0001, F=19.78), learning pleasure (P<0.0001, F=31.11), educational goals (P<0.0001, F=18.81) and academic efficiency (P<0.002, F=10.63) have a significant effect. So the answer to the research question is yes. The results also show that positive school-based education can explain %27 of changes in school communication, %37 of changes in learning pleasure, %26 of changes in educational goals, and %16 of changes in academic efficiency.

Extracted themes, self-awareness, cognition of thoughts, feelings and behavior; Self-confidence, optimism and self-esteem; Thinking positive; The importance of emotions and positive thoughts in education; Resilience and problem-solving methods; Hope, appreciation and gratitude; Purposefulness and having meaning in life; Empathy and forgiveness; Social responsibility and positive interpersonal communication; Cultivation of moral values, secretarial abilities and immersion. The results showed that the school-based positive education package has a positive and significant effect on students' mental well-being. The variables of degree, gender and geographical location have been controlled in this study, so care should be taken in generalizing the results.Considering the validity of the positive education package, it is suggested that school counselors, while paying attention to students' psychological issues, also take action to recognize their psychological abilities. It is better to teach the concepts of positive psychology to both students and parents.

 This research aimed to systematically investigate and assess the lived experiences of students with substance-dependent fathers.

This research was qualitative of phenomenological type. The statistical population included students with substance-dependent fathers in the city of Tabriz, 21 of whom were selected by snowball sampling. The data collection tool was an in-depth semi-structured interview. Simultaneously with data collection, coding and analysis were performed using the Colaizzi's method.

The findings showed that the lived experiences of this group of students included 6 general dimensions of psychological experiences, social experiences, family experiences, economic experiences, educational experiences, behavioral experiences, religious experiences, and 24 subcategories.

Comprehensive interventions, including family, social, economic, and psychological support are suggested to this group of students.

Social anxiety Disorder is one of the most common anxiety disorders in the clinical sample. So far, many methods have been used to improve and treat this disorder, among which interventions based on acceptance and commitment are one of the most effective methods.
The present study was conducted with the aim of meta-analyzing the effect of interventions based on acceptance and commitment on social anxiety disorder and resolving possible contradictions in the results of different studies. The statistical population of this research included the researches conducted in the field of the effectiveness of interventions based on acceptance and commitment on social anxiety during the last 20 years in Iran (1380-1401) and international levels (2000-2022).
Based on the defined entry and exit criteria, 40 studies that had appropriate scientific and methodological conditions were selected to enter the meta-analysis. The results showed that the average size of the combined effects of the fixed model is -0.874 and that of the random model is -1.234, both of which are statistically significant. This shows the positive effect of interventions based on acceptance and commitment on social anxiety.
Therefore, it can be concluded that by using interventions based on acceptance and commitment, the amount of social anxiety in people can be reduced.

The purpose of the present study was to determine the effects of emotion regulation training on aggression, bullying, and victimization of female students with attention-deficit/hyperactivity disorder. This experimental research used a pretest-posttest design with a control group. The statistical population of this study included all female students with attention-deficit/hyperactivity disorder referred to counseling centers in District 3 of Tabriz. Participants were selected through convenience sampling and divided into two groups of 15 students each. Both experimental and control groups took the pretest; then, the experimental group received an intervention in the form of eight sessions of emotion regulation training. The post-test was given to both groups, and the follow-up stage was conducted with a two-month interval for both experimental and control groups. The Aggression Questionnaire, and Peer Interactions in Primary School (PIPS) Questionnaire were used to collect data. The results showed a significant decrease in the mean scores of aggression, bullying, and victimization in the post-test stage in the experimental group. However, the changes in aggression, bullying, and victimization variables did not change significantly from the post-test to the follow-up stage. Therefore, it can be concluded that counselors cand use this intervention to prevent and reduce aggressive behaviors, bullying and victimization in this group of peope.

The aim of this study was to investigate the effectiveness of emotional self-regulation training on reducing bullying behaviors of male high school students in Sanandaj. The research method was quasi experimental with pre-test, post-test and control group and Patchin and Hindoja (2011) bullying scale was used as a research tool. For sampling, first a school was selected by cluster random sampling and 40 students with the highest bullying behavior were identified and then randomly assigned to an experimental and a control group. In the practical phase of the study, the emotional self-regulation training program was presented to the experimental group in 10 sessions of 75 minutes for 5 consecutive weeks (two sessions per week), while the control group was not exposed to any intervention. Data analyzed using covariance test. Results showed a significant effectiveness of emotional self-regulation training on reducing bullying behavior of students in experimental group both in the experimental and follow-up stages (P <0.05). Based on these findings, it is suggested that emotional self-regulation trainig be included in anti-bullying programs in schools as an effective intervention for reducing bullying behaviors among students.

The present study aimed to predict adolescents’ self-compassion based on family function and psychosocial climate of the classroom.

The research method was descriptive-correlational. All of the statistical population of the study were high school students in Bandar Abbas city in the academic year of 2018-2019, from which 302 students (124 males and 178 females) were selected by multi-stage random cluster sampling. The data collection instruments included Self-Compassion Scale, Family Assessment Device, and My Class Inventory questionnaires. Simultaneous multiple regression analysis was used to analyze the data.

The results of regression analysis revealed that roughly, 35% of the total variance of self-compassion is predicted through family function and psychosocial climate of the classroom components (P<.01). The findings indicated that problem solving, role, emotional involvement, behavioral control, and friction were positive and significant predictors of self-compassion. In addition, task orientation was a negative and significant predictor of self-compassion.

According to the results, self-compassion is one of the characteristics that the family and educational environments play an important role in its development, which highlights the need for attentions of parents and teachers to improve the conditions of these two environments.

Pluralistic and varied Iranian society, requires a sensitive and responsive curriculum multicultural features. This research was conducted using a qualitative research method of synthesis research with the aim of identifying the Components multicultural curriculum.The studied sources include all valid scientific articles in this field. Due to regular searches in databases, in the period from 2007 to 2022, 1024 documents were identified and then based on the input criteria, 24 studies including articles, theses, and books were finally selected for the final analysis. To provide information, a worksheet designed by the researcher was used to report and record the information of the initial research, and to analyze the findings,a six-step Roberts synthesis model was used. According to the findings, the components of multicultural Curriculum were presented. Therefore, four components of human-oriented, minority-oriented, education-oriented and pluralistic were identified with 15 sub-themes, which in total include 163 basic themes. Also, the results showed that with the complete appearance of the components in the curriculum, one-sidedness in curriculum planning in favor of a specific culture will be avoided.
Keywords: multicultural education, multicultural, Synthesis Research, Components Curriculum
It is believed that the problems caused by multiculturalism can only be solved through multicultural education (Aslan, 2019), which has been discussed for years and although it has not yet evolved (Race, 2019) and its meaning has changed, but the aspects Its essence has been preserved (Castillo, Donoso & Ortega, 2020). Hermino (Hermino, 2014) considers the duty of multicultural education to discover differences as a gift from God that we should treat these differences with tolerance and respect (Arifin & Hermino, 2017) and the purpose of education in The case of the diversity of cultures in response to demographic and cultural changes in a particular society or even at the global level (Gorski & Pothini, 2014) and the acquisition of students with appropriate knowledge, attitude and skills for effective and successful participation in a society. He is a democrat. Because in the 21st century, young people are increasingly challenged to have the ability to work across cultures and political boundaries, they must increase their understanding of other cultures (Dwiningrum & et al, 2021).
Considering that the results of the analysis of upstream documents indicate that multicultural education in Iran has been paid attention to some extent, but it has not been used in a transparent manner and using multicultural literature (Havasbeigi, 2017), the need to identify the components Multicultural education seems to be a necessary thing, so that the content of the designed curriculum has coherence, comprehensiveness and inclusion based on multicultural standards, which currently textbooks are either not properly realized, or if they appear, the quality of attention is not appropriate. be
Therefore, based on the inherent diversity in Iran's pluralistic and culturally diverse society in different ethnic, linguistic and religious dimensions, the domination and sovereignty of a curriculum indifferent to multiculturalism will be in conflict with the realities of the society and considering that 80 to 95 The percentage of time students spend in class with textbooks has a major impact on their knowledge and behavior in the future (Banks, 2016), reflecting diversity and in other words multicultural education in the curriculum is necessary and expected. Therefore, the current research aims to identify the components of multicultural education to plan in the curriculum in order to avoid one-sidedness in favor of a particular culture in textbooks, and seeks to answer this question:What are the components of the multicultural curriculum?
The current research was conducted with the qualitative research method of synthesis research with the aim of identifying the characteristics of the components of multicultural education. The studied sources include all valid scientific articles in this field in the period from 2007 to 2022, according to the regular search in the databases, 1024 scientific documents were identified and based on the input criteria, 24 studies including articles were found. The letter and book were selected for final analysis. In order to provide information, the worksheet designed by the researcher was used to report and record the information of primary researches, and the six-step model of Roberts synthesis was used for the analysis. Then, in order to identify the components of multicultural education, the findings of the selected documents about the subject of the research were combined and with repeated and detailed readings, as well as comparing similar and contradictory findings by coding with different colors of the class. Necessary classification was done. Data analysis was done based on the coding process based on thematic analysis. Similar codes that almost refer to the same concept were combined and formed the basic themes. From the combination of basic themes, sub-themes were formulated. Finally, by classifying sub-themes, components (main themes) were extracted by inductive method.
According to the findings of the research related to the purpose of the research in Table 1 and after repeated review by the researchers, all the basic concepts were grouped around 15 sub-themes and finally organized in the form of 4 main themes or the desired components. Based on this, the human-oriented component includes 3 sub-themes and 29 basic themes, the minority-oriented component includes 4 sub-themes and 34 basic themes, the education-oriented component includes 4 sub-themes and 48 basic themes, and finally the plurality component. It is oriented and includes 52 basic themes with 4 sub-themes.
Discussion and If we use the research evidence as the basis of the analysis, we will reach the inferential conclusion that multicultural education, considering its scope, extent and importance, will require systematization in education and the need to identify its components. However, the search results in related sources show that the efforts made inside and outside the country lack comprehensiveness in presenting the components of education, because in most researches, researchers focus more on a specific aspect. The goals of multicultural education have been emphasized or the components have been presented in a way that lacks the necessary comprehensiveness, inclusion and coherence. However, the findings of this research have been able to include the multicultural concern from a political-cultural and philosophical perspective in an educational format in order to avoid one-sidedness in the multicultural curriculum. Therefore, the use of the findings of this research is suggested to the curriculum planners, considering the components of multicultural education, on the one hand, they were freed from the trap of common and wrong beliefs about multicultural education, and on the other hand, they were freed from one-sidedness in Curriculum planning in favor of a specific culture was avoided.