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The aim of this research is to present a theory to guide a comprehensive and quality counselor training program in Iran.

By adopting a qualitative approach and grounded theory method, data were collected through semi-structured interviews, in the context of counselor training programs in Iran with purposeful sampling; open, central and selective coding was used to analyze the interviews.

The findings identified the core category of "personal growth and continuous professional development of the counselor and improvement of the quality of counseling". Other important categories and subcategories were "cognitive excellence" (strengthening critical thinking, strengthening creativity), "enhancing professional performance" (strengthening appropriate evaluation and effectiveness, continuous growth and development of communication and counseling skills) and "intern-oriented active learning" (educational and professional interactions, developmental assignments, continuous self-improvement).

As a result of this research, a middle-range theory was formulated to facilitate the guidance of a comprehensive counselor training program, which helps the beneficiaries to ensure the quality and adequacy of this program, also improve the rate of graduates who are ready to enter the counseling profession field and reduce the waste of resources. Policy makers and administrators of various counselor training programs can use this theory as a reference to provide a rich and supportive educational and training environment to help the personal growth and continuous professional development of future counselors; This will ultimately lead to the improvement of the quality of education and counseling services.

Theory of mind (ToM) and executive functions (EFs) are crucial for understanding and interpreting social behavior, potentially mitigating cyberbullying by fostering empathy. This research examines the mediating role of empathy in the relationship between ToM, EFs, and cyberbullying.

A descriptive correlational design was employed. The study population comprised all secondary school students in Kermanshah, Iran, during the 2021-2022 academic year. A sample of 400 students was selected using convenience sampling. Data were collected using the Empathy Quotient (Baron-Cohen, 2003), the Barkley Deficits in Executive Functioning Scale (Barkley, 2012), the Cyberbullying and Victimization Experiences Scale (Antoniadou et al., 2016), and the Reading the Mind in the Eyes Test (Baron-Cohen et al., 2001). Data analysis involved Pearson correlations and structural equation modeling (SEM).

The results revealed significant negative correlations between ToM and cyberbullying (p < .01), between EF deficits and empathy (p < .01), and between empathy and cyberbullying (p < .01).  A significant positive correlation was found between EF deficits and cyberbullying (p < .01), as well as between ToM and empathy (p < .01).  Crucially, SEM confirmed the significant mediating role of empathy in the relationship between both ToM and cyberbullying, and EF deficits and cyberbullying.

These findings suggest that deficits in ToM and EFs may increase the risk of cyberbullying, potentially due to impaired empathy.  ToM and EFs are essential for navigating social interactions.  Difficulties in understanding others' intentions and emotions, coupled with executive function deficits, may hinder the ability to interpret social cues and contribute to involvement in cyberbullying, either as a perpetrator or a victim.  Interventions aimed at enhancing ToM, EFs, and empathy may be beneficial in preventing and addressing cyberbullying.

The present study aimed to determine the relationship between theory of mind and social skills mediated by empathy and emotion regulation in primary school children. The study was conducted with a correlational method. The study population was girls in the sixth grade of primary school in Tabriz in 2022. Using random multistage cluster method 375 students were selected and completed Evaluation of Social Skills with Youngsters (Matson,1983), Theory of Mind Test (Steerneman, 1994), Empathy Questionnaire for Children and Adolescents (Overgaauw, Rieffe, Broekhof, Crone & Güroğlu, 2017) and Emotion Regulation Questionnaire (Shield & Cicchetti, 1997). Data were an- alyzed using structural equation modeling. Results showed that there was no significant relationship between theory of mind and social skills. There was a positive relationship between theory of mind and empathy and emotion regulation as well as between empathy and emotion regulation with social skills. Empathy and emotion regulation could significantly mediate the relationship between theory of mind and social skills. Hence, the research indicates that social skills can be improved by improving theory of mind and simultaneously improving empathy and emotion regulation Keywords: emotion regulation, empathy, social skills, theory of mind

By relying on talents and abilities, instead of focusing on diseases, positive psychology has opened its place in psychology literature and has become more important with the increasing progress of societies and the spread of materialism. In Martin Seligman's theory, happiness is one of the most important concepts in positive psychology and refers to a person's feeling of happiness and satisfaction.

The current research was conducted with the aim of providing a model for happiness based on Martin Seligman perspective.

The method of the current research was qualitative, which was carried out using the grounded theory method. The statistical population in the review section of Seligman's theory was the content of the book "Prosperity of Positive Psychology: A New Understanding of the Theory of Happiness and Well-Being", all of its content was carefully examined by researchers, and in the expert section, the statistical population included all positive psychology specialists in Tehran. It was in 1402 that they were identified by snowball sampling and by asking the opinion of 10 of these experts, their opinions on the subject under study were examined.

In the present study, causal, contextual and intervening factors of happiness were identified. On the other hand, strategies for focusing on strengths, practicing gratitude, practicing acceptance of suffering, setting goals and weekly or monthly planning, establishing and maintaining positive relationships and meaningful connections with others, practicing living in the present and valuing the present moments and sports activities and mobility Physical activity was identified as a means of happiness. Finally, it was found that happiness brings various consequences, including improving mood, improving health, improving relationships, increasing creativity, success at work, maintaining mental balance, and increasing motivation.

The findings of the present study showed that Martin Seligman's genuine happiness is consistent with the opinion of experts in the field of positive psychology; Because both emphasize that happiness, satisfaction and inner peace can be achieved through spiritual connection with God and following religious and moral principles and a positive attitude towards life.

This research was conducted to determine the effect of the creative drama learning environment based on the activity theory on the active listening skills of first-grade female students of Nahavand City in the academic year 2023. The research design was quasi-experimental with a pre-test-post-test design with a control group. The statistical population includes all first-grade female students of primary schools in Nahavand city, numbering 826 people, who were studying in the academic year 2023. In this research, the sample size was 40 female students in the first-grade of primary school, who were selected by the available sampling method and randomly assigned to two experimental and control groups.The data were analyzed using descriptive statistics (mean, standard deviation, variance) and inferential statistics (univariate variance analysis test) with the help of 27spss software. The results of the covariance analysis for testing all three research hypotheses showed that the creative drama environment based on the theory of activity on the components of active listening skills; That is, attention skill, follow-up skill and reflective skill of first grade female students have a positive and significant effect. The learning environment of creative drama based on the theory of activity in teaching health topics in the science course can provide a suitable platform for improving the active listening of learners.

The purpose of the current study was to investigate the effectiveness of the couples’ relationship enrichment training, as per choice theory, in terms of the psychological resilience and affective divorce of couples experiencing marital conflicts. The research method was quasi-experimental, utilizing a pretest, posttest, and two-month follow-up period. The statistical population of the current research consisted of couples with marital conflicts who visited six consultation centers in zone eight in Shiraz during the autumn and winter of 2020. 35 couples were randomly assigned to the experimental and control groups (17 couples in the experimental group and 18 in the control group), using the multi-stage sampling method. During a period of two and a half months, the experimental groups were provided with ten sessions of couples’ relationship enrichment training that was based on choice theory. Marital Conflict Questionnaire (MCQ), Psychological Resilience Questionnaire (RQ), and Emotional Divorce Scale (EDS). The data were analyzed through mixed ANOVA via SPSS23 software. the couples’ relationship enrichment theory, which is based on choice theory, has significant effect on the psychological resilience (F=80.28; Eta=0.54; p<0.001) and affective divorce (F=59.95; Eta=0.47; p<0.001) of couples experiencing marital conflicts. According to the findings, the couples’ relationship enrichment training, which is based on choice theory, can be a highly effective approach to enhance psychological resilience and reduce affective divorce in couples with marital conflicts. This is achieved by recognizing needs, training responsible behavior, establishing realistic plans, and investigating options and alternative selections.

 The aim of this study is to identify the personality type of Mohtasham Kashani, the renowned 16th-century poet, through his poetry, based on the Myers-Briggs Type Indicator (MBTI).

 This research employs a descriptive-analytical method. The theory of the sixteen personality types developed by Myers-Briggs, based on Carl Jung’s psychological theory, is used as the theoretical framework for analyzing Mohtasham Kashani’s personality. Data was gathered from his poetry and analyzed according to personality psychology indicators. The study examines various dimensions of personality, including "Introversion-Extraversion," "Sensing-Intuition," "Thinking-Feeling," and "Judging-Perceiving."

 The analysis of Mohtasham Kashani’s poetry reveals that his personality aligns with the ESFP type. This personality type is characterized by sociability, extroversion, emotionality, and a focus on present experiences. Mohtasham Kashani’s poetry demonstrates a strong focus on emotions and sensory experiences, with less inclination toward long-term planning or logical thinking.

 The results indicate that Mohtasham Kashani possesses an ESFP personality type, marked by extroversion, sensitivity to the environment, emotional depth, and flexibility. This personality type can provide insights into his behaviors and social interactions. Additionally, this analysis offers new perspectives in the field of literary personality analysis and highlights the importance of modeling the personalities of influential cultural and literary figures.

Attention deficit hyperactivity disorder is a common disorder in children characterized by inattention and impulsivity. The aim of this study was to compare the effectiveness of transcranial direct current stimulation in the dorso-lateral prefrontal and temporal- parietal regions on theory of mind in children with ADHD.

This research was semi-experimental and its design was pre-test, post-test with control and follow-up groups. The statistical population included students with ADHD in Tehran, among whom 45 people with primary diagnosis of ADHD were selected using the available sampling method and were randomly divided into three groups of 15 people with transcranial direct electrical stimulation in the dorso-lateral Prefrontal region, transcranial direct current stimulation of the temporal-parietal region and the control group were included. In this research, transcranial direct current stimulation was used in the twomentioned areas in 12 sessions with a current intensity of 1 milliamp and a duration of 20 minutes in two groups for children. To measure the theory of mind, the Strainman questionnaire and the mind reading test through the eyes of Baron Cohen were used.

Variance analysis test was performed to compare three groups in theory of mind and in pre-test, post-test and follow-up stages. Both interventions were significant at 0.01 level and effective on theory of mind. Stimulation of the temporal-parietal region increased theory of mind, but the effectiveness of transcranial direct current stimulation in the dorso-lateral prefrontal region was greater on theory of mind.

According to the findings of the research, these interventions have an effect

Dark personality traits are linked to various social harms, including virtual bullying. This study aimed to explore the relationship between the five dark personality traits and virtual bullying, focusing on the moderating role of theory of mind in students.

The current research is descriptive-correlational in nature. The statistical population includes all students enrolled in various universities across the country during the academic year 1402-1401. From this population, a sample of 426 individuals was selected using a simple random sampling method. The research utilized several tools, including a questionnaire assessing dark personality traits, a virtual bullying questionnaire, and the Theory of Mind computer test conducted within the Pursline virtual system. Data were analyzed using the adjusted hierarchical regression method.

The research results indicate a significant positive relationship between Machiavellian, antisocial, bullying, and spiteful traits and virtual bullying (P=0.001). Conversely, there is a significant negative relationship between narcissism and virtual bullying (P=0.001). Additionally, the findings reveal that theory of mind plays a moderating role in the relationship between other traits associated with harassment and spitefulness and virtual bullying (P=0.001). In other words, when theory of mind is low, the connection between the dark traits of vindictiveness and bullying and cyberbullying becomes stronger.

According to the results of this study, promoting theory of mind appears to be an effective protective factor against virtual harassment.

The importance of moral education in schools is undeniable. Various models have been proposed for moral education in schools, one of which is the Baro Model of Moral Education based on Baro's theory. Some studies have shown that teachers generally support this model. However, some teachers have also expressed concerns about how to implement this model in the classroom. Despite the potential benefits of this model, there have been few studies on teachers' views of it.

The aim of this research was to analyze teachers' views on the Baro Model of Moral Education and to adapt it to the psychosocial needs of the Iranian education system.

The research method was qualitative and phenomenological. The statistical population included all teachers working in the city of Garmsar in the academic year 1402-1401 (2023-2024). 20 of them were selected purposefully and interviewed based on the entry criteria. Data were collected through semi-structured interviews and analyzed using Maxqda2022 software.

The findings showed that the five primary principles of Baro's theory, namely happiness with 7 sub-themes, truth with 5 sub-themes, freedom with 2 sub-themes, respect with 1 sub-theme, and fairness with 3 sub-themes, were approved and accepted by the participants. However, for each of the five principles, additional secondary principles were proposed by the participants in accordance with the educational context and conditions prevailing in the Iranian education system.

In general, the results of this study can be inferred that all the primary and secondary principles in the Baro Model of Moral Education are approved by the participating teachers. Therefore, it is proposed that the stakeholders of the education system prepare the ground for the implementation of the Baro Model of Moral Education and the proposed modifications suggested by the participants. In this way, specialized seminars can be held to explain the principles of this moral model.

The purpose of this research was to predict emotion regulation in married women based on the theory of mind and cognitive abilities. The research method was descriptive-correlation studies. The research population was all married women aged 20 to 45 living in District 5 of Tehran in 1401. The research sample was 172 married women who were selected by the available sampling method. Baron Cohen et al.'s Mind Reading Test (RMET) (2001) Rescue Cognitive Abilities (CAQ) (2012) and Gross and John's Emotional Regulation (ERQ) (2003) were used to collect data. Multiple linear regression was used to analyze the data. The results showed that the theory of mind and cognitive abilities can predict emotional regulation in the suppression dimension (P<0.05). The adjusted coefficient of determination showed that the predictor variables could explain 12.2% of the suppression variance. These findings indicate that the emotional regulation of married women can be predicted with the variables of theory of mind and cognitive abilities to prevent marital problems.

Children with physical disabilities may face challenges in mobility, exploration of their environment, and social interaction due to movement restrictions. These limitations can also lead to delays in the development of social cognition, specifically in theory of mind (ToM). This study aimed to compare the level of ToM abilities among students with motor problems, intellectually disabled students (ID), and students with typical development (TD), with a focus on the role of motor disabilities. To achieve the goal of this causal-comparative research, we recruited 44 students with cerebral palsy (CP), 29 ID students, and 46 TD students through from schools in Zanjan, Iran. The Gross Motor Function Classification System - Expanded & Revised (GMFCS - E&R), as well as the Wechsler, Leiter, and Goodenough intelligence tests, and a 38-item Theory of Mind questionnaire were employed to collect the necessary data. The results of multivariate analysis of variance revealed that despite having normal intelligence and homogeneity in terms of gender and age, students with physical disabilities performed poorly compared to TD students in the third level of theory of mind (F=6.02, p=0.003). However, students with motor disabilities outperformed ID students in the second level of theory of mind (F=21.18, p<0.001). Overall, the results of the study confirmed the relationship between motor limitations and ToM, revealing that despite normal intelligence, movement restrictions can negatively impact children’s ToM capabilities by limiting their social relationships.

The present study was conducted with the aim of investigating the effect of emotional literacy training on academic engagement and theory of mind of 9-12 year-old girls. The research method was semi-experimental with pre and post- test with a control group. The statistical population included female students aged 9 to 12 in the city of Isfahan in the academic year 2020-21. Of these, 24 were selected based on availability and randomly assigned to either a control group (N=12) or an experimental group (N=12) groups. The experimental group received eight sessions of emotional literacy training for 60 minutes, and the control group did not receive any training. All participants completed the following questionnaires: Zarang's (2012) Academic Engagement Questionnaire and Stirenman's (1999) Theory of Mind Test. Results of Mann-Whitney U test showed that emotional literacy education improved the level of theory of mind and academic engagement of students. Therefore, emotional literacy training in schools and counseling centers can be used to increase students' theory of mind and academic engagement

The purpose of this study was to gain a coherent understanding of the importance of language, identify and categorize its components in the acquisition of children's theory of mind ability, and also to provide a conceptual model in this regard. The type of research was descriptive, the method of conducting it was qualitative and based on library citation research that was done using systematic review and meta-study (meta-synthesis) methods. The target population included all the researches and studies available in foreign and domestic databases that were conducted from 1990 to 2021 in the field of the relationship between language and theory of mind. By applying the theoretical and targeted sampling method and selecting a sample of related studies and researches, the required data were collected. The sampling process continued until theoretical saturation was achieved. 123 articles were screened Finally. The data was analyzed by content analysis method. In the open coding stage, 143 component codes were identified. Based on the concept of the identified codes and their classification in a similar component, in the axial coding stage, 5 main components and 2 secondary components were obtained. The findings indicated that the relationship between language and theory of mind can be theoretically explained based on 5 main linguistic components in the order of priority: pragmatics, semantics, syntax, vocabulary and phonology and 2 sub-linguistic components: meta-linguistic and whole. Presenting this conceptual model is a step towards achieving a comprehensive and new explanation of the importance of language in the development of the theory of mind and will lead to increasing and updating existing knowledge and benefiting from it at practical levels, including in research, educational and clinical aspects.

The aim of the present study was to investigate the mediating role of mind theory in relation to executive functions with quality of life and empathy in children. The research method was descriptive-correlation modeling of structural equations. The statistical population included children (boys and girls) aged 6 to 12 years in Meybod city in the academic year 1400-1399, 350 of whom were selected by the available sampling method and completed the children's empathy questionnaires of Auyeung et al (2009), quality of life form of Varni et al (2001), Coolidge neuropsychological (2002) and Hutchins' Theory of Mind (2012) the parent form. The results showed that the research model is a good fit. Executive functions have a significant direct effect on the theory of mind, quality of life and empathy of children. Theory of mind also has a significant direct effect on the quality of life and empathy of children. Another finding showed that the theory of mind plays a mediating role in the relationship between executive functions and children's quality of life and empathy. Therefore, it can be concluded that by improving executive functions and strengthening the theory of mind, we can increase the quality of life and empathy in children.

Considering emotional issues in theory of mind deficits in children with attention deficit hyperactivity disorder is one of the important fields of research, so purpose present study was to investigate relationship between theory of mind and emotional dyslexia in children with attention deficit hyperactivity Signs by considering mediating role of emotion regulation and emotional intelligence. Research method was correlation with path analysis model. The statistical population of research was all children suffering from attention-deficit-hyperactivity Signs who referred to psychological clinics in Tehran, by available sampling 400 of them were given research questionnaires, including Theory of Mind Questionnaire (Stirman, 1994), the Toronto Alexithymia scale (Rieffe et al., 2006), emotion regulation (Gross et al., 2003) and emotional intelligence (Schutte et al., 1998). Finally, hypothetical model of research was consistent with data, which provides a good fit of model and showed that Emotional dyslexia affects theory of mind both directly (p<0.01, β=0.273) and through mediation of emotional intelligence and emotion regulation (p<0.01, β=0.387). The results of research showed that emotional dyslexia can predict theory of mind in children with attention deficit hyperactivity disorder both directly and through mediation of two variables of emotion regulation and emotional intelligence. Results of present study can be used as a model to explain emotional components in deficiency in theory of mind in this context.

The purpose of this research was to investigate the effectiveness of cognitive empowerment of mental states on the mind reading ability of substance dependent people. The current study was a quasi-experimental type with a pretest-posttest design with a control group. 30 drug addicts with the same conditions in terms of age, education, occupation, etc. were selected and randomly assigned to two experimental and control groups (15 people in each group). The participants responded to the eye reading test (Baron-Cohen test) in the pretest and posttest. The experimental group was subjected to the intervention of the cognitive empowerment program (Terme program) and the control group did not receive any intervention. The results of covariance analysis showed that cognitive empowerment (Terme program) is effective on the ability to read minds (theory of mind) in drug dependent people. In fact, the Terme program has improved the ability to read minds through the eyes in drug dependent people. Based on the results of the present research, it is possible to use the cognitive empowerment program (Terme program) in the ability to read minds through the eyes for drug dependent people.

AbstractThe purpose of this study was to determine the effective of the training program of executive functions on improving levels of theory of mind in children with attention deficit / hyperactivity disorder. The research method was semi-experimental with post-test pre-test with control group. The study population included all 6- to 8-year-old children in Tabriz, of whom 30 were selected by convenience sampling and randomly assigned to experimental (15) and control (15) groups.Then the Theory of Mind Questionnaire (Hutchins, Perlock , Bonazinga , 2012) was completed by parents of both groups. After performing the pre-test, the experimental group was trained in the executive functions program. The program was designed by researchers and consisted of 24 sessions in which 4 skills (working memory, inhibition, flexibility and attention training) were taught, At this stage, the children in the control group did not receive any training. The post-test was performed again and the data obtained from the pre-test and post-test were analyzed using analysis of covariance.The data showed a significant difference between the control and experimental groups in the post-test of variable theory of mind scores after adjusting for the effect of pre-test of theory of mind(P<01). Based on this study, it can be suggested that improving the executive functions can increase the levels of theory of mind.

The present study was conducted with the aim of comparing the effectiveness of marital life enrichment education based on "choice theory" and "Guttman theory" on marital satisfaction of women with marital discord. The research method was semi-experimental including two experimental groups and a control group with a pre-test-post-test design and a two-month follow-up period. The statistical population of this research included all married women with marital disputes who referred to the Tasnim counseling center in Shush city in 2022, 60 women were randomly selected in three groups of 20 (two experimental groups and one control group) ) were assigned. The data were collected using marital satisfaction index questionnaire. Repeated analysis of variance method was used to analyze the dataThe results of data analysis showed that both enrichment groups based on selection theory and Guttman's theory have a significant effect on women's marital satisfaction (p<0.01). Also, in the follow-up phase, the effect of the two methods over time was also significant, but the selection theory has more therapeutic stability both in the post-test phase and over time compared to the teachings of Guttman's theory (p<0.01). According to the results of the research, interventions based on marital life enrichment education (choice theory and Gutman theory) can be used as a therapeutic protocol by counselors and specialists

Executive functions are important structures that play an important role in controlling and directing behavior. This research was conducted with the aim of investigating the mediating role of emotional intelligence in the relationship between theory of mind and executive functions (cognitive flexibility and response inhibition). The current research method was correlation and structural equation modeling. The statistical population of the research included all female students aged 13 to 18 in Khomeini Shahr city in 2021, of which 300 were selected for the research sample using the available method. To collect data from the emotional intelligence questionnaire (Schutte et al., 1998), software tests of Wisconsian card sorting (Grant and Berg, 1984), go /no go (Hoffman, 1984) and mind reading through eye images (Baron-Cohen et al., 2001) were used. For data analysis, Pearson's correlation coefficient and structural equation model were used in AMOS-24 software. The findings showed that theory of mind had a positive and significant direct effect on emotional intelligence with a coefficient of 0.233 and on cognitive flexibility and response inhibition with a coefficient of 0.133 and 0.218 respectively (P<0.01), intelligence Emotion with cognitive flexibility and response inhibition had a positive and significant direct effect with coefficients of 0.144 and 0.337 respectively (P<0.01). The indirect effect of theory of mind on flexibility and response inhibition with the mediating role of emotional intelligence was 0.033 and 0.078, respectively. Therefore, the results indicated the decisive role of theory of mind and emotional intelligence in predicting cold executive functions (cognitive flexibility and response inhibition). Finally, considering the relationship between theory of mind, emotional intelligence, cognitive flexibility and response inhibition, by increasing theory of mind and emotional intelligence, it is possible to help improve the components of executive functions.