تکانشگری

The present study aimed to examine the effectiveness of Eye Movement Desensitization and Reprocessing (EMDR) therapy on emotion regulation difficulties and impulsivity in women with binge eating disorder.

This applied research employed a quasi-experimental design using a two-group model with pre-test, post-test, and follow-up phases, including a control group. The statistical population consisted of women diagnosed with binge eating disorder who referred to the Mastaneh Psychology Clinic in 2023. A total of 40 participants were selected purposefully based on inclusion and exclusion criteria. They were then randomly assigned to an experimental group (n = 20) and a control group (n = 20). The experimental group received eight 90-minute sessions of EMDR therapy (Luber, 2019), while the control group remained on a waiting list. Both groups completed the research instruments during the pre-test, post-test, and follow-up stages, which included the Binge Eating Scale (Gormally et al., 1982), the Difficulties in Emotion Regulation Scale (Gratz & Roemer, 2004), and the Impulsivity Questionnaire. Collected data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (repeated measures analysis of variance and Bonferroni post-hoc test) in SPSS version 26.

The results indicated that EMDR therapy led to a reduction in emotion regulation difficulties and impulsivity in women with binge eating disorder.

Therefore, it can be concluded that EMDR therapy results in improvements in cognitive-emotional and behavioral dimensions, and incorporating this method into current treatment protocols for binge eating disorder may enhance therapeutic outcomes.
Keywords: Eye Movement Desensitization and Reprocessing (EMDR) therapy, emotion regulation difficulties, impulsivity, women with binge eating disorder.

The behavioral inhibition system (BIS) and behavioral activation system (BAS), which primarily underlie emotions and behaviors, are associated with borderline personality disorder. However, the reasons behind these associations in adolescents require further exploration.

The present study aimed to investigate the role of brain inhibition/activation systems (BIS/BAS) in impulsivity with a mediating role of emotion dysregulation in female vocational school teenagers with borderline personality disorder.

The current descriptive-correlational study was conducted on a statistical population of all female students of technical vocational schools with borderline personality disorder in District 5 of Tehran. Thus, 176 female students of technical and vocational schools were selected through purposive sampling. Data collection tools included the Borderline Personality Scale (STB) by Jackson and Claridge (1991), Behavioral Inhibition System (BIS)/ Behavioral Activation System (BAS) questionnaire developed by Carver and White (1994), Barrett impulsiveness scale (2004), and Gratz and Roemer's Emotion Dysregulation Scale (2004). Data were analyzed by structural equation modeling with Smart PLS software using the Partial Least Square method.

According to the results, the indirect effect of brain activation/inhibition systems on impulsivity with the mediating role of emotion dysregulation was 0.523 and significant at the 0.05 level (p< 0.05). The direct effect of brain systems on emotion dysregulation and impulsivity was 0.436 and 0.463, respectively, which was significant at the 0.05 level (p< 0.05). The direct effect of emotion dysregulation on impulsivity was 0.524 and significant at the 0.05 level (P< 0.05).

As shown in this study, there was a significant relationship between the sensitivity of brain systems in emotion dysregulation and subsequently impulsivity. Thus, impulsivity-prone teenagers and students should be identified to provide them with preventive interventions (e.g., coping strategies and strengthening protective factors such as individual, social, and family support).

The purpose of the current study was to investigate the efficacy of self-differentiation training on the sensation-seeking and impulsivity of students from divorced families who are inclined to engage in hazardous behaviors. The research method was semi-experimental, utilizing a three-phase design (pre-test, post-test, follow-up) with a two-month follow-up period. The statistical population of the study included students from divorced families inclined towards risky behaviors who were studying in the first and second grades of high school during the 2021-2022 academic year in Bandar Abbas. In this study, 35 students from divorced families who were inclined toward hazardous behaviors (26 boys and 9 girls) were randomly assigned to the experimental and control groups (18 students in the experimental group and 17 students in the control group) through purposive sampling. Students in the experimental group participated in ten 75-minute sessions over the course of ten weeks to receive self-differentiation training. The study utilized the Risky Behavior Questionnaire (HRBQ), the Sensation-Seeking Questionnaire (SSQ), and the Impulsivity Questionnaire (BIS). The obtained data were analyzed using mixed analysis of variance with SPSS23 statistical software. The results indicated that self-differentiation training had a significant effect on sensation-seeking (p < 0.0001; Eta = 0.57; F = 43.55) and impulsivity (p < 0.0001; Eta = 0.46; F = 28.71) among students from divorced families who were inclined to engage in hazardous behaviors. From the research results, it can be inferred that self-differentiation training, which employs techniques such as the differentiation between rational and irrational beliefs, the provision of participants with specific communication skills, and the acceptance of responsibility, can be an effective approach to reducing sensation-seeking and impulsivity in students from divorced families who are inclined to engage in risky behaviors.

Bullying represents one of the most harmful and aggressive forms of misconduct, prevalent in many school environments. This behavior can have lasting and detrimental effects on both the individual being bullied and the bully themselves, contributing to a range of psychological issues, emotional distress, and even physical harm. Within the school context, bullying is a persistent issue that significantly impacts students' lives, shaping their experiences and influencing their mental well-being and academic performance.Bullying can take on multiple forms, encompassing verbal and physical aggression, threats, ridicule, and coercion. It often includes direct harassment, verbal abuse, and hostile behaviors intended to intimidate, isolate, or demean others. This behavior can also manifest in subtler forms, such as threatening body language or expressions that convey contempt or hostility. Through these varied behaviors, bullying not only disrupts the victim’s sense of safety and self-worth but can also affect the overall school climate, leading to a hostile environment that impacts all students.The significance of addressing bullying is critical, as unchecked bullying can lead to a cycle of aggression and retaliation that escalates the intensity of the misconduct over time. Research has shown that bullying not only leads to psychological harm in victims—such as anxiety, depression, and decreased self-esteem—but can also reinforce negative behaviors in bullies, increasing their likelihood of engaging in other forms of delinquent or antisocial behavior.In response to this pervasive issue, the current study aimed to evaluate the effectiveness of anger management training based on cognitive approaches in reducing impulsivity among male bully students. By addressing impulsivity, a known predictor of aggressive and bullying behaviors, this intervention seeks to equip students with cognitive tools to recognize, regulate, and redirect their anger in healthier, less destructive ways. This approach focuses on helping bully students develop skills in self-awareness, emotional regulation, and constructive communication, ultimately fostering a shift toward more prosocial behavior. 

This study utilized a quasi-experimental design, incorporating pretest, posttest, a control group, and a two-month follow-up to assess the effectiveness of cognitive-based anger management training on reducing impulsivity in male bully students. The statistical population included male bully students enrolled in the first year of high school in Bandar Abbas during the 2019-2020 academic year. Through purposive sampling, 30 male students exhibiting bullying behaviors were selected and then randomly assigned to either the experimental or control group, with each group initially containing 15 students.The experimental group participated in eight intervention sessions, each lasting 75 minutes, over the course of one month. These sessions focused on anger management techniques based on the cognitive approach as outlined by Shokouhi Yekta and Kakabaraei (2017). However, during the study, 2 students from the experimental group and 3 from the control group discontinued participation, leaving a final sample of 25 students—13 in the experimental group and 12 in the control group.The study employed two primary assessment tools: the Illinois Bullying Scale (IBS), developed by Espelage and Holt (2001), to measure bullying behavior, and the Barratt Impulsivity Scale (BIS), established by Barratt, Stanford, Kent, and Felthous (2004), to assess impulsivity levels. Data collected from these tools were analyzed using Mixed ANOVA in SPSS-23 software, a statistical method chosen due to the study’s structure, which involved two groups (experimental and control) and three measurement points (pretest, posttest, and follow-up). This approach allowed for a comprehensive examination of the intervention's short- and long-term effects on impulsivity in bully students. 

The results demonstrated that cognitive-based anger management training had a significant impact on reducing impulsivity among male bully students (p < 0.001). Descriptive findings further revealed a decrease in mean impulsivity scores and its specific dimensions among students who exhibited bullying behaviors. Importantly, these reductions were sustained during the two-month follow-up period, indicating that the intervention's effects persisted over time. Consequently, the bullying behaviors of these students did not revert to pre-intervention levels, suggesting that cognitive-based anger management may be an effective long-term strategy for mitigating impulsive tendencies and associated aggressive behaviors in bullying students. 

The findings of this study suggest that cognitive-behavioral anger management training is an effective method for reducing impulsivity in male students who engage in bullying behaviors. By focusing on key areas such as anger management skills, practical techniques, and cognitive self-instruction, this approach enables students to manage their anger more constructively. Specifically, cognitive-behavioral training helps bullying students recognize and understand the thoughts and emotions related to anger and bullying, increases their tolerance for anger-provoking situations, and raises their awareness of related physiological changes.This training encourages students to improve social cognition through techniques like relaxation exercises, positive self-talk, and assertiveness skills. As a result, they experience a reduction in impulsive behaviors, which also decreases their tendency to engage in bullying. Moreover, cognitive-based anger management training equips students with alternative ways to express emotions, fostering more adaptive and non-aggressive forms of self-expression. This approach teaches effective coping strategies, students who undergo this training are less likely to exhibit anger, irritability, and impulsive aggression.

The aim of this study was to compare impulsivity, self-control and social desirability in patients with coronavirus and patients admitted to the surgical ward. The study method was a causal-comparative study. The statistical population of the study consisted of all patients admitted to Imam Hossein Hospital in Shahroud in 1399. Sampling method In this study, sampling was available; According to the statistical population, the sample size was 100 people (50 patients with covid-19) and (50 patients admitted to the surgical ward). The research instruments were impulsivity questionnaire, social utility questionnaire and restraint questionnaire. Multivariate analysis of variance was used to analyze statistical data. The results showed that there was a significant difference between patients with Quid 19 and patients admitted to the surgical ward in the characteristics of self-control (p = 0.003) and social desirability (p = 0.002). Also, there was no significant difference in the impulsivity between patients with Quid 19 and patients admitted to the surgical ward. Therefore, patients with coronavirus have lower social desirability and self-control than patients admitted to the surgical ward.

This study aimed to determine the effect of positive training on impulsivity and self-compassion in substance-dependent men. This was a quasi-experimental study with a posttest-follow-up design of a control group. The sample size of 40 subjects was selected by purposeful sampling method from among 123 men addicted to drugs in Islamshahr and were targeted sampling method to two experimental (n=20) and control (n=20) groups. The participants completed the Dickman Impulsivity Scale (2008) and Self Compassion of Raes, Pommier, Neff & Van Gucht (2011) Questionnaire Questionnaire as the posttest, and follow-up. Meanwhile, the subjects in the experimental group received positive training during 14 sessions of 90 minutes. Data analysis was using analysis of covariance. The results showed that positive training effectively improved impulsivity and self-compassion in men's substance dependents, which continued in the follow-up stages (p<0/01). This study showed that positive training could be used as an appropriate method to improve impulsivity andself-compassion in drug-dependent men and thus reduce the harmful effects of addiction.

The present study aimed to compare the effectiveness of narrative therapy and emotion-focused therapy on early maladaptive schemas, impulsivity, and depression among students with suicidal thoughts. The study employed a semi-experimental design with a pretest-posttest approach and a control group. The statistical population comprised all male high school students in District 14 of Tehran for the academic year 1402-1401. The sample was selected through cluster sampling, with 60 students randomly assigned to three groups (2 experimental groups, one control group, 20 peoples each), based on a cutoff point. The research instruments were included Young's Early Maladaptive Schemas Questionnaire, the Barratt Impulsivity Scale and the Beck Depression Inventory. Interventions were the narrative therapy and emotion-focused therapy (8 sessions of 90 mins, per week, each). The analysis of covariance results at the posttest stage indicated a significant difference of the meam scores between narrative therapy and emotion-focused therapy groups opposed to the control group. However, no significant difference was observed between the two interventions. Thus, both narrative therapy and emotion-focused therapy had a positive impact on reducing early maladaptive schemas, impulsivity, and depression among students with suicidal thoughts.

The present study was conducted to investigate the effectiveness of acceptance and commitment based parenting on parent-child interaction and impulsivity of students with externalized behavioral-emotional problems. The statistical population included students with externalized behavioral-emotional problems who were studying in the first period of secondary school in the academic year of 2022-2023 in Islamshahr city. In this research, 35 students with externalized emotional-behavioral problems were selected by purposeful sampling (according to the criteria for entering the research) and randomly assigned to experimental and control groups (18 students in the experimental group and 17 students in the control group). The parents of the students in the experimental group received the acceptance and commitment based parenting intervention during eight weeks in eight 90-minute sessions. Children and Adolescents Behavioral- Emotional Inventory (CABEA), Parent-Child Interaction Questionnaire (PCIQ) and Impulsivity Questionnaire (IQ) were used in the present study. The data were analyzed through mixed ANOVA via SPSS23 software. The results showed that acceptance and commitment based parenting has significant effect on the parent-child interaction (p<0001, Eta=0.53, F=37.42) and impulsivity (p<0001, Eta= 0.66, F=64.20) in the students with externalized behavioral-emotional problems. According to the findings of the present study, acceptance and commitment based parenting can be used as an efficient method to increase parent-child interaction and decrease impulsivity of students with externalized behavioral-emotional problems through employing Cognitive flexibility and familiarity of parents with psychological privacy and demarcation between parent and child, inappropriate control methods and ineffective and irrational beliefs and principles.

The prevalence of Internalized and Externalized disorders in Adolescents is on of the serious threats to mental health in the world. Therefore, the purpose of this research was to investigate the causal model of The Internalized and Externalized disorders in Adolescents Based on Impulsivity with the Mediating Role of Adaptive and Maladaptive Cognitive Emotion Regulation Strategies. The statistical population of the research was made up of all male and female students of the second year of high school in Andimshek city, out of which 326 were selected by multi-stage cluster sampling method. were selected as samples. The tools used in this research included the youth self-report scale (Aschenbach and Rescorella, 2001), the impulsivity (Patton et al, 1995), and the Cognitive emotion regulation (Garnefski et al, 2001). To analyze the data, the method of structural equation with intermediary relation was used with Amos/18 software. The findings showed that for both indirect paths of impulsivity on internalized disorders through adaptive and maladaptive strategies of cognitive emotion regulation are not significant and reject (p>0/05). Also, the two indirect paths of impulsivity on externalized disorders adaptive and maladaptive strategies of cognitive emotion regulation are significant and confirmed (p<0/05). Based on the research findings, adaptive and maladaptive strategies of cognitive emotion regulation can play mediating role on relationship between impulsivity and internalized and externalized disorders of adolescents. The evaluated model has a favorable fit and is an important step toward identifying the effective factors in internalized and externalized disorders of adolescents.

The current research aimed to explore how impulsivity and cognitive emotion regulation influence students' inclination towards tendency to risky behaviors. Utilizing a correlational study design, 224 first-year students (112 females and 132 males) from a university in Bojnourd were chosen via stratified sampling. They completed the Iranian Adolescents Risk-taking Scale (IARS), the Barratt Impulsiveness Scale-11 (BIS-11), and Cognitive Emotion Regulation Questionnaire (CERQ). The analysis, conducted with Pearson correlation coefficient and stepwise regression. The results revealed that the tendency to use drugs (R2=0.12), alcohol (R2=0.04), smoking (R2=0.08), as well as the tendency to violence (R2=0.06), sexual behaviour (R2=0.24), and establishing a relationship with the opposite sex (R2=0.10), can be explained in terms of the cognitive emotion regulation of and impulsivity. Furthermore, the stepwise regression demonstrated that these two factors are predictors of risky behaviors among students. In conclusion, the findings of this study indicate that impulsivity, or acting without reflection and cognitive regulation of emotions, and the processes of reviewing, evaluating and adjusting emotional reactions, play a role in students' tendency to engage in risky behaviours.

As the Internet becomes increasingly prevalent in daily life, negative impacts have also grown. One such impact is Problematic Internet Use (PIU). This study aimed to investigate the mediating roles of Maladaptive Emotion Regulation (MER) and Impulsivity (IMP) in the relationship between Shame and PIU.

The present study utilized a descriptive-correlation design and path analysis using SPSS version 26 and AMOS version 24  to investigate the relationship between Shame (Cohen et al., 2011), Maladaptive Emotion Regulation (Garnefski, 2006), Impulsivity (Barrat, 1995), and Problematic Internet Use (Kaplan, 2010) questionnaires in a sample of 340 (male and female) University of Tabriz students in the academic year 1402-1403, selected using a multi-stage cluster random sampling method based on Kline's formula.

The results showed that there is a direct and indirect relationship between the feeling of shame Problematic use of the Internet through impulsivity. Also, the fit indices showed that the research model has a good fit. The relationship between the experience of shame and Problematic use of the Internet was significant with the mediation of impulsivity (p< 0.01). However, the effect of maladaptive emotion regulation (p<0.05) on Problematic use of the Internet was not significant.The data analysis demonstrated that Shame is positively associated with Problematic Internet Use (PIU), both directly and indirectly through the mediating effect of Impulsivity. The proposed model exhibited a strong fit with the data. Specifically, the direct relationship between Shame and PIU was significant (p < 0.01), as was the indirect effect of Shame on PIU via Impulsivity (p < 0.05).

The study's findings demonstrate that Shame is a significant factor in the development of Problematic Internet Use, with Impulsivity playing a mediating role. This suggests that efforts to address and reduce PIU may benefit from considering individuals’ experiences of Shame, as well as strategies for improving emotional regulation. Future research may expand upon these findings to develop more comprehensive models of PIU, leading to improved interventions and preventive measures.

One of the most important treatment groups are nurses. Also, nurses are responsible for important tasks such as mental and physical care of patients, so the above activities play a significant role in the occurrence of physical and mental disorders of this group if the safety and welfare principles are not followed. Therefore, the present study was conducted with the aim of investigating the relationship between impulsivity and resilience with the interpersonal relationships of nurses working in the Ibn Sinai Psychiatric Hospital of Mashhad. The current research is descriptive of the correlation type. The statistical population of the research was formed by all the nurses of Ibn Sina Psychiatric Hospital of Mashhad in 1402 (community size 250 people). The sample size of the present study is 148 nurses who were selected based on the Morgan and Gergesi table by purposive sampling. To collect data from the Connor-Davidson Resilience Questionnaire (2003), Manjemizadeh Interpersonal Relationships (2013), Barrett et al.'s Impulsivity Questionnaire (2004) and to check the research hypotheses from the Pearson correlation coefficient and multiple regression analysis using SPSS-22 software was used. According to the values of B, beta, t and significance level, the research results showed that there is a negative and significant correlation between impulsivity and interpersonal relationships of nurses working in Ibn Sina Psychiatric Hospital of Mashhad. And a positive and significant correlation was observed between resilience and interpersonal relationships in this group (P<0.05).

Adolescence is a period of fundamental change in emotional, social, neurological, and cognitive development that is particularly associated with increased vulnerability to injuries such as car accidents, violent crime, addiction and sexual relations. accordingly the aim of this study was to Evaluating the role of emotion dysregulation in relationship between brain/behavioral system(behavioral activation / behavioral inhibition), impulsivity and delay discounting in high risk behaviors of in secondary high school girls and boys. 321 male and female students were selected by multi - stage cluster sampling method. The scales used in this study include Carver & White (1994) Behavioral Activation / Behavioral Inhibition System Scale; Impulsivity Scale Linam (2013); Kirby & Marakwick Money Selection Scale (1996); Kirby, Petri and Bickle (1999); Graz and Roemer Emotion dysRegulation Disorder Scale (2004); Iranian Adolescents Risk Scale Ali zadeh Mohammadi (2008); Is. Data analysis was performed by Pearson correlation method and structural equation modeling using AMOS software version 24 and SPSS version 23. Behavioral activation/inhibition system and disturbance in emotional regulation had a direct effect on high-risk behaviors. Disturbances in emotion regulation in relation to the behavioral activation/inhibition system and impulsivity had an indirect effect on high-risk behaviors. Based on the results obtained from the present research, it can be said that in order to reduce risky behaviors, attention should be paid to emotional regulation, brain/behavioral system and impulsivity.These findings can have practical achievements in the educational style of teenagers.

The purpose of this study was to investigate the effectiveness of group schema therapy on self-concept and impulsivity in people with post-traumatic stress disorder. This research was practical in terms of purpose and was carried out in the form of semi-experimental research and within the framework of a pre-test and post-test design with a control group. The statistical population included all the people who referred to the two counseling centers of Arak City in the fall of 2022, from which 30 people were selected by the available sampling method and randomly by lottery in two experimental groups (15 people) and Control (15 people) were replaced. The experimental group was subjected to group schema therapy intervention during 8 sessions of 90 minutes and answered impulsivity questionnaires (Barat et al., 1998) and the self-concept of Rogers (1957). The data were analyzed using multivariate and univariate analysis of covariance and using SPSS-26 software. The results showed that schema therapy was able to have a significant effect in reducing impulsivity (components of unplanned, cognitive, and motor components) and increasing self-concept in the participants of the experimental group (P<0.01). schema therapy intervention can be used to reduce impulsivity symptoms and increase self-concept for people with post-traumatic stress disorder and benefit from it.

The current study aimed to investigate the efficacy of Mindfulness-Based Stress Reduction (MBSR) in mitigating experiential avoidance and impulsivity among female students who encounter difficulties in regulating their emotions. The study utilized a quasi-experimental design comprising a control group, pretest, and posttest, in addition to a three-month follow-up period. The statistical sample comprised female high school pupils residing in Tehran who encountered challenges with emotional regulation throughout the academic year of 2020-2021. A purposively selected sample of thirty-one students was allocated at random to the experimental and control groups. The experimental group engaged in monthly online MBSR sessions for a total of 10 sessions, each lasting 75 minutes. The research employed the Acceptance and Action Questionnaire (AAQ), the Barratt Impulsiveness Questionnaire (BIQ), and the Difficulties in Emotion Regulation Scale (DERS). Data analysis involved Mixed ANOVA and using SPSS software version 23. Female students who struggled with emotional regulation exhibited experiential avoidance and impulsivity less frequently as a result of MBSR (p < 0.001). In conclusion, students who struggle with emotional regulation may benefit from Mindfulness-Based Stress Reduction as an intervention strategy, according to the findings. This is supported by the evidence that experiential avoidance and impulsivity can be effectively reduced. This methodology integrates strategies including fostering consciousness regarding the five primary senses, emotions, muscular activity, and the present moment.

Emotion regulation is one of the most important challenges of adolescence. the purpose of this study was to compare the delay discounting, impulsivity and brain/behavioral system in adolescents with and without symptoms of Emotion dysRegulation disorder. The descriptive research method was causal-comparative. The statistical population included all secondary high school students of Kermanshah city, based on the cut point of the emotion dysregulation scale (Gratz and Romer, 2004) and G*Power software, 176 people (88 people in each group) were randomly assigned to The title of the sample size was chosen. From the Monetary Choice scale (Kirby et al. 1999), Short form of Impulsive Behavior Scale (Cyders et al. 2004) the Behavioral inhibition system / Behavioral activation system scale (Carver & White, 1994) and the emotion dysregulation scale (Gratz and Romer, 2004) was used to collect information. The data were analyzed by multivariate analysis of variance with SPSS-25 software. the results showed that the average impulsivity and behavioral brain system between the group with symptoms of disorder in emotion dysregulation and normal group were significantly different ( p < 0.01 ) . There was no significant difference in the mean of delay discounting between the group with emotional dysregulation disorder symptoms and the normal group (P<0.05). attention to disorders in emotion regulation is important as an important criterion in adolescents educational and preventive aspects .The results showed that the average impulsivity and behavioral brain system between the group with symptoms of disorder in emotion dysregulation and normal group were significantly different ( p < 0.01 ) . There was no significant difference in the mean of delay discounting between the group with emotional dysregulation disorder symptoms and the normal group (P<0.05). attention to disorders in emotion regulation is important as an important criterion in adolescents educational and preventive aspects .

The purpose of this study was to determine the effectiveness of acceptance and commitment therapy on impulsivity and co-rumination in students with suicidal thoughts. The research method was semi-experimental with a pre-test and post-test design with a control group. The statistical population included all the students of Ardabil Islamic Azad University in the academic year of 2022-2023, of which 39 people were selected by the purposeful sampling method and randomly replaced in two experimental groups (19 people) and control groups (20 people). The experimental group underwent eight 75-minute sessions and one session per week of acceptance and commitment therapy. Data collection tools included the beck suicide scale ideation (BSSI) (Beck and Steer, 1991), the co-rumination questionnaire (CRQ) (Rose, 2002), and the Barrett impulsivity questionnaire-11 (BIS-11) (Patton et al., 1995). Data analysis was done with multivariate analysis of covariance (MANCOVA). Based on the findings, by controlling the effect of the pre-test, there is a significant difference at the level of 0.01 between the mean of the post-test of impulsivity and co-rumination (and their components) in the two experimental and control groups. Based on these findings, it can be concluded that acceptance and commitment therapy is a suitable psychotherapy method to reduce impulsivity and co-rumination in students with suicidal thoughts.

The present study was conducted with the aim of Comparing the effectiveness of transcranial direct current stimulation and repeated Transcranial Magnetic Stimulation treatment on working memory, impulsivity and self-harm behaviors in people with borderline personality. 

The current research is semi-experimental with pre-test-post-test and control groups. The statistical population of this research includes the clients of some counseling centers in Ardabil city in 1401. The sample of this study consisted of 45 people with borderline personality disorder who were selected by the available sampling method. This study included 3 groups and each group included 15 people. Each subject was randomly assigned to two treatment groups (tDCS and rTMS) and a control group. The tools of this research included N-back working memory test, Barratt Impulsivity questionnaire, self-harm questionnaire, tDCS and rTMS.

The results showed that the treatment of tDCS and rTMS has a significant effect on impulsivity, working memory and self-harm in borderline personality disorder patients. And the results show that after controlling the effect of the pre-test on the post-test to compare scores, working memory, impulsivity and self-harm among the three groups, there is a significant difference at the error level (0.05). The results of Bonferroni's post hoc test also showed that between the effectiveness of the two treatment methods, rTMS treatment was more effective than tDCS.

The results showed that tDCS and rTMS led to the improvement of working memory in people with borderline personality disorder and also reduced the level of impulsivity and self-harm behaviors.

The experience of bereavement has a significant impact on teenagers' views on life and their behavioral problems. The present study was conducted with the aim of investigating the effectiveness of quality of life training and self-compassion training on the meaning of life, self-worth and impulsivity of teenagers who mourned the death of their parents due to Corona.

Among teenagers whose parents died due to corona disease, 36 teenagers were selected and randomly placed in three groups. In the pre-test, all members of the research sample completed the self-esteem questionnaires of Crocker et al. (2003), grief experience by Barrett and Scott (1989) and impulsivity by Barrett (1959). 12 training sessions were held for the members of the experimental groups. In the post-test, all members of the research sample completed the questionnaires again. The data were analyzed using multivariate covariance.

The results showed that the provided interventions had a significant effect on improving the level of impulsivity, self-worth and the meaning of life of teenagers in the experimental group compared to the members of the control group. Also, by conducting follow-up tests, it has been determined that there is no significant difference between the effectiveness of the provided interventions in improving the research variables.

These findings indicate the importance of paying attention to the cognitive and emotional structure of adolescents involved in the mourning process. Since teenagers face challenges in the process of facing life's challenges, they face challenges in their entire cognitive system towards life, the treatments that deal with reframing the mental structure of people regarding concepts such as the meaning of life, for this Teenagers seem useful.

Sometimes, the presence of impulsive behaviors in children with attention deficit/hyperactivity disorder increases their social problems, and the amount of interaction with their parents can increase their abilities. Based on this, the present study was conducted with the aim of determining the effectiveness of parent-child joint play on reducing impulsivity and increasing the social skills of children with attention deficit/hyperactivity disorder. In this research, a semi-experimental method was used with a pre-test and post-test design with a control group, and its statistical population consisted of all children with attention deficit/hyperactivity disorder in Bojnord city and their mothers in 2022, 30 of whom were selected by purposive sampling and were randomly placed in two groups of 15 people, experimental and control. For both groups, the pre-test, including Barth's impulsivity scale (1995) and Matson's social skills scale (1983), was implemented, and the experimental group had 8 two-hour weekly sessions under the joint game. The parent and the child were placed and the control group did not receive any intervention. Both groups completed the post-test again and the results were analyzed through analysis of covariance. The findings showed that Parent-child joint play is effective in reducing impulsivity and increasing the social skills of children with attention deficit/hyperactivity disorder. The results of this research show that parent-child joint play can be used to reduce behavioral problems and increase the social skills of children with attention deficit/hyperactivity disorder.